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All Journal Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Jurnal Pendidikan dan Sastra Inggris
Agus Budiarte
UHN I Gusti Bagus Sugriwa Denpasar
Education

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A Comparative Analysis of Vocabulary Enrichment Goals in Mechanical Engineering and English Education Programs Agus Budiarte; Ni Putu Ines Marylena; Putu Wiraningsih; Ryan Puby Sumarta
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6415

Abstract

This study explores the distinction in vocabulary enrichment goals between Mechanical Engineering students and English Education students, using Gardner's socio-educational model, which differentiates between instrumental and integrative motivation. Descriptive quantitative design data were collected by using a 24-item questionnaire among 15 Mechanical Engineering students from Politeknik Pelayaran Sorong and 15 English Education students from UHN I Gusti Bagus Sugriwa Denpasar, through purposive sampling. The findings indicate that Mechanical Engineering students have highly emphasized instrumental motivation in learning vocabulary; it is a useful tool for understanding technical texts, equipment operation, and preparation for industry-related communication. On the other hand, English Education students have higher integrative motivation since, for them, learning vocabulary contributes to the development of better communicative competence, cultural understanding, and professional identity as future educators. These results are consistent with Gardner's (1985) theory, which is further supported by disciplinary literacy perspectives indicating that different fields involve different literacy demands, which become determinants of the learners' interests in vocabulary enrichment. It concludes that academic context and career expectations are strong determinants of learners' goals in vocabulary learning, emphasizing differentiated vocabulary instruction. For this reason, ESP-centered vocabulary teaching will be relevant to the technical students, while the English Education students need to be taught vocabulary in a more communicative way and culturally enriched.
PERSONALITY TRAITS AND READING STRATEGY USE IN EFL LEARNING Agus Budiarte; I Wayan Putra Adi Subawa; Ida Bagus Gde Phalaguna
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 24 No 1 (2026): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v24i1.1078

Abstract

This study investigated the relationship between personality traits and reading strategy use among early-stage EFL learners. Employing a quantitative correlational design, the study involved 21 second-semester English education students. Data were collected using the Big Five Inventory (BFI) and the Survey of Reading Strategies (SORS), and analyzed using Pearson Product–Moment correlation. The findings revealed that personality traits influence reading strategy use selectively. Among the five traits, Agreeableness emerged as the most consistent and significant predictor across global, problem-solving, and support strategies. In contrast, Conscientiousness and Neuroticism were significantly associated only with problem-solving strategies, indicating the role of both cognitive control and emotional factors in handling reading difficulties. Extraversion and Openness did not show significant relationships with any strategy type. These results suggest that social and interpersonal characteristics play a more prominent role than other personality dimensions in shaping strategic reading behavior. The study highlights the importance of considering individual differences in reading instruction and recommends integrating strategy-based and learner-centered approaches in EFL classrooms. Future research is encouraged to involve larger samples and explore additional variables to gain deeper insights into the relationship between personality and language learning strategies
Co-Authors I Wayan Putra Adi Subawa Ida Bagus Gde Phalaguna Ni Putu Ines Marylena Putu Wiraningsih Sumarta, Ryan Puby