Article Per Year (5 Year)
p-Index From 2021 - 2026
5.19
P-Index
This Author published in this journals
All Journal Humaniora RETORIKA: Jurnal Ilmu Bahasa Journal of Education and Learning (EduLearn) Kandai Journal on Education Edum Journal Jounal of Education and Teaching (JET) International Journal of Educational Management and Innovation (IJEMI) Jurnal Pendidikan dan Pengajaran (JPP) Indo-MathEdu Intellectuals Journal JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Kelola: Jurnal Manajemen Pendidikan BAHASTRA Ilmu Manajemen Sosial Humaniora (JIMSH) Journal of Leadership, Management and Policy in Education Journal of Humanities Research Sustainability International Journal of Language and Ubiquitous Learning
Ishak Bagea
Administrasi Pendidikan, Universitas Muhammadiyah Kendari, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
Language, Identity, and Ideology: A Sociolinguistic Analysis of Discourse in Multicultural Societies Rizki Amalia Sholihah; Ishak Bagea; Sitti Agustina
Journal of Humanities Research Sustainability Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i1.3319

Abstract

Background. Language plays a fundamental role in shaping and reflecting identity, particularly in multicultural societies where diverse linguistic and cultural backgrounds intersect. The relationship between language, identity, and ideology is complex, as discourse both constructs and reflects social realities, power dynamics, and cultural values. Understanding how language operates in such contexts is crucial for exploring how ideologies are communicated and contested. Purpose. This study aims to examine the interplay between language, identity, and ideology in multicultural societies through a sociolinguistic analysis of discourse. It seeks to understand how language is used to construct social identities, negotiate cultural differences, and reinforce or challenge dominant ideologies within diverse communities. Method. A qualitative sociolinguistic approach is employed, using discourse analysis to examine a range of spoken and written texts from multicultural settings. Data sources include media, political speeches, and everyday conversations. The analysis focuses on how linguistic choices reflect identity construction and ideological positioning. Results. The findings reveal that language is a powerful tool for constructing social identities, with speakers strategically using linguistic features to align themselves with particular cultural or political groups. Ideological discourses are often reinforced through language, but also provide spaces for resistance and the negotiation of power relations. Conclusion. This study demonstrates the significant role of language in shaping identity and ideology in multicultural societies, highlighting the need for continued research into how language practices contribute to social dynamics and political discourse.
Syntax, Power, and Persuasion: Linguistic Strategies in Political and Media Discourse Ishak Bagea; Mentari Putri Pramanenda Sinaga; Sitti Agustina
Journal of Humanities Research Sustainability Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i2.3366

Abstract

Background. Language plays a pivotal role in shaping political power and influencing public opinion. Through syntax, rhetorical strategies, and discourse structures, political and media discourses manipulate language to persuade, construct ideologies, and reinforce power dynamics. Understanding the linguistic strategies used in these contexts is essential for analyzing how political narratives are constructed and how media discourse frames societal issues. Purpose. This study aims to explore the syntactic and linguistic strategies employed in political and media discourse, focusing on how these strategies serve to exert power, persuade audiences, and reinforce ideological structures. The research seeks to identify common patterns of persuasion and power dynamics within language use and to evaluate their impact on public perception. Method. A qualitative approach is used, with a combination of discourse analysis and syntactic analysis to examine political speeches, media articles, and televised debates. Data is collected from a range of political figures, media outlets, and speeches within the last decade to assess the contemporary use of language as a tool for persuasion and ideological influence. Results. The findings indicate that political and media discourses employ complex syntactic structures, including parallelism, modality, and presupposition, to assert authority and influence audience beliefs. These strategies are closely tied to ideological positioning, with frequent use of inclusive language to consolidate power and exclusive language to marginalize opposition. Conclusion. This research highlights the role of syntax in shaping political and media narratives. Understanding these linguistic strategies allows for a deeper analysis of how power and persuasion function within public discourse, contributing to the manipulation of public opinion and the reinforcement of social and political hierarchies.
Redefining Language Learning Through AR/VR Technologies: Immersive Environments for Enhancing Cultural Understanding and Linguistic Proficiency Ishak Bagea; Mariama Bah; Ryan Teo
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3392

