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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 The article should fulfill science criteria and original manuscript which has previously unpublished.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
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Exploring Vocabulary Learning Strategies Employed by PSDKU Aru Students Jomima Ngosiem, Maria; Maruanauya, Hendrik; Tanasale, Inggrit
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.v5i2.23043

Abstract

This research aims to recognize common vocabulary learning strategies (VLS) and find out the factors that affect the selection and effectiveness of vocabulary learning strategies among sixth-semester English students at PSDKU Aru. The methodology that the researcher used is a mixed method with the questionnaire and interview as the instruments. The questionnaire, used only to identify the VLSs that students commonly use, was adapted from Schmitt's VLS taxonomy (1997). The interview questions are open-ended and focus on VLSs, the factors that influence VLSs, and the difficulties in learning VLSs. The results of this research explained that the most common VLSs that students used were using a dictionary, asking classmates for the meaning, working and practicing with peers/in groups, using English language media (songs, movies, etc.), creating a vocabulary notebook, listening to music with word lists, remembering words through projects, and writing the words on paper and sticking them on the walls of their houses. Most of these commonly used strategies are consolidation strategies, which aim to memorize and become familiar with the words. Furthermore, the results also showed that there are two important factors that influence their choice of strategies for learning vocabulary. These factors are motivation and belief. These factors not only help in the choice of strategies that are good for them but can also affect the consistency of learning. Besides that, using one VLS may encourage students to utilize other VLSs. As a result, these findings provide lecturers and students with information regarding alternate strategies for teaching and learning language in class.
Self-Regulated Learning Strategies in Teenage Writers: A Focus on Self-Assessment and Feedback Cangkat, Stephanie Rosalina; Setiawan, Slamet; Anam, Syafi'ul
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.19620

Abstract

Adolescent learners often face significant challenges when developing writing skills in a second language, as they must navigate both linguistic complexity and cognitive demands. This study examines how secondary school students in Indonesia engage in self-regulated learning within English writing tasks, focusing on their use of planning, self-assessment, and response to teacher feedback. Using a qualitative approach, the research involved journal reflections, interviews, and analysis of students’ written work. The findings reveal that while students are beginning to demonstrate self-regulatory behaviors such as setting goals, monitoring their progress, and revising based on feedback their ability to do so independently remains limited. Most learners benefited substantially from scaffolding and teacher support, especially in language accuracy and idea development. Feedback was a powerful catalyst for revision, helping students become more aware of their writing choices and areas for improvement. However, gaps in metacognitive skills and feedback literacy were evident, highlighting the need for more explicit instruction in self-assessment and reflective practice. This study advances our understanding of how self-regulation unfolds in teenage writers and emphasizes the importance of integrating structured reflective tools and responsive feedback into writing pedagogy. By fostering these practices, educators can support the growth of autonomous, engaged learners capable of managing their own learning and improving their writing performance over time.
EFL Students' Paraphrasing Challenges in Literature Reviews: Investigation of Quillbot's Mitigating Mechanisms Anaktototy, Karolis; Sarif, Annisa Fatiha; Patty, Jusak
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.21415

Abstract

This study investigated the paraphrasing challenges faced by EFL students in writing literature reviews for research proposals and examined the effectiveness of QuillBot in addressing these difficulties. Employing an explanatory sequential mixed-methods design, the research first utilized a questionnaire (n=25) to identify common paraphrasing difficulties across four dimensions, followed by semi-structured interviews (n=6) to explore students' experiences with QuillBot. Quantitative findings revealed a high overall level of paraphrasing difficulty (mean=2.58), with paraphrasing strategy emerging as the most challenging dimension (mean=2.69), followed by language use (mean=2.60), structure aspect (mean=2.57), and content aspect (mean=2.48). Specifically, students struggled most with modifying words using synonyms while preserving meaning (mean=2.80) and changing word order in sentences (mean=2.76). Qualitative analysis identified four primary mechanisms through which QuillBot addresses these challenges: Synonym Selection and Vocabulary Enhancement, Sentence Structure Transformation, Sentence Simplification and Condensation, and Mode Selection and Strategy Integration. These mechanisms directly correspond to students' specific difficulties, suggesting that AI-assisted writing tools can provide targeted support for academic writing development. While QuillBot effectively addresses immediate paraphrasing challenges, the study acknowledges the importance of balanced implementation that fosters independent writing skills. This research contributes to understanding how AI tools can mediate the cognitive and linguistic demands of paraphrasing in EFL contexts, with implications for technology-enhanced writing pedagogy in higher education.
Promoting Gender Awareness Through Digital Storybook: A Case Study in Grade 10 Senior High School ELT Firdhausya, Alina; Mustofa, Ali; Retnaningdiyah, Pratiwi
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.21780

