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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 185 Documents
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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.
Analysis of the Quality of Arabic Language Online Test Items Based on ACTFL Standards Mahmudi, Ihwan; Muhyiddin, Luthfi; Ismail, Moh; Saifulloh, Ahmad; Kusnawan, Wawan
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.12047

Abstract

This study aims to analyze the quality of Arabic language online test items at the University of Darussalam Gontor using the standards of the American Council on the Teaching of Foreign Languages (ACTFL) as a reference for item quality analysis. The item analysis was conducted on three main Arabic language skills: listening, reading, and writing. The University of Darussalam Gontor was selected as it is one of the Islamic higher education institutions in Indonesia that is committed to the development of Arabic language. This study employed a descriptive quantitative method. Data were collected through student score documents from Arabic online tests at the University of Darussalam Gontor, consisting of 20 items for the listening test, 29 for the reading test, and 29 for the writing test. The sample was selected using random sampling: 135 students for writing, 127 for listening, and 129 for reading. Data were analyzed using descriptive statistics. The results revealed that in terms of validity, the reading skill test showed the highest validity rate at 86%. In terms of reliability, the writing skill test demonstrated the highest reliability. The discrimination index analysis showed that the writing test had the best quality, while the difficulty index analysis indicated that the listening test had a fairly balanced distribution: 50% of items at a medium level, 33% easy, and 17% difficult. Furthermore, the analysis of test items based on ACTFL standards showed that items at the intermediate level still predominated.
EFL Students' Practices of Self-Regulated Language Learning in Speaking Halim, Abdul; Atikah, Dewi; Yang, Chen Ching; Rahayu, Sri
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5482

Abstract

This study investigates the self-regulation strategies employed by English as a Foreign Language (EFL) students to augment their speaking proficiency. Grounded in Bandura's social cognitive theory and Zimmerman's metacognitive approach, this research adopted a case study research design to capture the essence of participants' experiences. Findings revealed a diverse array of highly effective self-regulation strategies, including reading practice, video consumption, engaging in speaking exercises, writing tasks, note-taking, listening to English content, and maintaining a healthy lifestyle. Reading practice emerges as a foundational strategy. Its emergence allows students to expand their vocabulary, develop critical thinking skills, and broaden their perspectives. Watching videos is a potent tool for language development, enabling students to acquire new vocabulary, refine pronunciation, and observe effective body language. Speaking practice provides a platform for students to apply their knowledge in verbal communication, resulting in enhanced vocabulary retention, pronunciation, and body language skills. These strategies empowered students to expand vocabulary, develop critical thinking skills, refine pronunciation, and enhance body language. The study aligns with prior research and offers a comprehensive framework for EFL learners to optimize their language acquisition process. Pedagogically, the identified strategies provide educators, curriculum designers, and policymakers in English Language Teaching (ELT) with valuable insights to create learner-centered environments. By integrating these strategies, educators can foster independent, motivated learners, curriculum designers can embed effective self-regulation techniques, and policymakers can advocate for learner-centered approaches. This integration can potentially revolutionize ELT, producing empowered, independent learners poised for success in language acquisition and lifelong learning endeavors.
What Do the EFL Pre-Service Teachers Say about Teacher Autonomy? Humaera, Isna; Afrizal, Muh; Rezki, Anita
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5767

Abstract

This study delves into the exploration of EFL pre-service teachers' perceptions of teacher autonomy during field teaching practice, drawing on reflective insights from ten participants in the English Education Department. The qualitative investigation centers on the multifaceted concept of teacher autonomy, encompassing dimensions like professional development, freedom from external control in teaching, and the capacity for self-directed instructional approaches. Employing a thematic analysis method, the research underscores a prevalent positive inclination among pre-service teachers toward the application of teacher autonomy. Key themes identified include the influence of the public sphere, the pedagogical creative teaching process, organizational dynamics, proficiency in content curriculum knowledge, insights from students' reflections, and the promotion of learner autonomy. The study emphasizes implications for teacher educators and institutions, stressing the significance of the long-term development of pre-service teachers for the sustained success of educational programs. It advocates for a robust understanding of teacher autonomy among pre-service teachers and the provision of ongoing support to maintain motivation and efforts in exercising autonomy. While offering valuable insights, the study acknowledges limitations, notably the reliance on qualitative data from reflective accounts, necessitating caution in generalizing findings. This would provide a more comprehensive understanding of the nuanced relationship between teacher autonomy and professional development among pre-service teachers.
Lecturer’s Belief and Classroom Practices on The Use of Video in English Language Teaching Rahim, Titin Rahmiatin; Fatnalaila, Fatnalaila; Sain, Yuliyanah; Syarief, Andi Rachmawati; Tohamba, Citra Prasisca P.; Muflihun, Muflihun
Langkawi: Journal of The Association for Arabic and English Vol 10, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5817

Abstract

This study aims to investigate the EFL lecturer's beliefs in teaching speaking using video to fifth-semester students in a private university in Indonesia. A qualitative method was employed as the design of this study, involving an in-depth exploration of the lecturer's perspectives and practices. An English teacher was purposefully selected as the research subject of the study. The data were collected through stimulated recall and semi-structured interviews, allowing for a comprehensive understanding of the lecturer's beliefs and classroom practices. The findings were categorized into six major themes: 1) the source of the lecturer's belief in teaching speaking using video; 2) the purpose of using video in teaching speaking skills; 3) the reasons for using video in teaching speaking skills; 4) the reflection of those beliefs in classroom practices; 5) considerations in choosing the videos; and 6) challenges faced by the lecturer in teaching speaking using video. The results revealed that there was no discrepancy between the teacher's beliefs and teaching practices. The lecturer believes that using video in teaching speaking classes enables students to learn individually, which is reflected in his teaching practice. For example, the lecturer allows students to watch videos individually, facilitating a more personalized learning experience. This alignment between belief and practice underscores the importance of integrating multimedia tools in language teaching, as they can enhance student engagement and autonomy. The study highlights the potential of videos as a valuable resource in language education, particularly in improving speaking skills among EFL learners
Circumstances Translation in Arabic-English Version of Al-Ajnichah Al-Mutakassirah Novel: Systemic Functional Translation Approaches Mukminin, Muhamad Saiful; Anis, Muhammad Yunus; Ethelb, Hamza
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.6140

Abstract

Research related to the translation of novels from Arabic to English has been done but not many studies related to circumstance in novels. Circumstance is an element in a clause that accompanies a process that serves to explain the situation and condition of the process. In the novel, the circumstantial plays an important role in explaining the process in the storyline. The purpose of this study is to describe the types and forms of circumstan in the Arabic-English translation of Al-Ajnichah Al-Mutakassirah by Khalil Gibran. The analysis of circumstance is related to translation theory, namely technique, shift, method, and ideology of translation. This research belongs to descriptive qualitative research by applying a combination of SFL and translation studies. Data collection was customized to the characteristics of language research, i.e. using note-taking technique. The data analysis technique used a combination of two analysis models, namely the interactive analysis model (Miles and Huberman) and content analysis (Spradley). The result of this study shows that there are 9 types of circumstances in the Arabic-English translation of Al-Ajnichah Al-Mutakassirah novel. Circumstance types are dominated by location circumstance types. The form of circumstance found consists of 3 forms which are dominated by phrases. The application of translation techniques can be found in a total of 896 data of translation techniques with 15 types of translation techniques dominated by the application of established equivalent techniques. Translation shift occurs at the level of circumstance type and form, totaling 5 data and 31 data respectively. The orientation of Arabic-English translation refers to the target language with domestication ideology.

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