Article Per Year (5 Year)
p-Index From 2021 - 2026
3.654
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya LiNGUA: Jurnal Ilmu Bahasa dan Sastra Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) El-Tsaqafah: Jurnal Jurusan PBA Al Mahara: Jurnal Pendidikan Bahasa Arab Journal of English Language Teaching and Learning (JETLE) Jurnal Tawadhu Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Language-Edu Millah: Journal of Religious Studies Journal of Artificial Intelligence and Digital Business Journal of Arabic Language Learning and Teaching EduInovasi: Journal of Basic Educational Studies Qismul Arab: Journal of Arabic Education English Edu: Journal of English Teaching and Learning
Langgeng Budianto
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 29 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 29 Documents
Search

 1   2   3 
Autonomous learning features: A case study in an Indonesian ESP classroom Budianto, Langgeng; Mason, Andrea R
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1213

Abstract

This article explores autonomous learning features and effective strategies for meeting the needs of the autonomous learner. A 4-month ethnographic study examined the learning features of three non-English major undergraduates enrolled in an English for Specific Purposes (ESP) course at an Indonesian university. The study also explored the students’ and teacher’s understanding of how the ESP classroom can benefit the autonomous learner. Data gathered through interviews, focus group discussions, and classroom observation indicate four key autonomous learning features: 1) a willingness to accept responsibility; 2) dedicated planning; 3) implementing effective strategies; and 4) monitoring progress. The findings also indicate that a variety of scaffolded and authentic learning materials combined with a flexible and creative teaching approach enhance autonomous learning. We also address how our results are applicable to most educational situations as autonomous learning is not limited to the language classroom. HIGHLIGHTS: The three subjects indicated different processes of autonomy such as monitoring learning progress using a specific task, holistic approach, and regular reflection strategies. Adopting and promoting a spirit of independent learning provides ESP learners with a supportive framework to develop and practice autonomous learning habits The ESP learners not only required to learn general English but also to learn specific English (their content knowledge in English) as their major. This is the novelty of the study. Therefore, this study provides specific add to the theory of autonomous learning.
Internalisasi Environmental Awareness dalam Mata Pelajaran IPA melalui Model Pembelajaran Radec pada Sekolah Dasar Abidah, Shofwatul; Budianto, Langgeng; Zuhroh, Ni’matuz
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.10087

Abstract

This study aims to analyze in depth the process of internalizing Environmental Awareness (EA) in elementary school students through the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) Learning Model in the Science Curriculum. The background of the problem is the gap between students' environmental knowledge (cognitive) and minimal daily pro-environmental actions (behavior). The study used a qualitative case study method implemented at SDNU Gurah Kediri. Data were collected through participant observation, in-depth interviews with teachers and key students, and analysis of student artifacts during the Create phase. The findings indicate that the RADEC Model is effective as a pedagogical vehicle that facilitates the internalization of EA by transforming passive awareness into active action. The strongest internalization mechanisms occur in the Discussion Phase, which encourages the strengthening of affective values ​​and social responsibility, and the Create Phase, which bridges science knowledge with conative behavior through the creation of concrete solutions (e.g., simple recycling or renewable energy projects). Significant improvements were found in the dimensions of students' attitudes and behaviors, where students began to view pro-environmental actions as a personal moral responsibility, not just a school assignment. It can be concluded that the RADEC Model provides a superior structured framework for simultaneously integrating science education and ecological character building in elementary schools.
INVESTIGATING STUDENTS’ SPEAKING ANXIETY FACTOR IN BILINGUAL PROGRAM AT JUNIOR HIGH SCHOOL STUDENTS Setyana, Genadea Putri; Budianto, Langgeng; Putera, Alam Aji
English Edu: Journal of English Teaching and Learning Vol 1 No 1 (2022): English Edu: Journal of English Teaching and Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetl.v1i1.1617

Abstract

Education is an effort to develop human quality; with the development of technology, education develops in the language aspect. English is a popular language today. However, many students still experience speaking anxiety. This research was conducted on bilingual students who focus on two foreign languages. This study aims to find out what are the factors that cause students' speaking anxiety in English. This research uses a descriptive qualitative method with a case study approach. Four students from the bilingual class were taken for interview. This study resulted in the factors causing students' speaking anxiety from embarrassment about negative responses, lack of confidence and lack of preparation, teacher's attitude, and an open evaluation.
Children's Acquisition of Arabic Language Based On Chomsky's Theory Of Nativism Massofia, Fitrah Dinanti; Suci Ramadhanti Febriani; Budianto, Langgeng
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 2 No. 2 (2024): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v2i2.182

