Proceeding of International Conference on Cultures & Languages
The International Conference on Cultures & Languages (ICCL) provides an interdisciplinary forum for scholars, researchers, educators, practitioners, and cultural professionals to examine the dynamic relationships between language, culture, society, identity, knowledge, and technological transformation. The conference welcomes theoretical, empirical, comparative, and interdisciplinary studies that explore how languages and cultures evolve, interact, and contribute to addressing contemporary global challenges. Its scope encompasses research on language and linguistics, literature and cultural studies, language education and pedagogy, translation and interpreting, communication and media, cultural heritage and preservation, anthropology and society, intercultural communication, digital humanities and emerging technologies, globalization and cultural diversity, religious and cultural traditions, creative industries and the arts, multilingualism, migration and identity, indigenous and local knowledge, and language and culture in sustainable development. The conference also encourages innovative research connecting language and cultural studies with education, technology, social transformation, environmental sustainability, and global citizenship. Through interdisciplinary dialogue and international collaboration, ICCL seeks to advance new perspectives on how language and culture can foster mutual understanding, cultural resilience, inclusive knowledge production, and sustainable global communities.
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CONSTRUCTING MINDFULNESS-BASED WRITING INSTRUCTION IN GLOCALIZED LANGUAGE EDUCATION: A STUDY ON STUDENTS’ WRITING ABILITY
Vike Aprilianin Marwintaria Saputri
Vol. 2 No. 1 (2024): Proceeding of International Conference on Cultures & Language 2024 120-135
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DOI: 10.22515/f4k20w55
Writing as an academic task is considered the hardest part of English instruction and learning. Communicative skills in writing can be taught by using one strategy that is mindful learning. The purpose of this study was to provide insights into the effectiveness of mindfulness-based writing instruction in enhancing students' writing ability within the framework of glocalized language education. The study was carried out from January to April 2024 at the Jinarakkhita Buddhist College of Lampung. The population of the research was the second-semester Buddhist Communication Science Department students in the academic year 2023-2024. In this study, the researcher attempts to incorporate mindfulness into the writing process. The researcher used a rubric score to analyse and measure the students’ writing ability before and after treatment. The data were collected by administering essay writing to assess students’ writing ability. The result showed that an increase in the in the pre-test and post-test average score from 48.5 to 62. There is a significant difference in writing competency between the students who are taught by using a mindfulness-based writing instruction and the students who were taught by using conventional writing strategy. The finding showed descriptively that the students who were taught by using mindfulness-based writing instruction achieved better writing comprehension. In conclusion, the second semester students’ writing abilities have improved as a result of the use of mindfulness-based writing instruction as they are more expressive and creative in conducting the idea. Besides that, mindfulness-based writing instruction emphasizing self-awareness and presence during the writing process. It can improve productivity, mental well-being, collaboration and learning for students.