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ACCELERATION: Multidisciplinary Research Journal
Published by PT. Akselerasi Karya Mandiri
ISSN : 30260159     EISSN : 29869269     DOI : https://doi.org/10.70210/amrj
Core Subject : Health, Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences
Acceleration: Multidisciplinary Research Journal (AMRJ), p-ISSN: 3026-0159, e-ISSN: 2986-9269. Focus and Scope in Acceleration: Multidisciplinary Research Journal are: History Education Law Agriculture Engineering Nutrition Psychology Teaching Religious Studies Linguistics Geography Literature Politics, etc.
Arjuna Subject : Umum - Umum
Articles 2 Documents
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Search results for , issue "Vol. 3 No. 3 (2025): Acceleration: Multidisciplinary Research Journal" : 2 Documents clear
METAPHORICAL EXPRESSIONS OF BANANA NAMES IN JAVANESE LANGUAGE Hidayah, Arini; I Dewa Putu Wijana; Hendrokumoro
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 3 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i3.145

Abstract

Plant naming in Javanese culture is not merely descriptive but is laden with metaphorical meaning that reflects cultural values and collective cognition. This study aims to uncover the cognitive processes behind the use of metaphors in the names of banana varieties (gêdhang) in the Javanese language. The research method employed is descriptive qualitative, with data collected through documentation of the Javanese dictionary, observation, and interviews with local informants. Data analysis was conducted using a referential approach and a reflective-introspective method to identify the source domains, target domains, and conceptual structure of the metaphors. The results show that the metaphors in banana names take the form of idiomatic phrases, with loci based on construction attributes. Source domains include place, beauty, small things, position, and spirit beings, while target domains involve flavor, color, texture, seeds, and the number of fruits. The discussion highlights how language reflects local wisdom and cultural values, and how metaphors function conceptually in organizing human experiences. This study enriches conceptual metaphor theory and opens avenues for further exploration in other ethnobotanical lexicons.
ENHANCING EFL READING COMPREHENSION SKILLS THROUGH PROBLEM-BASED LEARNING: EVIDENCE FROM STUDENT ENGAGEMENT AND STRATEGY USE Ayiz, Abdul; Yudhi Nugroho, Kurniawan
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 3 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i3.162

Abstract

Reading comprehension remains one of the most essential yet challenging skills for English as a Foreign Language (EFL) learners. Traditional reading instruction often emphasizes teacher-centered approaches that limit students’ active involvement in meaning-making. This study investigates the impact of Problem-Based Learning (PBL) on enhancing EFL students’ reading comprehension skills, engagement, and strategy use. A quasi-experimental design was employed with two groups of undergraduate EFL learners: an experimental group (n = 35) receiving PBL-based reading instruction and a control group (n = 35) taught through traditional teacher-led methods. Data were collected using a reading comprehension test, an engagement questionnaire, and a reading strategies inventory. Results revealed that the PBL group achieved significantly higher post-test scores than the control group, indicating improved reading comprehension performance. Moreover, PBL fostered greater behavioral, emotional, and cognitive engagement, alongside the increased use of higher-order reading strategies such as inferencing, summarizing, and critical questioning. These findings suggest that PBL provides a more interactive and meaningful framework for teaching reading, enabling learners to become active participants in constructing textual meaning. The study highlights pedagogical implications for EFL educators, recommending the integration of real-world problems into reading instruction to enhance comprehension outcomes.

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