Abstract

This study delves into the acquisition of Arabic language by children in the context of Chomsky's Theory. Acquisition of Arabic language for non-native students in Indonesia is very important to find out how Indonesians acquire arabic language and are able to understand the rules of the target language. The research focuses on non-native students in Indonesia, shedding light on how they grasp Arabic language and comprehend its linguistic rules. Through a qualitative approach and the Miles and Huberman model for data analysis, the study reveals that children can proficiently learn Arabic through language acquisition rather than traditional learning methods. And results of study are that children can master arabic language by means of language acquisition, if he masters the second language it is not through the learning process in school. The findings underscore the significance of innate language skills in children, as proposed by Chomsky's Theory of Nativism, emphasizing the presence of a Language Acquisition Device (LAD) from birth. This study contributes valuable insights into the natural language acquisition process and the role of innate linguistic abilities in mastering Arabic language skills. So, there must be some important aspects regarding the language system that is naturally within the child.
Multicultural and Multilingual Code-Switching: A Sociolinguistic Study of PBA UIN Malang Postgraduates Nabilah, Farah Farhatun; Aulia, Safira; Budianto, Langgeng
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 1 (2025): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i1.5631

Abstract

This study examines the phenomenon of code-switching and code-mixing in the communication of graduate students in Arabic Language Education (PBA) at the multicultural environment of UIN Malang. The main issue addressed in this research is how code-switching and code-mixing are used in both social and academic interactions by students from diverse cultural and linguistic backgrounds. The aim of this study is to understand the impact of code-switching and code-mixing on academic communication and the social identity of students in a multicultural campus environment. The study employs a qualitative approach, with data analysis based on interviews and observations of students, as well as an analysis of conversations in WhatsApp group chats. The findings reveal that students frequently use code-switching and code-mixing to adapt to their interlocutors, facilitate communication, and enrich their vocabulary. Code-switching plays a role in strengthening the students' social identity and fostering inclusive social relationships. However, code-switching can also hinder the understanding of academic content if not used appropriately. This study concludes that code-switching and code-mixing are essential communication strategies in a multicultural academic environment, but their use must be directed and contextually appropriate.
A COMPARATIVE LINGUISTIC STUDY OF MONASTIC SOCIAL MEDIA INFLUENCERS IN CHINA AND THAILAND Fa, Yu; Beliatte, Metteya; Rohmana, Wahyu Indah Mala; Budianto, Langgeng
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 19, No 2 (2024): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v19i2.26284

Abstract

Advancements in media technology have significantly reshaped the sharing and consumption of religious teachings, especially as Buddhist monks increasingly use social media platforms like Weibo in China and Facebook in Thailand to preach and engage with their followers. Some monks have gained considerable influence on these platforms, attracting large followings. While previous studies have noted the growing presence of monks on social media, their specific behaviors and strategies have not been extensively explored. This study addresses this gap by examining the practices of Buddhist monks in China, which is home to around 80% of the global Buddhist population, and Thailand, where approximately 93-94% of the population practices Theravada Buddhism. Using a qualitative content analysis approach, the study analyzes the posts of eight prominent monk influencers—four from each country—between January 2017 and December 2019. The research findings reveal key differences in the content and strategies employed by Chinese and Thai monks. Chinese monks, such as Ven. Yancan, tend to share content related to their daily lives, social interactions, and public service activities, positioning themselves as social activists. In contrast, Thai monks primarily focus on Buddhist teachings, practices, and rituals, with less emphasis on secular topics. Additionally, Chinese monks are more likely to use multimedia formats, such as videos and live streaming, for real-time engagement, while Thai monks prefer textual content and speeches, focusing on delivering sermons and reflections. Public service activities also vary, with Chinese monks organizing large-scale charity events, such as donations and educational initiatives, while Thai monks engage in smaller, more localized acts of service, like offering food and aid to the community. These differences highlight the influence of cultural and political contexts, such as China's strict policy regulations and Thailand's structured monastic oversight. The study underscores how social media has expanded the reach of Buddhist teachings, allowing monks to transcend geographical boundaries and challenge traditional religious hierarchies. By adapting to new media, Buddhist monks are able to connect with younger, digitally engaged audiences and remain relevant in an increasingly digital world, offering valuable insights into the evolving landscape of religious communication in the digital age.
STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH Budianto, Langgeng
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 1 (2010): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v5i1.614

