cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Renata C. G. V. Nikijuluw
Contact Email
renataloppies@gmail.com
Phone
+6282188502654
Journal Mail Official
mataijournalpsdkuaru@gmail.com
Editorial Address
Program Studi Pendidikan Bahasa Inggris PSDKU Kabupaten Kepulauan Aru Jln. Pendidikan Dobo, Kabupaten Kepulauan Aru
Location
Kota ambon,
Maluku
INDONESIA
MATAI: International Journal of Language Education
Published by Universitas Pattimura
ISSN : -     EISSN : 27746356     DOI : https://doi.org/10.30598/matail.v3i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
MATAI International Journal of Language Education is a scholarly refereed research journal which accepts scientific article based on research and reviews including as follows, Language Teaching and Skills, Applied Linguistics, Curriculum Development, Multiculturalism, Literacy and Bilingual Education, Teachers Training, Technology Enhanced Language Learning, Assessment in Language Learning. The article should fulfill science criteria and original manuscript which has previously unpublished. Each article will evaluate by relevant peer reviewers before published.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 81 Documents
 5   6   7   8   9 
A Semiotic Study of Angkot Signage in Ambon: Decoding Public Messaging on Wheels Matatula, Marles Yohannis; Tupalessy, Pricilia; Patty, Jusak
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.17630

Abstract

This study explores stickers' semiotic and cultural significance on public minibusses (angkot) in Ambon City, Indonesia, through a multimodal analysis grounded in Roland Barthes' (1964) denotative and connotative meaning framework. The research examines five angkot stickers and investigates how these mobile, grassroots texts encode literal and symbolic messages, reflecting Ambon's sociocultural values, linguistic hybridity, and glocalized identities. The findings reveal that the stickers combine informal and formal Bahasa Indonesia, colloquial Ambonese Malay, and global pop culture references to convey themes of faith, resilience, humor, and social critique. Their placement on angkot transforms these vehicles into mobile billboards, circulating localized messages across urban spaces and challenging traditional notions of static linguistic landscapes. This study addresses gaps in linguistic landscape research by focusing on transient, user-generated signage, highlighting the agency of drivers and local artists in shaping public discourse. It underscores the importance of grassroots creativity in mediating cultural identity. It offers insights into how ephemeral texts contribute to the dynamic interplay of global and local influences in post-colonial urban environments.
Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy Riry, Jholie Grace Imanuella; Binnendyk, Sophia
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18343

Abstract

This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings reveal a disproportionate distribution of cognitive levels questions in this textbook. There are 6 (14%) literal comprehension, 1 (3%) reorganization question, 19 (45%) inferential questions, 11 (26%) evaluation questions, and 5 (12%) appreciation questions. The analysis suggests that the textbook moderately promotes higher-order thinking skills, but lacks a balanced distribution recommended by educational standards. The study underscores the need for a more varied approach to question design in textbooks to foster comprehensive reading skills. Implications for educators, textbook authors, and curriculum designers include the necessity to incorporate a wider range of question types to better support students' cognitive and interpretive abilities. Future research should explore the impact of diversified questioning techniques on student learning outcomes across different educational contexts. Future editions of the textbook should include more balanced distribution of questions types, reducing the proportions of Essay question and increasing the number of multiple choices questions. The textbook also should include more types of questions, such as, Yes/No, True/False and WH questions.
Differentiated Instruction in Merdeka Belajar Curriculum: Teachers’ Perception in EFL Context Notanubun, Fitri Faradila; Lekatompessy, Jeny; Camerling, Bella
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18349

Abstract

This study investigates English teachers' perceptions, challenges, and how they overcome implementing Differentiated Instruction within the Merdeka Curriculum in the EFL context. The researcher used a narrative inquiry approach, including Document, Observation class, and Interview. This research describes and explains the experiences of 2 English Teachers in applying DI to support the Merdeka Belajar curriculum. Participants were purposively selected from SMA Negeri 2 Ambon, specifically those involved in the Guru Penggerak program batch 1 in 2020. The findings reveal that teachers perceive DI as a practical approach to addressing diverse student needs and enhancing engagement and achievement. They demonstrate a strong understanding of DI principles, tailoring content, processes, and products to individual students. Despite encountering significant internal challenges such as self-efficacy and external challenges like time management and resource allocation, teachers employ strategies including collaboration with colleagues, thorough preparation, effective group management, and fostering open communication. These efforts help manage the complexities of DI, ensuring a responsive and inclusive learning environment.
Analysis of Students' Challenges in Micro-Teaching: A Study at English Education Program, PSDKU Aru Nussy, Wenssy Steva; Hukom, Salmon James; Ahufruan, Nelson
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18695

