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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 11 Documents
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Search results for , issue "vol. 12 no. 1 (2026)" : 11 Documents clear
User Acceptance of a Digital Arabic Verb Recognition Tool: Validating TAM in Morphosyntactic Learning Contexts Zuhriah, Zuhriah; Agussalim, Andi
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12366

Abstract

This study investigates user acceptance of Arabicapp based on morphosyntactic patterns. The application aims to support learners in recognizing verb forms and transitivity patterns, which are widely acknowledged as challenging aspects of Arabic grammar acquisition. To evaluate user acceptance, the study employed the Technology Acceptance Model (TAM), examining five core constructs: Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude Toward Use (ATU), Behavioural Intention (BI), and Actual Usage (AU). A quantitative survey was administered to a diverse group of participants, including university students, lecturers, and Arabic language practitioners. Data were collected through staged evaluations and analyzed using descriptive statistics, correlation analysis, and multiple regression techniques. The results indicate consistently high levels of acceptance across all TAM constructs, with ease of use and behavioural intention receiving the highest mean scores. However, regression analysis reveals that Perceived Usefulness significantly predicts Behavioural Intention, whereas Perceived Ease of Use does not show a statistically significant effect. This finding suggests that perceived instructional value plays a more decisive role than interface simplicity in determining adoption of morphosyntactic learning tools. Overall, the findings demonstrate that Arabicapp effectively supports Arabic grammar learning, particularly in verb identification tasks, and shows strong potential for use in both formal and non-formal instructional contexts. The study contributes to TAM-based research in language technology by highlighting that, in cognitively demanding learning environments such as morphosyntax, perceived usefulness emerges as the primary driver of user adoption.
The Interplay of Individual Differences and Explicit Pragmatic Input on the Effectiveness of EFL Learners’ Grammar Development Adam, Sutisno; Sailuddin, Sartika Putri; Maricar, Farida
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12394

Abstract

This study explored the impact of explicit pragmatic input instruction on grammatical development among intermediate-level English as a Foreign Language (EFL) learners, focusing on the moderating role of individual differences, including cognitive ability and learning preferences. Conducted with 65 university students enrolled in a compulsory grammar course, they were randomly assigned to either an experimental group receiving instruction that integrated pragmatic functions within grammar teaching or a control group receiving traditional form-focused grammar instruction. Pre- and post-tests assessed grammatical proficiency, while cognitive ability and learning preferences were measured to evaluate their influence on learning outcomes. Quantitative analyses, including paired-samples t-tests, repeated-measures ANOVA, and hierarchical regression, revealed that the experimental group exhibited significantly greater grammatical improvements than the control group. Moreover, learners with higher cognitive abilities and visual or kinesthetic learning preferences benefited more substantially from explicit pragmatic input instruction. Qualitative data from interviews and classroom observations complemented these findings by highlighting increased learner engagement, motivation, and pragmatic awareness in the experimental group. Participants reported that pragmatic-contextualized activities fostered meaningful grammar learning and practical application in communication, in contrast to the more mechanical learning experiences of the control group. The results underscore the effectiveness of integrating pragmatic input with grammar instruction and emphasize the need to tailor teaching approaches to individual learner profiles. The implications for EFL pedagogy include adopting multimodal, context-rich grammar teaching strategies to enhance communicative competence. This study contributes to advancing evidence-based practices that bridge grammatical knowledge and pragmatic use in diverse contexts of language learning.
A Critical Evaluation of Speaking Activities in New Interchange (Fifth Edition) from a Task-Based Language Learning Perspective Qonnita, Tsabita Rosaria; Haryati, Sri
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13907

