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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 The article should fulfill science criteria and original manuscript which has previously unpublished.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 82 Documents
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Students’ Perception on Incorporating Local Wisdom into Creative Writing Class: Impressions and Facts Lekawael, Rosina; Que, Stella Rose; Aritonang, Parjolo; Ngadjen, Syahdania Aini
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.v6i1.23211

Abstract

This study investigates students' perceptions of integrating local wisdom into creative writing, focusing on poetry in the Indonesian educational context. The research employs a mixed-method approach, combining quantitative data from surveys and qualitative insights from interviews, to explore students’ experiences, engagement, and challenges in writing poetry that reflects their cultural heritage. Findings reveal that while students generally perceive local wisdom integration positively, enhancing both cultural connection and creative expression, they also face notable challenges, particularly related to language translation and personal relevance. The study underscores the need for culturally responsive pedagogy that balances local content with creative freedom, fostering deeper engagement in creative writing education.
Exploring Vocabulary Learning Strategies Employed by PSDKU Aru Students Ngosiem, Maria Jomima; Maruanaya, 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.v5i2.24289

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.

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