Abstract

This study examines the challenges encountered by sixth-semester students in the Microteaching class within the English Language Education Study Program at PSDKU Aru University. Microteaching, as a crucial component of teacher education, often exposes various difficulties faced by pre-service teachers. Key challenges identified in this study include nervousness, inadequate teaching knowledge, and barriers categorized into five major areas: procedural, psychological, managerial, instructional, and professional. A qualitative descriptive approach was employed to explore these challenges in depth, using questionnaires and interviews as the primary data collection instruments. The data were analyzed based on students' statements, allowing the researchers to capture detailed insights into their experiences. The findings reveal that most students struggle significantly across all five categories, highlighting gaps in both pedagogical skills and teaching confidence. These results provide a clearer understanding of the complexities students face during Microteaching and suggest the need for targeted interventions in teacher education programs. Enhancing instructional support and offering more practical training opportunities are recommended to better prepare students for real classroom settings. Overall, this study contributes valuable knowledge to the field of English teacher education, particularly in the context of EFL (English as a Foreign Language) instruction.
Character Values Analysis in the English Textbook for High School Students in Ambon: Bahasa Inggris Fase E SMA Mahulette, Astrid
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18710

Abstract

This study examined the category of character values, the integration of character values, and the strategies of delivering character values in the English textbook for grade tenth entitled Bahasa Inggris Fase E SMA. This research employed content analysis method. The finding showed that (1) Character values in English language textbook comprises five characters categories, the value of human character in relation to the almighty God, oneself, others, the environment, and the nation. The five categories of character values are not spread out evenly in each unit in the textbook. But this is not being a problem since there are other values which could be fulfilled by other tasks in each unit. (2) The five categories of character value were integrated into four components of language, i.e., listening, speaking, reading, and writing. The integration of character values in the textbook are spread evenly in each skill. (3) the strategies of delivering character values in the textbook consists of two forms, i.e., implicit and explicit forms. The explicit form is more dominant than implicit. To test the validity of the data, the semantic validity and reliability (intra-rater and inter-rater) were used. This implies that in writing the textbook, the writers take account of the cognitive aspect and students’ psychological development. Therefore, this textbook is suitable as the materials and guidance for English teachers to teach English and to develop the character education values suggested by the Merdeka Curriculum to the students. Keywords: content analysis, cognitive aspect, psychological development
Exploring the Impact of Local Content Integration in Procedure Text on Student Engagement and Learning Perception Tahapary, Nangcy Lely; Anaktototy, Karolis
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18827

Abstract

This research aimed to develop instructional materials for procedure texts incorporating local content to enhance ninth-grade students' engagement and comprehension at SMP Negeri 5 Ambon. Employing Borg and Gall’s Research and Development model, the study followed nine iterative steps, including needs analysis, material development, expert validation, revision, and field testing. Data were collected through student questionnaires, expert reviews, and classroom trials involving 30 students. The developed materials were validated by experts and received a “very good” rating based on their alignment with the 2013 Curriculum, cultural relevance, clarity, and pedagogical soundness. Field testing showed that students demonstrated increased motivation, active participation, and improved understanding of both procedural texts and local cultural elements. The final product consisted of interactive worksheets, multimedia resources, and locally contextualized content such as traditional Ambonese recipes and crafts. These materials not only improved learning outcomes but also fostered students’ cultural identity. The study underscores the significance of contextualized and culturally responsive materials in making English learning more effective, engaging, and meaningful.
Developing Audio-Visual Speaking Material for Eighth Grade Students of SMP Negeri 1 Seram Barat Lethulur, Dirk Valentino; Maruanaya, Hendrik
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18856