Abstract

This critical discourse study examines the extent to which speaking activities in a widely used international EFL textbook align with the core principles of task-based language learning (TBLL), such as task authenticity, learner interaction, focus on meaning, and outcome orientation. Grounded in the TBLL framework proposed by Ellis, Skehan, and Willis, the study systematically looks at eight conversation activities from New Interchange series (Fifth Edition), Student Books 3 and 3A. To triangulate the textbook analysis, semi-structured interviews were conducted with 17 secondary school learners to explore their perceptions of these speaking tasks. The findings reveal that although many activities simulate real-life communicative situations and encourage meaning-focused interaction, they often require pedagogical mediation to fully function as genuine tasks within a TBLL framework. The secondary school student participants reported higher levels of engagement, confidence, and perceived relevance when tasks were experienced as authentic, interactive, and goal-oriented. These findings accentuate the pivotal role of teacher mediation in transforming textbook-based activities into meaningful communicative experiences. Our findings call for more meaningful speaking tasks that impact on students’ oral ability in English.
The Effect of the Educaplay Platform on Students’ Interest in Learning Arabic Sarif, Suharia; Dunggio, Mohamad Faturrahman; Binti Hj. Bahri, Ratni; Safii, Randi; Waeduereh, Mustafakama; Muhammad Anas bin Al Muhsin
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.11886

Abstract

This study was motivated by students’ low interest in learning Arabic at MAN 1 Kota Gorontalo and the need for more interactive instructional media to address a classroom atmosphere that was often monotonous. The study aimed to identify and verify the effect of the Educaplay platform on students’ interest in learning Arabic, to compare students’ learning interest between the experimental and control classes, and to identify the contribution of Educaplay’s interactive and game-based features to creating more engaging and effective Arabic instruction. This study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The participants were 60 eleventh-grade students divided into an experimental class and a control class, with 30 students in each group. Data were collected through a Likert-scale questionnaire, classroom observation, structured interviews, and pre-test and post-test measures. The data were then analyzed using SPSS 26 through validity and reliability testing, descriptive statistics, normality and homogeneity testing, and an independent-samples t-test. The findings showed that the mean score of students’ learning interest in the experimental class was higher than that of the control class, namely 81.20 compared to 74.85, with a significance value of 0.002 < 0.05. These findings indicate that the use of Educaplay had a significant effect on students’ interest in learning. Therefore, Educaplay was shown to create more interactive, enjoyable Arabic learning experiences that encourage more active student engagement.
Gender Hegemony in Arabic Textbooks Endorsed by the Indonesian Ministry of Religious Affairs Reflinaldi; Hadi, Syofyan; Rahmi, Awliya; Rezi, Melisa; Khairunnisa, Annisa
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12250

Abstract

Despite previous studies revealing the gender representation discrepancy in Arabic textbooks published by the Indonesian Ministry of Religious Affairs, no analysis has addressed the underlying reasons for this disparity. This study seeks to identify gender hegemony in the same textbooks toaddress this unresolved gap by investigating the forms of gender hegemony constructed. The study examines both linguistic and visual data drawn from seven thematic units across three Madrasah Aliyah Arabic textbooks (Grades X, XI, XII) published in 2020. Data were gathered through systematic re-transcription of narrative texts and structured digital archiving of images. Drawing on a gender-hegemony framework analysis, the research identified the existence of hegemonic masculinity and hegemonic femininity within the domains of family and home, jobs, hobbies, traveling, sports, and higher education, analyzed across seven materials at three educational levels. Both forms of gender hegemony are present in texts and images and are concurrently organized and systematized to establish male superiority and female inferiority. The presence of this hegemony is the principal cause of disproportionate gender representation. These findings extend the field beyond representational counting by offering a critical discursive account of why gender inequality persists in state-sanctioned Arabic learning materials. Theoretically, the study contributes a transferable dual-hegemony analytical model to multimodal critical discourse analysis. For educational policy, it provides an evidence base for systematic gender auditing of officially published instructional content in Indonesian Islamic schools.
The Students’ Voice on the Potential Contribution of ChatGPT-integrated Debate Coursebook: Matter, Manner, and Method Suciati; Zulfa Sakhiyya; Novia Trisanti; Yudhi Arifani
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13404

