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This study examines the implementation of Indonesian Language learning in higher education as a foundation for developing students’ academic literacy within an Outcome Based Education (OBE) framework. The research is motivated by serious concerns regarding students’ low academic writing ability, weak critical reading skills, and inconsistent use of academic language, which hinder the formation of academic culture at universities. The objective of this study is to describe and interpret the learning process, challenges, and outcomes of Indonesian Language courses in fostering academic literacy. This research employed a qualitative descriptive approach conducted intensively over a three-week period. Data were collected through classroom observations, in depth interviews with lecturers and students, and document analysis of lesson plans, teaching materials, and students’ academic assignments. The findings reveal that although the course design conceptually aligns with OBE principles, its classroom implementation has not fully emphasized reflective processes, critical engagement, and consistent academic language practice. Learning activities tend to focus on task completion rather than on the development of academic thinking processes. The study implies that Indonesian Language learning should be strengthened through reflective, contextual, and process oriented strategies to enhance students’ academic literacy and academic identity. These findings contribute theoretically to studies on academic literacy and practically to the improvement of Indonesian Language instruction in higher education.

This study aims to examine the relationship between the intensity of social media use and academic writing ability of students in the Indonesian Language and Literature Education Program at Universitas Muhammadiyah Jember. This research employed a quantitative approach with a correlational design. The research sample consisted of 49 students selected using proportional sampling techniques. Data were collected through questionnaires measuring the intensity of social media use and instruments assessing academic writing ability using a Likert scale. Data analysis was conducted using descriptive statistics and Pearson correlation with the assistance of SPSS software. The results indicate that students’ social media usage intensity falls into a high category, while their academic writing ability is classified as moderate to good. The Pearson correlation analysis revealed a correlation coefficient of r = 0.731 with a significance value of 0.000 < 0.05. These findings demonstrate a positive and significant relationship between the intensity of social media use and students’ academic writing ability. Therefore, it can be concluded that social media, when utilized in a positive and academic-oriented manner, can support the development of students’ academic writing skills.

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.