Abstract

This research is grounded in the belief that well-designed speaking materials should integrate technology to create interactive, engaging, and meaningful learning experiences. To put this into practice, the researcher developed audiovisual speaking materials aimed at enhancing students' speaking proficiency and evaluated their effectiveness in the classroom. This study employs a Research and Development (R&D) model adapted from Borg and Gall (1983). The content and design of the materials were developed based on students’ learning needs and preferences identified through an earlier needs analysis. Various visual and audio elements were incorporated to create engaging and high-quality teaching videos. The materials then underwent an extensive review process, including expert evaluations, student feedback, and field testing. The study was conducted in a junior high school with a sample of 31 students. The results indicate that the audiovisual speaking materials effectively promote active student participation and enthusiastic engagement during exercises. Furthermore, the students' speaking proficiency significantly improved after the implementation of these materials.
Students' Voices on Extensive Listening: Exploring Perceptions of Self-Selected Authentic Materials Tiven, Punggulina Andawaty; Nikijuluw, Renata
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.19488

Abstract

Extensive listening, a pedagogical approach emphasizing large quantities of comprehensible input and integration of self-selected authentic materials, is increasingly recognized for its potential in English as a Foreign Language (EFL) acquisition. This current study aims to investigate the perceptions of 17 second-semester English Education students at PSDKU Aru regarding the use of self-selected authentic materials in their extensive listening projects. Employing a qualitative research design, the study utilized a questionnaire distributed at the 12th meeting to gather insights from the students who regularly engaged in weekly projects involving self-selected authentic listening materials from various online sources. The findings reveal a predominantly positive perception among the students, particularly concerning increased engagement and a heightened sense of autonomy attributed to their freedom in material choice. The students consistently reported perceived improvements in their listening skills, including enhanced comprehension, note-taking abilities, and vocabulary acquisition, contributing to their overall English proficiency. There were some challenges faced by the students, such as a lack of vocabulary and difficulty in understanding what the speakers say because of accent, speech rate, and the use of idioms and slang. Also, it was challenging to select suitable materials. However, some strategies are proposed by the students to overcome the challenges. Overall, the study concludes that integrating self-selected authentic materials into extensive listening pedagogy is highly beneficial, fostering motivation, engagement, and effective skill development among EFL learners.
A Narrative Inquiry of Language Teacher Identity Construction in Pre-Service Teachers' Practicum Experiences Pane, Yuneth; Tanasale, Inggrit; Que, Stella; Marasabessy, Halima
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.19654

Abstract

This study examined how two pre-service teachers in Ambon, constructed their teacher identities during a month-long practicum in junior and senior high schools. Using in-depth interview and photovoice (via WhatsApp), the research explored pre-service teachers’ identity development before and after the teaching practicum. Key findings revealed the practicum's significant role in shaping teacher identity, highlighting themes such as patience, classroom management, reflective practice, professional responsibility, and the challenges of teaching. The study also emphasized the importance of prior teaching experience and supportive school environment for a successful practicum. It is recommended that English department needs to build for the success of students’ teaching practicum.
The Impact of Unethical AI Use on Academic Writing Regression: Case Study of English Students at PSDKU Aru Aritonang, Parjolo; Toisuta, Emanuela Giovanni
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.19671

Abstract

This qualitative case study investigates how unethical AI tool usage contributes to the regression of academic writing skills among 20 English students at PSDKU Aru, Maluku, Indonesia. Data was collected through writing samples, plagiarism reports, interviews, and longitudinal grade tracking over six months. Findings reveal that students engaging in uncritical copy-pasting of AI-generated content (e.g., ChatGPT, Gemini) exhibited significant declines in paragraph coherence, argumentative depth, and syntactic complexity. Key regression patterns included fragmented topic sentences, incohesive supporting evidence, and formulaic conclusions. The study highlights ethical and pedagogical implications, advocating for AI literacy integration and scaffolded writing assessments. Recommendations emphasize proactive policy reforms and metacognitive training to mitigate skill atrophy.

Page 7 of 9 | Total Record : 81

 5   6   7   8   9 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol 6 No 1 (2025): MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education Vol 5 No 1 (2024): MATAI International Journal of Language Education Vol 4 No 2 (2024): MATAI International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education Vol 3 No 2 (2023): MATAI International Journal of Language Education Vol 3 No 1 (2022): MATAI International Journal of Language Education Vol 2 No 2 (2022): MATAI International Journal of Language Education Vol 2 No 1 (2021): MATAI International Journal of Language Education Vol 1 No 2 (2021): MATAI International Journal of Language Education Vol 1 No 1 (2020): MATAI International Journal of Language Education More Issue