The main intent of this research is to test the effectiveness of expressive writing in processing and dealing with inhibited emotions of university students. The use of expressive writing targets the subjective well-being of the subjects, specifically their happiness and life satisfaction. Employing a between-subjects design, a thorough and rigorous psychological experiment was performed on 23 student volunteers where expressive writing was designated as the independent variable and happiness and life satisfaction as dependent variables respectively. Results of the nonparametric analysis showed that after the experimentation, both the happiness and life satisfaction of the subjects improved. Theoretical implications of the study are discussed in this paper. ABSTRAK Tujuan utama dari penelitian ini adalah untuk mengukur tingkat efektifitas dan menulis secara ekspresif dalam hal memproses dan menghubungkan dengan ungkapan emosi yang dipendam di antara mahasiswa di perguruan tinggi. Kegunaan dari menulis secara ekspresif memiliki tujuan yang mengarah pada kesejahteraan diri secara khusus tentang kebahagiaan dan kepuasan hidup mereka. Penelitian ini menggunakan between subject design yakni sebuah proses psikologis yang ketat dan menyeluruh yang dilakukan pada 23 mahasiswa yang secara sukarela mengambil bagian dari penelitian ini. Menulis ekspresif dalam penelitian ini merupakan variabel bebas sementara kebahagian dan kepuasan hidup adalah variabel terikat. Hasil dari penelitian yang dianalisis dengan menggunakan nonparametric menunjukan bahwa tingkat kebahagiaan dan kepuasan hidup menunjukan adanya peningkatan. Implikasi secara teori dari penelitian ini akan dibahas secara luas dalam tulisan ini

The goal of this study was to examine the effect of ekphrasis of emotional writing (ETE) on emotional regulation skills. The research method is quasi experiment with a non-parametric counterbalanced design. Participants were 27 students of PGMI Islamic State University of Sunan Ampel Surabaya (with 8 students put in A group, 11 students put in B group, and 8 students put in C group) who completed emotion regulation questionnaire (ERQ). Each group received neutral ETE treatment (ETE0), positive ETE (ETE1) and negative ETE (ETE2) in different order. The results of this research indicate that ETE Neutral, ETE Positive, ETE Negative treatment had an effect on the regulation of emotions in groups B and C, while in group A it did not significantly influence. This research confirms that can be applied ekphrasis of emotional writing to improve emotional regulation skill of PGMI Islamic State University of Sunan Ampel Surabaya students. Keywords— ekphrasis of emotional writing, emotional

This study aims to analyze the student's cognition and affective styles in Malay essay writing. The study sample involved 40 Year 5 students to be interviewed and 2 teachers to be interviewed. A total of 40 original student written texts were studied and analyzed and 12 students were interviewed to obtain data and transcribed into study texts. The text of this study was analyzed using the Hermeneutic method to interpret the study findings. The findings of the study show that excellent and good students can apply the style of cognition, affect and past experience in essay writing while average students face difficulties in practicing the style of cognition, affect and past experience in essay writing. In conclusion, affect as an internal element helps generate knowledge among students. Affective reactions can develop students cognitively to produce a good essay. When the affective reaction is disrupted, the failure to extract information about an essay title from the student's subconscious will affect the student's thinking. The implication of this study for students and teachers is to be able to realize the importance of affective and cognitive styles in writing karanagan BM whether in the excellent, good, and average categories.

This research aims to determine the effect of the use of Instructional Media Powerpoint-Based and emotional intelligence on descriptive writing skill of Junior High School students number eight Muaro Jambi class seven. This is quantitative with quasi-experimental study which was conducted in two classes, VII D class as the experimental class (has treatment) and class VII F as a control class (has no treatment). Overall results of the research showed that there is no effect of the use of instructional media powerpoint-based and emotional intelligence on descriptive writing skill of Junior High School students class seven at 95% level of significant. This is because of three hypotheses proposed, only one hypothesis stated that H1 received. The rest, hypothesis two and three H0 received. The results of hypotheses testing to hypotheses one, two, and three, are: (1) There is an effect of instructional media powerpoint-based on descriptive writing skill of Junior High School students, (2) There is no effect of emotional intelligence on descriptive writing skill of Junior High School students, (3) There is no interaction between instructional media powerpoint-based and emotional intelligence. It is true that the result of hypothesis testing on hypothesis one that PAGE \* MERGEFORMAT 1 there is an effect of instructional media powerpoint-based, but the effect is not significant.

This study aimed at examining the influence of lecturers' language style to emotional state of students in Indonesia. This study originated from the emergence of emotional pressure felt by the students in learning process which one of the factors comes from lecturers language style (Gunawan, 2016). This study utilized qualitative and quantitative method. Participants were 30 students and 10 lecturers. The findings showed that language style greatly affects students' emotional condition. That emotional aspect comprises shame, surprise, enjoyment, sadness, anxiety, anger, pride, and disappointment. Statistically, shame places the highest position with 86, 67%, followed by surprise 78.33%, then enjoyment 70%, sadness 68, 89%, anxiety 60%, anger 58.89%, pride 56.67%, and disappointment 30%. Finally, these findings become essential in psychology education due to it is in line with theory of Plutchik (1980) which argued that academic emotional condition could influence students' learning motivation and their interpersonal relationship to lecturers.