Abstract

This study investigates how digital storybooks can help high school English classes in the tenth grade become more gender aware. Few research have looked at how secondary school students react critically to gender narratives, despite the fact that many earlier studies have looked at gender bias in children's novels and textbooks. Eight students engaged with the digital storybook Too Young to Marry. Through focus groups, role-reversal exercises, and guided reading using a qualitative case study design. To find out how students felt about gender equality and representation, data were subjected to thematic analysis. The findings showed that pupils could recognize both gender stereotypes—like girls being coerced into child marriage—and counter-stereotypes—like male characters who defy patriarchal expectations. Students' opinions on equality, especially with regard to education as a right for both sexes, were impacted by reading and debating the storybook. Additionally, by encouraging empathy and critical thinking, the role-reversal exercises helped students question cultural norms and envision more just alternatives. According to the study's findings, digital storybooks can be an effective means of fostering literacy development, advancing gender equality in secondary education, and fusing language acquisition with social consciousness.
Understanding Primary School English Teachers’ Perspectives on Multicultural Education in Eastern Indonesia Kakerissa, Wenda Marlin; Toisuta, Emanuela Giovanni
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22212

Abstract

This study explores the perspectives of primary school English teachers on multicultural education within the context of Eastern Indonesia, particularly in Ambon City. The research aims to understand how teachers perceive the importance, relevance, and challenges of multicultural education in shaping students’ social awareness and intercultural competence. Using a descriptive qualitative design, data were collected from six primary school English teachers through a ten-item questionnaire consisting of two categories: conceptual understanding and perceived importance of multicultural education. The results reveal that all participants demonstrated a high level of conceptual awareness regarding the value of multicultural education in fostering tolerance, respect, and social harmony among students. However, variations emerged in teachers’ readiness to implement multicultural-based approaches in classroom instruction. While most teachers agreed that integrating local cultural content is essential, a few expressed uncertainty due to limited pedagogical resources and institutional support. Overall, the findings highlight that teachers’ perspectives are shaped not only by theoretical understanding but also by contextual realities of teaching in a culturally diverse environment. The study concludes that strengthening teachers’ professional capacity and institutional support is crucial to bridge the gap between understanding and practice. These findings offer valuable insights for future research and policy development in multicultural and English language education across Indonesia’s diverse regions.
Self-Confidence, Vocabulary, and Learning Motivation as Determinants of English Speaking Ability Pramadanti, Rindika; Achmadi, Rudhi
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22500

Abstract

This study aims to examine the influence of self-confidence, vocabulary mastery, and learning motivation on English-speaking ability among students enrolled in English I courses. Using a quantitative research design with structural equation modeling (SEM), the research tested seven hypotheses to identify both direct and indirect relationships among the variables. The results reveal that self-confidence significantly and positively affects learning motivation, indicating that students with higher confidence levels are more motivated to engage in English learning activities. Vocabulary mastery also has a significant positive impact on learning motivation, showing that learners who possess a wide range of vocabulary feel more competent and encouraged to improve their English skills. However, both self-confidence and vocabulary mastery do not have a direct effect on speaking ability. Instead, their influence is mediated through learning motivation. The study further finds that learning motivation has a strong and direct impact on English-speaking ability, acting as the main driving force that enables students to practice and communicate effectively. These findings suggest that psychological (self-confidence), linguistic (vocabulary), and affective (motivation) factors must be developed simultaneously to enhance English-speaking performance. Therefore, fostering motivation and confidence while expanding vocabulary can lead to more effective and sustainable improvements in students’ speaking competence.
Analysis of Students’ Speaking and Grammar’s Performance through Task Based Learning Approach Mahulette, Astrid; Sasole, Ci Eda
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22502

Abstract

This study explores the implementation of the Task-Based Learning (TBL) approach in enhancing the speaking ability and grammatical accuracy of first-semester students in the Department of Agricultural Socio-Economics, Faculty of Agriculture, Pattimura University. The research was motivated by students’ low motivation, limited English proficiency, and inadequate prior exposure to the language. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and documentation of students’ presentations and discussions over eight meetings. Thematic analysis following Braun and Clarke’s framework revealed four major findings: (1) students initially demonstrated very low interest, motivation, and cognitive ability in English, (2) the implementation of TBL significantly improved students’ speaking fluency and grammatical accuracy, (3) several challenges emerged, including limited instructional time, inadequate learning facilities, and students’ anxiety when speaking English, and (4) supporting factors such as relevant teaching materials, contextual learning tasks, and a flexible, student-centered teaching approach contributed to the method’s success. The integration of communicative and grammar-focused tasks fostered a more engaging, collaborative, and meaningful learning atmosphere. Students who were initially passive became more motivated, confident, and active participants in class discussions. Despite time and resource constraints, TBL proved to be an effective pedagogical approach for non-English major students, particularly in contexts where English exposure is minimal. The study underscores the importance of adapting communicative, task-based methodologies to enhance English language learning in Eastern Indonesia’s higher education institutions, addressing both cognitive and affective domains of student development.
Inclusive Strategies: A Qualitative Study of Practices and Perceptions in the English Education Program, Pattimura University Ferdinandus, Marcy Saartje; Lewier, Christian Albert
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22524