Abstract

Although ChatGPT is commonly used to improve writing skills, its potential to improve speaking, especially English debate, remains understudied. This study aims to explore students' perceptions on the contributions of the Debate Coursebook with ChatGPT-supported learning activities for studying Matter (content), Manner (delivery, confidence, and pronunciation), and Method (structure, flow, rebuttal, and Point of Information). This qualitative research focuses on exploring the experiences of 10 students performing as debaters, moderator, timer, adjudicator, and audience through the interview, documentation, and observation. Each participant was given a unique code to guarantee anonymity and preserve the confidentiality of their identities throughout the research process, and the gathered data was examined using a thematic analysis technique. This technique was implemented to identify how they learn matter, manner, and method aspects (Freeley & Steinberg theory). The results showed that in the matter aspect, ChatGPT helped students construct more logical and relevant arguments, but some felt overly dependent on AI suggestions. For manner aspect, it is contributive for pronunciation, intonation, and confidence. Meanwhile, for method aspect, the debate structure and rebuttal skills became clearer, although some still had difficulty adapting the flow to the real-life debate format. ChatGPT-integrated debate coursebook is contributive for debate practice, especially big class, but it must be under the lecturer guidance. Instructors are advised to integrate ChatGPT as a supporting tool, not a replacement for conventional debate practice.
English-Only Policy and Its Influence on Speaking Skills in Ban E-Lert School Thailand Devi, Putriana; Maghfiroh, Ana; Harmanto, Bambang; Nimasari, Elok; Chaisiri, Somruethai
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13872

Abstract

This study examines the implementation of an English-Only Policy (EOP) in a bilingual program at a Thai junior high school and its impact on students’ English speaking skills. Although EOP has been widely discussed in EFL contexts, limited research has integrated quantitative and qualitative evidence to explain how such policies operate within bilingual secondary classrooms in Thailand. To address this gap, this study employed a mixed-method design involving 30 Grade 1 students at Ban E-Lert School, Loei Province, Thailand. Quantitative data were collected using a one-group pre-test and post-test design assessing fluency, pronunciation, grammatical accuracy, vocabulary mastery, and communication ability, while qualitative data were obtained through structured classroom observations conducted over a 12-week intervention period. Quantitative findings revealed a statistically significant improvement in students’ speaking performance after the implementation of the EOP (t(29) = −10.081, p < .001). Qualitative findings demonstrated increased willingness to communicate in English and reduced reliance on the first language during classroom interaction. However, persistent challenges were also identified, particularly in pronunciation accuracy, limited exposure to appropriate language models, and speaking anxiety during spontaneous communication. This study contributes to the literature by demonstrating that the effectiveness of EOP depends not only on restricting first-language use but also on the provision of pedagogical support, including scaffolding strategies, pronunciation guidance, and constructive feedback. The findings provide insight into how classroom-level language policies interact with instructional practices to support learners’ linguistic and affective development in low-exposure EFL contexts.
How EFL Pre-Service Teachers Negotiate Their Professional Identities During Teaching Practicum: A Narrative Inquiry Ubaidillah, M. Faruq; Sonny Elfiyanto; Andri Jamaul Rifiyani; Nena Akmaliah Arroudloh
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12300

