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Langkawi: Journal of The Association for Arabic and English
Published by Institut Agama Islam Negeri Kendari
ISSN : 24602280     EISSN : 25499017     DOI : http://dx.doi.org/10.31332/lkw.v0i0
Core Subject : Education,
Languange, Linguistic, Communication & Media
Langkawi: Journal of The Association for Arabic and English, invites scholars, researchers, and students to contribute the result of their studies and researches in Arabic and English with linguistic studies, both in micro and macro terms, such as applied linguistics, philology, script studies, including Arabic and English language education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 15 Documents
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Search results for , issue "Vol. 11 No. 1 (2025)" : 15 Documents clear
Cognitive, Metacognitive, or Social: Which Learning Strategies Do Arabic Language Learners Prefer? Sholihah, Diana Nur; Auliya, Lulu Marfuatin; Nabiilah, Salmaa; Alfiyah, Siti Salwa
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.11293

Abstract

This research aims to explore how Arabic learners at Universitas Islam Tribakti Lirboyo Kediri utilize language learning strategies (LLSs) and whether gender influences their strategic preferences. The participants consisted of 100 students—40 male and 60 female—who completed the Language Learning Strategy Questionnaire (LLSQ) developed by Rita et al. (2019). The instrument asked students to reflect on how frequently they use specific strategies—cognitive, metacognitive, and social—when learning the four core Arabic language skills: speaking, listening, reading, and writing. The findings revealed that cognitive strategies were the most frequently used across most skill areas. Metacognitive strategies appeared more prominently in writing tasks, while social strategies—such as seeking help from peers—were generally used less often. Interestingly, statistical analysis indicated no significant gender differences in strategy use, suggesting that both male and female students approach language learning in relatively similar ways. These patterns point to a strong reliance on task-based strategies, with comparatively less emphasis on reflective or collaborative approaches. In light of these results, educators may consider supporting learners in diversifying their strategy use—particularly by promoting peer interaction and strategic planning behaviors—to foster deeper and more effective language learning.
Stimulating Creativity: A Systematic Literature Review on Students’ Engagement and Cognitive Development through Creative Writing Sudirman, Anselmus
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.11395

Abstract

Creative writing provides an effective framework for cultivating fundamental values in educational environments, hence improving student engagement, creativity, and cognitive growth.  This study integrates findings from several academic sources to clarify how creative writing promotes values, including self-expression, critical thinking, inclusion, and cultural understanding.  Integrating process-oriented and reflective skills, creative writing fosters cognitive and emotional development.  Ethnographic and cross-cultural studies demonstrate its adaptability across many cultural and educational contexts, emphasizing the significance of context-specific methodologies. Obstacles, including inadequate teacher preparation and inflexible curriculum frameworks, hinder the successful implementation of these values.  Recommendations encompass the enhancement of teacher training programs, the building of flexible curricula, the cultivation of supportive settings, and the commitment to ongoing research and adaptation.  Ultimately, creative writing serves as an effective instrument for nurturing fundamental educational principles and promoting an inclusive and contemplative learning atmosphere.  As educational environments transform, a steadfast dedication to these principles is essential for adjusting creative writing methodologies to address varied student requirements, thereby guaranteeing its lasting influence on global education.
EFL Student's Experiences with AI Chatbots: A Critical Discourse Analysis Munir, Bayanuddin; Sulaiman, Umar; Rasyid, Muhammad Nur Akbar; Afiif, Ahmad
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.11438

Abstract

While existing literature highlights the affective and technical affordances of chatbots, limited attention has been given to their discursive and structural impact on classroom power relations and learner identity. To address this gap, this qualitative study draws upon four theoretical frameworks: Digital Empowerment (Passey, 2014), Communicative Competence (Hymes, 1972), Social Constructivism (Vygotsky, 1978), and Critical Discourse Analysis (van Dijk, 1998). Data were collected through semi-structured interviews with twelve EFL students who regularly engaged with AI chatbots as interactive speaking partners. Employing thematic and discourse analysis, the study identifies three significant findings. 1) Chatbots foster digital autonomy and enhance learner confidence by providing emotional safety, immediate feedback, and opportunities for self-regulated learning; 2) Students acknowledge that chatbot interactions often lack adequate sociolinguistic nuance and contextual sensitivity, limiting their effectiveness in fully authentic communication scenarios; and 3) The integration of chatbots into language practice represents a pedagogical shift that encourages active learner engagement and disrupts traditional teacher-centered classroom authority. Collectively, these findings indicate that chatbots transcend their roles as mere technological tools, actively influencing learners' sociocognitive experiences and identities. This research contributes theoretically by applying Critical Discourse Analysis to AI-mediated learning contexts and practically by guiding educators and chatbot developers toward creating inclusive, empowering, and learner-centered digital tools.
Exploring EFL Students’ Perceptions of Interlingual Subtitling as a Language Learning Task Hidayatun, Muthiah; Hartono, Rudi; Wahyuni, Sri
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.11457

Abstract

Despite the growing body of research on audiovisual translation in language education, subtitling is often positioned merely as a supplementary learning tool rather than as a central pedagogical task. This study addresses that gap by investigating English as a Foreign Language (EFL) students’ perception of interlingual subtitling as an active translation task in a higher education context in Indonesia. Employing a qualitative descriptive case study, the research engaged 14 undergraduate students enrolled in a translation course at State Islamic Institute of Kendari. Participants created Indonesian subtitles for a TEDx Talk by Nwal Hadaki using Aegisub software. The study draws on Task-Based Language Learning (Ellis, 2003), Cognitive Load Theory (Sweller, 1998), and Walgito’s (2004) cognitive model of perception to interpret students’ experiences. Data were collected via Likert-scale questionnaires and structured digital self-reflection and analyzed using the Miles and Huberman (1994) framework. Findings demonstrate that although students perceived the task as complex and cognitively demanding, they recognized its pedagogical value in developing vocabulary, listening skills, idiomatic comprehension, and technological proficiency. Students reported increased engagement and motivation, suggesting that subtitling fosters learner autonomy and language integration. This study implies the potential of interlingual subtitling as a dynamic, skill-integrative approach in translation pedagogy within EFL contexts.
Verifikasi Keaslian Surat Bunuh Diri Mahira dengan Menggunakan R Stylo Sinaga, Tantiara Fiesta
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.11838

Abstract

This study investigates the authenticity of Mahira Dinabila’s suicide note using an exploratory stylometric approach with R Stylo. Mahira, a university student in Indonesia, was found dead in 2023 alongside a letter identified as a suicide note, which was later questioned by her family due to inconsistencies in linguistic style and handwriting. While initial forensic examination focused solely on graphological analysis, this research aims to explore the linguistic characteristics of the letter to determine whether it aligns with authentic suicide note patterns. Using a corpus of 20 verified suicide notes from Indonesian university students, this study applies computational stylometry via R Stylo, focusing on MFW, z-score normalization, and Classic Delta distance measures. Findings reveal that Mahira’s suicide note lacks emotional elements typically present in genuine suicide notes. Instead, the note is highly structured and dominated by time markers, suggesting narrative planning rather than emotional spontaneity. The contrast between Mahira’s suicide note and the reference corpus underscores the value of stylometric features in distinguishing textual authenticity. This study contributes to forensic linguistics through computational stylometry by demonstrating how linguistic features can provide measurable indicators for verifying the authenticity of emotionally charged personal documents, particularly in contexts where conventional forensic methods may fall short.

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