Abstract

This study explores inclusive strategies in English Language Teaching (ELT), focusing on how teachers can effectively address students’ diverse social, cultural, and linguistic backgrounds as well as their varying learning styles and proficiency levels. Grounded in a descriptive qualitative approach, the research draws from literature analysis, document reviews, and previous studies on inclusive pedagogical practices. The findings reveal that differentiated instruction, technology integration, and culturally responsive materials significantly enhance learner engagement, equity, and motivation. Recognizing students’ individual learning preferences—whether visual, auditory, or kinesthetic—enables teachers to design varied activities that support participation and foster confidence. Furthermore, incorporating multicultural and local content in English classrooms promotes cultural awareness and a sense of belonging, particularly in mixed-ability settings and underserved regions such as Indonesia’s 3T areas. Peer and cooperative learning, task differentiation, and adaptive feedback are also found to be effective strategies for bridging learning gaps. These inclusive approaches not only support language development but also nurture intercultural competence, empathy, and collaborative skills essential in global communication. The study concludes that English teachers should adopt empathy-driven, flexible, and culturally sensitive pedagogical approaches to ensure equitable learning opportunities for all learners. Continuous professional development is also recommended to strengthen teachers’ capacity to implement inclusive practices effectively.
Fostering Grade 10 Students' Speaking Confidence through Procedure Text Videos: A Descriptive Qualitative Study at SMKS Jayanegara Ambon Umarella, Rahmatul Firdausa; Kainta, Erwin
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22579

Abstract

This study explores how video-based procedure text tasks can foster speaking confidence among senior high school students learning English. Speaking is frequently the language skill that causes the anxiety for learners, particularly in environments where students fear making mistakes or being judged. By integrating structured genre pedagogy with video production, this research investigates how students engage with language in a low-pressure setting that encourages rehearsal, reflection, and self-expression. Conducted in a Grade 10 classroom at SMKS Jayanegara Ambon, the study employed semi-structured interviews, observation checklists, and teacher field notes to capture students’ emotional and behavioral responses. Findings reveal that most students experienced increased self-awareness, reduced anxiety, and greater motivation when completing video tasks. The procedure text format provided a clear linguistic framework, helping students organize their thoughts and deliver instructions with clarity. Video recording allowed students to practice and revise their speech, minimizing the fear associated with live performance. While some students faced challenges related to editing, pronunciation, and group collaboration, the overall impact on speaking confidence was positive. The study demonstrates that combining procedural language with video-based learning offers a meaningful way to support oral communication skills. This approach encourages autonomy, creativity, and emotional readiness, making it a valuable strategy for enhancing speaking instruction in English classrooms.
Integrating CLIL for Enhanced Vocabulary Learning Nikijuluw, Renata Vigeleyn; Tiven, Punggulina Andawaty; Mustamu, Glorya
MATAI: International Journal of Language Education Vol 6 No 1 (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.v6i1.22763

Abstract

The purpose of this study was to investigate how the CLIL approach improved students' vocabulary. The issue to be answered is whether the CLIL approach has a substantial impact on student vocabulary. The working hypothesis provides a rough solution to this question: using the CLIL technique improves students' vocabulary in a good and meaningful way. The study employed a quasi-experimental design, with a control and an experimental class. Tests were used to collect data, both before and after. Pre-test data were obtained before to the CLIL method's implementation, whereas post-test data were collected following its implementation. Based on the results of the normality and homogeneity tests, the data were declared credible for hypothesis testing. In this study, the differences in vocabulary acquisition between the control and experimental classes were determined using a t-test with a significance level of 0.05. Based on the research findings, many recommendations are made to English instructors, students, and other researchers. English teachers might explore the advantages of adopting CLIL strategies to help pupils improve their vocabulary. Students can also employ CLIL approaches to enhance their vocabulary learning. Other researchers should consider the findings and limitations of this study while studying students at various levels. Classroom action research with the goal of increasing student vocabulary.

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