Abstract

This paper aims at describing psychological factors in language acquisition and learning for human being who learn second language acquisition. Stephens found that external factors such as the characteristic of teacher, class and school condition had consistently no relation with the success of learning foreign language. On the other hand, student’s psychological conditions, as one of the internal factors, are potential to influence the foreign or second language acquisition. Psychological factor is a factor that is mentally or spiritually concerned with the aspects in students’ acquisition. At least, four of many factors, such as anxiety, attitude, aptitude, and motivation influence the students’ process of language acquisition. However, to cope the psychological problems of learning second language, Kando, D. suggests the five strategies for coping with language anxiety, among of them are preparation strategy, relaxation, positive thinking, peer, and labeled resignation. Therefore, in maximizing the result of second language acquisition, the five strategies illustrated by Kando are important as an alternative solution.
INTEGRATING INDEPENDENT LEARNING WITH THE CURRICULUM Budianto, Langgeng
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 2, No 2 (2007): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v2i2.568

Abstract

Makalah ini bertujuan mendeskripsikan konsep-konsep pembelajaran mandiri terpadu dengan kurikulum. Kriteria penerapan pembelajaran mandiri terpadu dengan kurikulum bisa dikelompokkan dalam enam wilayah  yang bersinggungan satu sama lain; pembuatan kebijakan, manajemen, pengembangan staf, training pembelajar, sumber belajar, dan desain kurikulum. Fasilitas yang efektif untuk perubahan kurikulum di dunia yang semakin mengglobal mensyaratkan para pembuat kebijakan kurikulum, pengembang dan pelaksana memiliki kompetensi yang lebih kompleks dan model referensi. Oleh karena itu, penerapan pembelajaran bahasa mandiri akan berhasil manakala dipadukan dengan kurikulum bahasa dan merupakan tambahan yang digarisbawahi dalam kerja kelas. Hal disebabkan oleh kenyataan bahwa pembelajar mandiri  diharuskan melakukannya dalam waktu lama dan latihan.
Language Variation in Arabic among University Students: Sociolinguistic Challenges and Pedagogical Opportunities in a Multicultural Classroom Harahap, Desi Hariyanti; Jumahir, Al Magfira; Budianto, Langgeng
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.34724

Abstract

This study aims to describe the linguistic variations in Arabic usage among students of the Arabic Language Education Program, Class E, 2024 cohort, consisting of 15 students, and to identify the contributing factors and challenges in Arabic language learning. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews, and document analysis. The findings reveal that students' use of Arabic is highly diverse, encompassing variations in dialect, function, formality, and communication medium. These variations are influenced by students’ educational backgrounds (e.g., salafi and modern Islamic boarding schools, state Islamic high schools), regional origins, as well as technological and cultural developments. In practice, students frequently combine fusha, 'amiyah, and elements of Indonesian or regional languages in daily interactions. The study also highlights the challenges of curriculum harmonization, the shortage of qualified Arabic teachers, and the necessity for inclusive and intercultural teaching approaches. These findings underscore the sociolinguistic reality that language variation reflects students' social identities and interactional dynamics. Therefore, adaptive and context-sensitive strategies are required to develop Arabic language instruction that is both linguistically effective and culturally relevant in a multicultural academic environment.
Co-Authors Abdul Rohman Abidah, Shofwatul Ahmad Kholil Alam Aji Putera Aulia, Safira Beliatte, Metteya Dewi, Aprilianing Tyas Tri Tungga Djoko Susanto Fa, Yu Fakhrurrozi Fakhrurrozi, Fakhrurrozi Firdousi, Muhammad Anwar Harahap, Desi Hariyanti Hargiani, Fransisca Xaveria Humairoh, Niswatin Jumahir, Al Magfira Kenny Lestari Liu, Yaoping Mamluatul Hasanah Marifatun Najiyah Mason, Andrea R Massofia, Fitrah Dinanti Maulana, Mohammad Deni Irkhamil Minatul Azmi Mustofa, Mutmainnah Nabilah, Farah Farhatun Nurul Hidayat Prihadi, Kususanto Ditto Rakthin, Chatchai Rendhi Fatrisna Yuniar Rohmana, Wahyu Indah Mala Salsabila, Queen Sayyidaturrohimah Setyana, Genadea Putri Shidiq, Fauzie Muhammad Suci Ramadhanti Febriani Syamsudin Syamsudin Utami, Aldha Mila Yaoping LIU Yuniar, Rendhi Fatrisna Zuhroh, Ni’matuz Zuyyina Ilmy Azizah