Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
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This Author published in this journals
All Journal English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) Journal of Citizenship ETERNAL: English Teaching Journal The Journal of English Literacy Education
Hedyan Putra
Politeknik Negeri Ambon
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS Putra, Hedyan; Sekewael, Mansye
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10556

Abstract

This study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs.
The Effect of Village Public Service Quality on Community Life and Public Trust: Evidence from Sukamerindu Village Hedyan Putra; Nurul Jannah
Journal of Citizenship Volume 5 Issue 1, 2026
Publisher : HK Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37950/joc.v5i1.660

Abstract

Village-level public services constitute a critical interface between the state and citizens and play a pivotal role in shaping the quality of local governance and community trust. This study examines the implications of public service delivery for social life and public trust in Sukamerindu Village by analyzing service quality, structural constraints, and the use of information technology in village administration. Employing a quantitative explanatory design, data were collected through a structured questionnaire administered to 114 residents who had directly accessed village public services. The data were analyzed using descriptive statistics and simple linear regression with the support of SPSS. The findings indicate that the overall quality of public services is perceived as high, particularly in terms of officials’ attitudes, clarity of administrative requirements, and procedural simplicity. Nevertheless, respondents also reported moderate to high structural constraints, including unclear service workflows, limited administrative staffing, and inadequate facilities. The utilization of information technology has contributed to faster and more efficient administrative processes; however, its effects remain uneven due to disparities in digital access and digital literacy among residents. Regression analysis demonstrates that public service quality has a statistically significant influence on community life and public trust, accounting for 46.5% of the observed variance. These findings underscore that village public services extend beyond administrative functions and constitute a key determinant of social experience and institutional trust at the local level. Keywords: Public Service Quality; Village Governance; Public Trust; Rural Community
A CORRELATIONAL STUDY: SELF-EFFICACY, LEARNING STRATEGIES AND STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE Hedyan Putra; Mansye Sekewael; Hindri Febri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.69

Abstract

This study investigated the relationship between students’ self-efficacy, learning strategies, and descriptive writing performance in an English as a Foreign Language (EFL) context. Conducted with 103 third-semester accounting students at the State Polytechnic of Ambon during the 2024/2025 academic year, the research employed a quantitative correlational design using purposive sampling. Data were collected through a writing self-efficacy questionnaire, a writing learning strategies questionnaire, and a rubric-based descriptive writing test. The instruments were validated and demonstrated high reliability (α = 0.91 and α = 0.88), with writing performance assessed through inter-rater scoring (Cohen’s Kappa = 0.85). Data analysis involved descriptive statistics, Pearson correlation, and multiple regression. Results revealed that while most students reported high self-efficacy and moderate use of learning strategies, their writing performance remained basic (A2 based on CEFR proficiency levels). Significant positive correlations were found between self-efficacy, learning strategies—particularly cognitive and metacognitive—and writing performance, though the overall contribution of these variables accounted for only 6.4% of performance variance. The findings highlight the need for instructional practices that integrate self-regulated strategies and scaffold writing development to bridge the gap between confidence and competence.
Mapping the AI revolution: A bibliometric analysis of ChatGPT's role in academic writing Sophia Binnendyk; Mansye Sekewael; Hedyan Putra
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10313

Abstract

The rapid emergence of ChatGPT has significantly reshaped research on academic writing within higher education, particularly in second language (L2) and EFL contexts. Despite the growing volume of studies, a systematic synthesis of how this research domain has evolved remains limited. This study aims to map the conceptual and social development of ChatGPT-related scholarship in academic writing through a bibliometric analysis of Scopus-indexed journal articles published between 2023 and early 2025. The relevant metadata, including citation information, bibliographic details, abstracts, and author keywords, were exported in RIS format and imported into VOSviewer for analysis. The analysis examined publication trends, dominant research themes, theoretical frameworks, methodological orientations, and patterns of scholarly collaboration. The findings reveal a clear developmental trajectory in the literature. Early studies primarily focused on academic integrity, plagiarism, authorship, and the detectability of AI-generated text. From 2024 onward, research increasingly emphasised pedagogical integration, highlighting ChatGPT’s potential to support linguistic accuracy, rhetorical organisation, and revision processes. More recent studies extend this focus to assessment practices, institutional governance, personalization, metacognition, and self-regulated learning, reflecting the growing conceptual maturity of AI-assisted academic writing research.
Improving Applied Business Administration Students’ Reading Comprehension and Vocabulary Acquisition by Using Quizlet Hindri Febri Ana Sari; Arthur Reinaldo Tanihatu; Hedyan Putra
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2993

Abstract

This study investigates the integration of Quizlet as a digital tool to enhance English reading comprehension and vocabulary acquisition among second-semester Applied Business Administration students at Politeknik Negeri Ambon. The study addresses the urgent need to support ESP students who often struggle with discipline-specific reading due to limited academic vocabulary and low engagement, particularly in vocational higher education contexts. Using a mixed-methods design, data were collected from 45 students through pre-tests and post-tests, classroom observations, reflective journals, interviews, and Quizlet usage logs. Over eight instructional sessions, students engaged with Business Administration reading texts supported by Quizlet activities, including flashcards, games, and cumulative quizzes. Quantitative data were analyzed using paired-samples t-tests and effect size calculations to examine learning gains, while qualitative data were analyzed thematically to explore patterns of engagement and learner perceptions. The findings revealed significant improvements in vocabulary retention (+22.5) and reading comprehension (+23.2), with strong effect sizes. Weekly accuracy rates increased from 61% to 86%, and student engagement rose markedly, with active participation improving from 55% to 91%. Reflective data indicated a positive shift in students’ attitudes toward reading, from perceiving it as monotonous to viewing it as useful and engaging. These results highlight the pedagogical significance of integrating Quizlet as a supportive tool for fostering vocabulary development, reading comprehension, and learner engagement in ESP instruction.
Co-Authors Ana Sari, Hindri Febri Arthur Reinaldo Tanihatu Hindri Febri Mansye Sekewael Mansye Sekewael Mansye Sekewael, Mansye Nurul Jannah Sophia Binnendyk