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Metathesis: Journal of English Language, Literature, and Teaching
Published by Universitas Tidar
ISSN : 25802712     EISSN : 25802720     DOI : 10.31002/metathesis
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
METATHESIS is a Journal of English Language, Literature, and Teaching published by Department of English Education, Faculty of Education and Teacher Training, Universitas Tidar. It is published twice a year in April and October. We accept manuscripts within the fields of: (1) English language teaching and learning, (2) English language assessment, (3) Linguistics Studies (4) English literary studies, (5) Language skills, (6) Technology-enhanced language learning, (7) Text-based language teaching and literature, (8) Curriculum and material development. (9) Discourse Analysis (10) Translation
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 88 Documents
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Enhancing Vocabulary Acquisition in EFL Students through Captioned Audiovisual Debate Sessions Olivier, Gaetan; Suryati, Nunung; Karmina, Sari
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3065

Abstract

Teaching and learning the English vocabulary pose considerable challenges for both EFL instructors and learners. However, vocabulary is a crucial component that must be mastered in the process of language acquisition. Thus, this study aims to investigate the substantial effect of captioned audiovisual debates in English on vocabulary acquisition among EFL learners. In this study, the researchers employed a quantitative method, specifically a one-group pretest-posttest research design, along with five perception-based questionnaires. The study was conducted at the English Department of Universitas Negeri Malang, East Java, with 39 undergraduate students in semesters 3 and 5 as the subjects of the study. The findings revealed that captioned audiovisual debate session material has a significant positive effect on the vocabulary acquisition of learners of English as a foreign language in the Universitas Negeri Malang, Indonesia. The t-test results indicate a remarkable difference in students' vocabulary knowledge performance between the pretest and posttest, in terms of both receptive and productive vocabulary skills, after watching the captioned debate video session. Meanwhile, the value of the t-test for receptive vocabulary knowledge was -5.082, and for productive vocabulary was -8.620, which was less than the alpha value of 0.05, presenting significance. It can be concluded that using captioned audiovisual debate can potentially enhance the vocabulary knowledge of EFL students.
Effects of the English for Specific Purposes (ESP) on Health Promotion Competence Ginting, Sulastri Br; Tinambunan, Tedty R.
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3130

Abstract

This study employed a quasi-experimental design with a pre-test and a post-test control group. A total of fifty public health students (n = 25 in the experimental group and n = 25 in the control group) participated in the study. The experimental group (n = 25) received ESP-based training, while the control group (n = 25) received training in General English. The measures of data collection included an English proficiency test, a job readiness test, and a health promotion knowledge test. At a significance level of p = 0.05, statistical analyses using paired samples t-tests and independent t-tests were conducted. The results showed a significant improvement in scores of the experimental group in English proficiency (M = 61.8 to 81.2; p < 0.001), work preparedness (M = 55.9 to 79.4; p < 0.001), and health promotion knowledge (M = 59.3 to 82.7; p < 0.001). No significant improvement was detected in the control group (p > 0.05). The findings indicate that the ESP approach was superior to the traditional General English approach in ensuring the improvement in the linguistic proficiency and vocational readiness of students. The ESP method significantly improved the level of English proficiency, employment readiness, and health promotion knowledge among the students in the field of public health. Incorporating ESP into public health courses can enhance graduates' employability and professional proficiency, equipping them to address challenges in global health communication and promotion.
Students’ Needs and Motivation in ESP: Insights from Islamic-Oriented Learning Contexts Indrasara, Devansa Riski; Farikah; Rachmawati, Umi
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3042

Abstract

This study investigates the English for Specific Purposes (ESP) needs and motivation of Madrasah Aliyah students in Temanggung Regency in learning Islamic-themed English. Using a quantitative descriptive survey design, data were collected from 104 students through a 38-item Likert-scale questionnaire based on Hutchinson and Waters’ needs analysis model. The instrument demonstrated strong internal consistency (Cronbach’s Alpha = 0.89). Data were analyzed using scoring, mean calculations, categorical interpretation, and descriptive statistics. Findings show that students place high importance on Islamic English materials (M = 3.36), yet experience moderate difficulties in understanding Islamic texts and identifying main ideas (M = 2.92–2.96). Students expressed clear preferences for positive, youth-relevant Islamic content (M = 3.02–3.07) and demonstrated hybrid learning needs involving both digital media and printed textbooks (M = 3.09–3.15). Motivation increased significantly when English materials aligned with Islamic values embedded in students’ daily lives (M = 3.19–3.25). The study highlights the necessity of developing contextual Islamic-based ESP materials that support linguistic, affective, and identity-related dimensions, offering important implications for curriculum development in Islamic secondary education.
Syntactic Relational Functions Demonstrated by Prepositional Phrases in Roro Jonggrang, Sangkuriang, and Ki Semar and Slamet Mountain Wedhowerti; Putri, Ririt Prastika; Putri, Scholastica Jessica Wendy Brilliana
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3075

Abstract

Prepositional Phrases (PPs) play a crucial role in providing detailed information about the syntactic relational functions they express in written text. This study, being qualitative in nature and employing a syntactic approach, aims at finding out the types of relational function PPs demonstrate in Roro Jonggrang, Sangkuriang, and Ki Semar and Slamet Mountain. From the analysis of the twenty data, the results yield four types of relational function (time, place, association, and direction) occurring in the three folktales. These highlight the fact that each of the relational functions detailly a clear description of the main character’s characteristics and sequential life events, and how a famous place is created. PPs prove that the three folktales are structured with distinct emphasis, where each plot and its characters, objects, and events are vividly designed and crafted.
The Suspects’ Moral Ambiguity in Christie’s Murder on the Orient Express Goeye, Friscilla Jesica; Hastuti, Fransiska Dewi
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3136