Abstract

Background. Augmented Reality (AR) and Virtual Reality (VR) technologies have the potential to revolutionize language learning by providing immersive, interactive environments that enhance cultural understanding and linguistic proficiency. Traditional language learning methods often fail to fully engage learners in real-life contexts, limiting their exposure to authentic language use and cultural nuances. AR and VR offer a unique opportunity to simulate real-world scenarios, enabling learners to experience language and culture in ways that were previously unimaginable. Purpose. This study aims to explore the integration of AR and VR technologies into language learning platforms to enhance both linguistic proficiency and cultural understanding. The research focuses on evaluating how immersive environments can improve learners’ ability to engage with language in practical, context-driven settings. Method. The study uses a mixed-methods design, incorporating both qualitative and quantitative data. Participants were exposed to AR and VR-based language learning modules, and their linguistic performance, cultural understanding, and engagement were assessed through pre- and post-tests, surveys, and interviews. Observational data from classroom settings were also analyzed to evaluate the effectiveness of the immersive learning experience. Results. The findings show that learners who engaged with AR/VR-based language learning demonstrated significant improvements in both linguistic proficiency and cultural understanding. Additionally, participants reported higher levels of motivation and engagement compared to traditional methods. Conclusion. AR and VR technologies offer significant potential in language learning by providing immersive experiences that enhance both linguistic and cultural learning. The study highlights the importance of integrating innovative technologies into educational frameworks to foster more effective and engaging language acquisition.
Globalizing Language Learning with Multicultural Sensitivity: How Ubiquitous Learning Technologies Support Cross-Cultural Language Acquisition Ishak Bagea; Jack Davis; Emilie Bernard
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3394

Abstract

Background. As the world becomes increasingly interconnected, language acquisition extends beyond merely mastering grammar and vocabulary to include understanding cultural nuances. Ubiquitous learning technologies have transformed the way languages are taught, making learning more flexible, accessible, and personalized. However, there remains a need for these technologies to address not only linguistic proficiency but also multicultural sensitivity, enabling learners to navigate cross-cultural communication effectively in a globalized world. Purpose. This study aims to explore how ubiquitous learning technologies can support language acquisition while fostering multicultural sensitivity. Specifically, it investigates the role of digital tools in bridging cultural gaps and enhancing learners’ ability to communicate across diverse cultural contexts. Method. A mixed-methods approach was employed, combining surveys, interviews, and usage data from learners who used mobile apps and online platforms for language learning. The study focused on how these technologies facilitated cross-cultural understanding, linguistic competence, and the development of intercultural communication skills. Results. The findings indicate that learners who used digital tools that incorporated cultural content and context-driven learning strategies showed significant improvements in both language proficiency and intercultural sensitivity. These learners demonstrated increased engagement and motivation, particularly in understanding cultural contexts and applying language in real-world scenarios. Conclusion. Ubiquitous learning technologies, when designed with multicultural sensitivity, play a critical role in supporting cross-cultural language acquisition. This research highlights the importance of integrating cultural awareness into language learning platforms to promote global communication skills.
Co-Authors Aan Fatwa Setiawan Aan Fatwa Setiawan Abu Bakar Abubakar Abubakar Abubakar Abubakar Abubakar Aceng Haetami, Aceng Achmad Hidir Achmad Naufal Irsyadi Achmad Naufal Irsyadi Adam Adam Agustina Setyaningsih Agustina, Sitti Ahmad Munawir Amina Azhigali Apriani Safitri Arfin, Arfin Asri Agustiwi Asrul Asrul Bagea, Arfin David Rindu Kurniawan Deluma, Ridwan Yusuf Dian Heriani Dian Heriani Dona Tihnike Dona Tihnike Elfrida Ratnawati Emilie Bernard Fatmawati, Titi Halima Halima Hizbul Khootimah Azzaakiyyah Indra Tjahyadi Jack Davis Jefriyanto Saud Juhadira, Juhadira Kraugusteeliana Kraugusteeliana Lela Susanty Lela Susanty Lilianti, Lilianti M, Rahmwati M., Rahmawati Mariama Bah Maxno Maxno Mentari Putri Pramanenda Sinaga Miki Yuliandri Mokodompit, Multi Mubarok, Ence Supriatna Muh. Takdir Mujiati Mujiati Muliyani Muliyani Mulyadi Mulyadi Murniati Murniati Nasir Nasir Nasir Nelfi Nelfi Ningtias Ningtias, Ningtias Nyayu Yayu Suryani Octaviany, Rini Pande Wayan Renawati Pande Wayan Renawati Puspitasari, Yulinda Ragil Nazar, Erhy Rasid, Rasid Ria Kristia Fatmasari Ria Kristia Fatmasari Ridha Hasnul Ulya Ririk, Ririk Rizki Amalia Sholihah Rusli, Tri Indah Ryan Teo Sarip, Mohamad Sasabone, Carolina Sawitri Sawitri Siswahyudianto Siti Ainim Liusti Sitti Agustina Sukmawati Sukmawati Suryani, Nyayu Yayu Tomi, Tomi Ummul Khasanah Ummul Khasanah Wanti Ariani Zulfikarni Zulfikarni