Journal of Research and Multidisciplinary

Beyond Vocabulary: Syntactic And Punctuation Barriers In Efl Students’ Use Of Time Order Signals In Process Paragraph Writing

Muthmainnah Mursidin — 2026-09-30

Sequencing steps coherently is a core requirement of process-paragraph writing in English as a foreign language (EFL), and time order signals — first, next, then, after that, finally — are the principal linguistic resources learners rely on to mark that sequence. Even so, many Indonesian EFL students continue to apply these signals inconsistently. This study describes the specific difficulties encountered by students of the English Education Department, Universitas Islam Makassar, when using time order signals to write process paragraphs. A descriptive qualitative design was applied to 21 students, who completed a 30-minute gap-filling writing test built around a process paragraph, “How to Make Instant Noodles,” from which all time order signals had been deleted. Responses were examined for accuracy of signal choice, fit with the step sequence, variety of signals used, and error type. Results show that 12 students (57.14%) applied the signals correctly, whereas 9 (42.86%) still struggled, with difficulties falling into four categories: incorrect usage, repetition, omission, and misplacement. Closer analysis revealed that the primary obstacle was not vocabulary but syntactic positioning and punctuation, suggesting that instruction on time order signals needs to move past word lists toward explicit teaching of placement, punctuation, and variation.

The, of, in, A The Effectiveness of Reciprocal Teaching Strategy in Improving EFL Students’ Reading Comprehension: A True Experimental

Sitti Nurjannah — 2026-09-30

This study investigated the effectiveness of the Reciprocal Teaching Strategy in improving EFL students’ reading comprehension. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The participants were 30 tenth-grade EFL students from two intact classes at a senior high school in Makassar, South Sulawesi, Indonesia, with 15 students assigned to the experimental group and 15 to the control group. The experimental group received reading instruction through Reciprocal Teaching based on predicting, questioning, clarifying, and summarizing, while the control group received conventional reading instruction. Data were collected using a reading comprehension test consisting of 40 multiple-choice items and 10 essay items and were analyzed using descriptive statistics, assumption tests, paired-samples t-tests, independent-samples t-tests, and effect-size analysis. The findings showed that both groups significantly improved their reading comprehension. However, the experimental group demonstrated substantially greater improvement, with a mean gain of 46.33 points compared with 18.80 points in the control group. The difference in gain scores was statistically significant, t(28) = 5.02, p < .001, with a very large effect size (d = 1.83). The findings indicate that Reciprocal Teaching provided greater support for reading comprehension improvement than conventional instruction. The study suggests that the systematic integration of predicting, questioning, clarifying, and summarizing can provide a structured and student-centered framework for EFL reading instruction.

Humanistic-Religious Arabic Learning and the Formation of Muslim Youth Identity: Implications for Islamic Family Law and Religious Education in Contemporary Indonesia

Muhammad Ahmad Jailani — 2026-09-30

This study addresses the problem of Arabic learning motivation among Madrasah Aliyah students, which is often understood merely as an academic or linguistic issue, while in fact it involves broader religious, psychological, emotional, social, pedagogical, and cultural dimensions. The research questions focus on how religious values, pedagogical interaction, emotional experience, psychological needs, peer relationships, family influence, and local cultural values shape students’ motivation in learning Arabic and contribute to the formation of Muslim youth identity. This study also examines the implications of Arabic learning motivation for Islamic family education, Islamic family law, and the continuity of religious values in contemporary Indonesian society. Methodologically, this research employs a qualitative design with a phenomenological approach to understand the subjective experiences of Madrasah Aliyah students in Kabupaten Bantaeng, Indonesia. Data were collected through in-depth interviews exploring students’ motivations, emotional responses, perceptions of Arabic learning, relationships with teachers and peers, family support, and cultural values related to learning. The data were analyzed thematically by identifying recurring patterns, meanings, and social contexts emerging from the participants’ narratives. The findings reveal that Arabic learning motivation is a multidimensional phenomenon shaped by spiritual awareness, emotional security, supportive pedagogical relationships, peer encouragement, family religious values, and local cultural identity. The study further finds that humanistic-religious Arabic learning contributes significantly to the formation of Muslim youth identity by fostering spiritual consciousness, social belonging, moral responsibility, and religious continuity. These findings highlight the importance of integrating humanistic and religious values into Arabic education as a strategic effort to strengthen Muslim adolescent identity and sustain Islamic family values within society.

Navigating the Battlefield of the Mind: An Integrative Dakwah Model for Mitigating Cognitive and Spiritual Dissonance Among Armed Forces Personnel

Andi Hasriani — 2026-09-30

Military personnel frequently endure severe psychological and moral dissonance arising from the inherent conflict between operational duties and personal religious values. While secular psychological interventions are widely documented, the efficacy of localized, faith-based communication models remains underexplored. This study aims to analyze the multidimensional forms of cognitive, social, and spiritual dissonance experienced by Indonesian Army (TNI AD) soldiers at Makodam XIV/Hasanuddin and to evaluate the effectiveness of an Integrative Dakwah (Islamic preaching and counseling) Model in mitigating these psychological tensions. Employing a qualitative case study design, data were collected through in-depth semi-structured interviews, participant observation, and document analysis involving soldiers, religious officers, and military commanders. Data were analyzed using interactive reduction and thematic synthesis. The findings reveal that soldiers experience profound dissonance categorized into psychological (idealism vs. operational reality), social (institutional duty vs. family obligations), and spiritual (disruption of vertical and horizontal worship). Crucially, the implementation of a humanistic, psychologically-informed, and highly contextualized Dakwah strategy significantly ameliorated these tensions. Peer-to-peer Dakwah and the reconceptualization of military duty as a form of spiritual worship (Jihad and Habluminannas) proved highly effective. Theoretically, this study expands Festinger’s Cognitive Dissonance Theory by demonstrating that spiritual contextualization acts as a primary mechanism for dissonance reduction. Practically, it advocates for a paradigm shift in military mental health policies, integrating humanistic faith-based counseling to bolster the emotional stability and moral resilience of armed forces personnel.