Abstract

Detective fiction delves into the complexities of human nature, questioning justice to reveal the tension between legality and morality. Agatha Christie’s Murder on the Orient Express (1934) stands out as a rich text for literary object study, particularly for its characterization, the moral dimensions of its characters, and the idea of justice in the detective genre. This research uses Barnwell’s concept of Creative Paranoia, combined with Krakowiak & Oliver's theory of Morally Ambiguous Characters, to investigate the twelve suspects as morally ambiguous figures and how their shared actions contribute to the nuance of justice. This research uses a descriptive approach grounded in the creative paranoia framework to explore the suspects' motivation and collective actions. The findings suggest each suspect’s moral retribution stems from personal reasons such as loyalty, love, grief, and honour, which challenged the limits of legal justice. The twelve suspects’ morals are affected by subjective emotion, blurring the line between right and wrong. Through creative paranoia, the suspects’ hypervigilance and reinterpretation of details form a shared justification, positioning themselves as jury and executioner. The study concludes that Christie employs morally ambiguous characterizations to portray justice as a subjective and unstable system, influenced by personal emotions of injustice.
Students’ Metacognitive Strategies in Writing Argumentative Essay Nurjanah, Ratih Laily; Waluyo, Sri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3151

Abstract

Metacognitive strategies have demonstrated positive correlations with writing performance in educational contexts, particularly through planning, monitoring, and evaluating processes. However, existing research predominantly examines final writing products rather than students' actual strategy implementation patterns and perceptions during argumentative essay composition. This study investigated which metacognitive strategy aspects students most frequently employed and how they perceived these strategies in completing writing projects. Employing descriptive qualitative methodology, data were collected through questionnaires from 20 university students enrolled in a genre-based writing course, supplemented by interviews exploring their perceptions analyzed with thematic analysis. Findings revealed self-evaluation as the most consistently implemented aspect (95% for linguistic checking), while self-monitoring demonstrated the lowest and most variable utilization (45% for structural attention). Planning received moderate engagement, with reading before writing practiced by 85% of students, but visual planning by only 25%. Perceptual analysis uncovered a paradox: students recognized consultation and revision as essential yet perceived planning as temporally inefficient. This study concludes that metacognitive awareness does not automatically translate to strategic implementation, revealing a critical gap between declarative knowledge and procedural execution. These findings necessitate pedagogical shifts toward explicit self-monitoring training and demonstrate that metacognitive competence constitutes a fragmented, context-dependent construct requiring integrated instructional approaches beyond isolated strategy awareness.
Artificial Intelligence in Writing Skills Development: A Systematic Review of Recent Research and Current Effects Perkasa, Pradana Gilang; Akyuningrum, Vina Qurrota’; Sadiyah, Aminnatun
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3177

Abstract

The rapid adoption of artificial intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot has transformed writing instruction. It remains that their long-term educational effects still unclear. This study conducts a systematic qualitative review of 23 peer-reviewed articles published between 2024 and 2025. This study synthesizes current research on AI’s role in writing skill development. The analysis identifies four major trends: (1) AI tools consistently improve surface-level writing quality; (2) learners with higher AI literacy use these tools more efficient; (3) ethical challenges, such as plagiarism and fairness, necessitate clear institutional policies; and (4) contextual factors, including educational level and teacher mediation, strongly influence AI’s effectiveness. Overall, the findings in this study reveal that AI enhances linguistic accuracy and learner confidence. However, it also reveals that it contributes little to higher-order writing abilities like coherence and critical thinking. These results suggest that hybrid feedback models where teacher and AI work together offer the most pedagogically sound approach. The review concludes that responsible AI integration can transform writing pedagogy while safeguarding creativity and academic integrity.
Higher Education Students’ Perceptions of Using Duolingo Application for English Vocabulary Improvement Cahyani, Risma Putri; Hapsari, Christianti Tri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3425

Abstract

Vocabulary mastery plays a vital role in second language learning, particularly in higher education, where students are required to comprehend academic texts, participate in discussions, and produce written work in English. Although previous studies have reported positive effects of Mobile-Assisted Language Learning (MALL) applications such as Duolingo on vocabulary development, research focusing on higher education students’ perceptions remains limited, especially in the Indonesian context. This study aimed to explore higher education students’ perceptions of using the Duolingo application to improve their English vocabulary and to identify the challenges they encounter when using it. Employing a qualitative descriptive design, data were collected through an open-ended online questionnaire administered to 25 undergraduate students enrolled in an English Education Study Program at an Indonesian university. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal that students generally perceive Duolingo positively, particularly valuing its mobility, gamification features, interactivity, instant feedback, and personalized learning experience. Students also stated that they had improved vocabulary, word recognition, and pronunciation, and considered Duolingo a helpful supplementary aid in and out of the classroom. Nonetheless, a number of shortcomings were also found, including repetition, overly simple material, limited academic vocabulary, inappropriate sentence examples, technical problems, and an inability to transfer newly learned vocabulary into real-life communication. To sum up, even though Duolingo is an effective tool for acquiring vocabulary at the novice level, its role in higher education is best situated as a learning aid rather than a standalone solution.

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