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All Journal Linguistics and Elt Journal PROJECT (Professional Journal of English Education)
Trifosa, Maria
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Languange, Linguistic, Communication & Media

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Indonesian EFL Students’ Self-Regulated Learning Strategies for English Speaking Trifosa, Maria; Keny, Anatasia; Bram, Barli
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.35938

Abstract

This study investigated self-regulated learning (SRL) strategies employed by Indonesian undergraduate students to enhance their English-speaking abilities. A quantitative research design was employed, with data collected from 30 undergraduate students through a modified Self-Regulated Motivation for Improving Speaking English as a Foreign Language (SRMIS-EFL) questionnaire. Descriptive statistical analyses, including mean scores and standard deviations, were conducted using SPSS to examine the extent to which four SRL factors, Task Value Evaluation, Regulation of Learning Environment, Regulation of Affect, and Regulation of Classroom Environment, were demonstrated. The findings indicated that Task Value Evaluation was the dominant factor supporting students’ speaking skills, while Regulation of Affect and Classroom Environment showed moderate engagement. These results suggest that cognitive, affective, and environmental strategies collectively influence students’ motivation and participation in English-speaking activities. Implications for teaching include designing meaningful speaking tasks, promoting peer collaboration, and creating supportive learning environments to strengthen students’ SRL and oral proficiency.
Unpacking Functions and Meanings of Prefixes Inter- and Intra- to Enhance Learners’ Morphological Awareness Trifosa, Maria; Bram, Barli
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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Abstract

Morphological awareness is crucial in EFL vocabulary acquisition, particularly in understanding complex word formations. This research analyzes the morphological behavior of prefixes inter- and intra- to determine how their meanings and grammatical roles shift across different word classes. Employing a qualitative descriptive approach, the researchers collected 345 lexical entries (183 for inter- and 162 for intra-) from the Oxford English Dictionary. The analysis focused on word class changes and semantic formations. The results show distinct characteristics: inter- exhibits broader morphological flexibility, forming verbs, nouns, and adjectives that describe reciprocal relationships, spatial distance, and social relations. Conversely, intra- demonstrates structural consistency, predominantly forming technical adjectives referring to internal locations within scientific contexts. These findings highlight the significant role of prefixes in vocabulary enrichment and the necessity of understanding word class nuances. Practically, this study suggests that teaching strategies should differentiate between the communicative nature of inter- and the technical specificity of intra-. This research contributes a morphology-based framework for teaching English vocabulary in EFL contexts.
Co-Authors Bram, Barli Keny, Anatasia