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All Journal Linguistics and Elt Journal Indonesian Research Journal on Education
Manik, Ronika Apriyanti
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A Case Study of Analyzing Students’ Focus in Writing Manik, Ronika Apriyanti; Harahap, Ahmad Fadli
Linguistics and ELT Journal Vol 13, No 1 (2025): Juni (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31874

Abstract

Maintaining focus in writing is among the underemphasized but critical areas of academic literacy, particularly among English as a Foreign Language (EFL) students. Indonesian EFL learners mostly put more effort into maintaining thematic coherence and logical coherence of writing despite their operationally effective grammatical and lexical control. Although writing pedagogy is a stronghold of language instruction, little has been investigated in Indonesia which seeks to investigate students' capacity to maintain focus, a fundamental skill in guaranteeing coherent and effective texts. This research was prompted by the noted lack of pedagogical focus and empirical investigation of focus in writing, and particularly at the tertiary level. Using a qualitative case study design, the researcher examined the writing of 25 second-semester business management students. Participants were tasked with composing personal narratives and reflecting on their writing experiences. After that, the students' writings were evaluated based on five criteria, such as clarity of main idea, relevance of supporting details, consistency, topic unity, transitions and coherence. Findings reveal that the majority of students demonstrated Limited to Basic proficiency in all five areas with the highest deficiencies observed in topic unity and consistency. Also, most of the students can write sentences but struggle to organize and connect the ideas logically correspond to the theme. The data also shows that the participants faced significant linguistic and cognitive challenges, such in expressing ideas fluently, selecting appropriate vocabulary, and understanding genre-based writing. This study underscores the urgent need for a pedagogical shift that adopt a process-based which constructivist approaches that view writing as a repeated activity involving planning, drafting, reviewing, and revising. Such an approach recognizes that effective writing instruction must extend beyond grammatical correctness and surface-level features.
Analyzing First-Semester Students’ Speaking Performance Through Thematic Speaking Tasks Manik, Ronika Apriyanti
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3484

Abstract

This study examined the speaking performance of first-semester EFL students with theme speaking tasks emphasizing pronunciation, fluency, and clarity. Thematic speaking tasks enabled learners to have authentic and purposeful communication, enabling teachers to evaluate oral production in authentic situations. The participants were asked to record their speaking with the theme given. Data were analysed descriptively with recorded one-minute speaking samples rated on a five-point scale. Most participants showed emerging control over pronunciation but all experienced challenges in articulatory accuracy, stress, and rhythm, influencing their fluency and message clarity. The participants also revealed hesitancy and lexical limitedness which points towards the initial stages of oral achievement. In terms of pedagogy, the results imply that students' pronunciation should be instructed with the integration of both segmental and suprasegmental aspects, whereas fluency should be developed via communicative and task-based practices. Shadowing, imitation, and lexical expansion can further enhance clarity-oriented activities towards achieving better intelligibility. In conclusion, thematic speaking activities are useful in identifying learners' oral competence and weakness and can be useful tools towards guiding pronunciation and fluency correction. Future studies should include a larger number, longer observation, and the incorporation of technology-assisted correction towards favoring sustained development in the domain of speaking.  
Co-Authors Harahap, Ahmad Fadli