Abstract

This study investigates how EFL pre-service teachers in Indonesia construct and negotiate their professional identities during the teaching practicum. Employing a narrative inquiry approach, it captures participants’ lived experiences during their transition from language learners to novice teachers. Data were collected through in-depth interviews and were analyzed using thematic narrative analysis. The findings show that identity construction is a dynamic and recursive process shaped by personal motivations, classroom interactions, institutional contexts, mentorship, and reflective practice. Initial motivations, such as familial influence, job security, and interest in English, shaped early teaching identities but were often challenged during practicum experiences. Participants encountered classroom realities such as disengaged students, limited resources, curriculum misalignment, and varied mentorship support, which triggered critical reflection and adaptive teaching strategies. Through continuous reflection and classroom engagement, participants negotiated tensions between theoretical knowledge and practical demands, gradually reshaping their pedagogical beliefs and professional self-concepts. Classroom interactions and mentorship experiences emerged as key sites of identity negotiation, enabling participants to develop more flexible and responsive teaching approaches. The study suggests that the teaching practicum functioned as a transformative space for professional identity development.
Nature as Theological Witness: An Intertextual Exegesis of Ecological Theology in Fadwā Ṭūqān’s Resistant Poetry Liza, Fitri; Luhuringbudi, Teguh; Ahmad, Humaira; Abdulghani, Naser Ali; Aimah, Siti
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12837

Abstract

While existing scholarship on Fadwā Ṭūqān has extensively examined nationalist and feminist discourses, limited attention has been paid to the ecological dimensions inherent in her resistant poetry. This study investigates the potential of resistant poetry as a medium for articulating ecological theology through an integrated framework combining ecotheology, intertextuality, and green hermeneutics. Employing a qualitative hermeneutic design, the research conducts a close reading of two poems, Shaʿlah al-Ḥarb and Ḥilm al-Dhikrā, utilizing a four-stage analytical procedure: identifying ecological imagery, mapping intertextual symbolic patterns, interpreting theological meaning, and contextualizing resistance discourse. Analysis demonstrates that intertextual mapping reconfigures natural imagery from mere political metaphor to active theological witnesses (āyāt) that respond to environmental degradation. The poetic structure of al-intiqāl al-fannī (artistic transition) operates as a form of ecological daʿwah (moral-environmental call), while the concept of waḥy (divine manifestation) is reinterpreted to frame nature as a site of theological revelation. The study concludes that ecological theology in Arabic resistance literature constitutes an authentic manifestation of al-ʿamal al-īmānī (faith-based ethical action) against systematic environmental injustice. Its contribution lies in developing an interdisciplinary methodology that bridges theological, literary, and environmental perspectives, positioning Arabic resistant poetry as a theological maʿrūf (recognized moral discourse) within global environmental humanities.
Linguistics of Leisure: A Systemic Functional Study of Tourism Opinion Discourse in Indonesia Sugiarti, Rara; Santosa, Riyadi; Wiratno, Tri; Djatmika; Wibowo, Agus Hari; Arkida, Teisar
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13930

Abstract

This study investigates the strategic deployment of appraisal system resources in Indonesian tourism opinion discourse, comparing evaluative patterns in articles focusing on Java versus those on destinations outside Java, across Detik.com, Kompasiana.com, and Jawapos.com. The research problem addresses the language choices used to construct diverse tourist destinations in an expanding digital sphere. Employing a qualitative descriptive approach grounded in Systemic Functional Linguistics and Appraisal Theory, the study analyzes six tourism opinion articles, purposively selected from the three prominent online media outlets. Findings indicate that Java destinations are presented with a multifaceted image, balancing positive APPRECIATION attributes like affordability, accessibility, and comfort, with more frequent negative JUDGMENT regarding site challenges and visitor responsibility. On the other hand, non-Java destinations are framed as exceptional and aspirational through highly intensified positive evaluations and prominent APPRECIATION:QUALITY and APPRECIATION:VALUATION, reflecting a strategy to differentiate and highlight unique selling propositions for less familiar audiences. While all the articles are MONOGLOSSIC, media variations further reveal distinct editorial practices, with Kompasiana emphasizing JUDGMENT for responsible tourism and Jawa Pos using hyperbole GRADUATION for aspirational non-Java travel, while Detik maintains a more HETEROGLOSSIC informational tone. This research contributes to understanding how language systematically persuades in digital tourism promotion, offering insights for academics and practitioners on effective audience engagement and destination branding in Indonesia.

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