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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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Translating Lexical Collocations in Elemental Movie Subtitles Anshori, Sakut; Arbain, Arbain; Kendenan, Esriaty Sega; Zain, Abd. Rahman; Khoshimov, Mukhriddin
Langkawi: Journal of The Association for Arabic and English Vol 10, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.10103

Abstract

Despite the extensive research on collocation translation, studies examining the influence of translation techniques on translation quality—specifically accuracy, acceptability, and readability—are scarce. This study provides an in-depth analysis of the impact of translation techniques on three aspects of lexical collocation translation quality and offers pertinent insights into evaluating translator competence. Employing a qualitative approach, this research identifies translation patterns within a broader context. Content analysis and Focus Group Discussions (FGD) are utilized to gather and validate two primary types of data: linguistic data in the form of lexical collocations from the subtitles of the film Elemental: Forces of Nature, and translation data including translation techniques and their quality. The collected data is analyzed using Spradley's (1980) analytical model as adapted by Santosa (2017), which encompasses domain, taxonomic, componential, and cultural theme analysis. Findings indicate that the dominance of techniques such as established equivalence, transposition, and modulation significantly contributes to high translation quality, assessed in terms of accuracy (2.8), acceptability (2.89), and readability (2.89). These findings highlight the significance of translator proficiency in managing lexical collocations and present substantial implications for EFL instruction in tackling the difficulties of collocation translation. The TQA instrument in this study assists educators in recognizing and correcting prevalent errors in collocation translation, thereby enhancing students' proficiency in translating intricate texts and fostering critical thinking skills related to source texts and their translations.
“I am forced to speak, but it’s okay”: Black Box for Students with Lower Levels of Willingness to Communicate Atikah, Dewi; Sukmawati, Sukmawati; Takulani, Abd Haris; Safei, Nur Hasanah
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.v11i2.8478

Abstract

This study aims to investigate students’ perceptions of the “Black Box” technique and its influence on their Willingness to Communicate (WTC) in an EFL classroom. Prior to examining students’ perceptions, their WTC levels were identified using WTC indicators adapted from Weaver’s work (2015). Data were collected through a close-ended questionnaire, reflection questions, and semi-structured interviews. The results indicate that the students were at moderate and high levels of WTC. Five major themes were identified using Braun and Clarke’s (2017) thematic analysis: general impression and awareness of Black Box, engagement and interest, learning experience, learning impact, and challenges and benefits of implementation. Findings reveal that both moderate- and high-WTC students perceived the use of Black Box positively, although in slightly different ways. The technique appeared to foster students’ psychosocial states, such as confidence, reduced anxiety, and a sense of security during communication, which in turn encouraged them to speak more willingly in English. Overall, the Black Box can serve as an alternative pedagogical approach to enhance students’ communicative participation. However, the results are context-specific and limited to one classroom setting; therefore, broader generalizations should be made with caution.
From Jaka Tarub to Jeong Jae-Hyun: Reimagining Indonesian Folktales in Popular Settings Nugrahani, Dyah
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.v11i2.12345

Abstract

This study investigates how students reimagine the Indonesian folk tale Jaka Tarub within a contemporary Korean drama framework, highlighting reimagination as both a cultural and pedagogical practice. Unlike prior research that largely examines professional adaptations, this study focuses on student-led reimagination, emphasizing the creative and interpretive decisions made in an educational setting. Adopting a qualitative descriptive design, data were collected from student-produced narratives and follow-up interviews. Analysis applied Spradley’s ethnographic model, Hutcheon’s adaptation theory, and Purnomo et al.’s typology of mutation and presentness, supported by Dolmaya’s translation frameworks. The findings reveal three major functions of reimagination: stylistic (genre shifts into Korean drama conventions), methectic (reader immersion through emotional engagement), and cultural (symbolic translation, e.g., “rice” becoming “cellphone data”). These functions were accompanied by markers of mutation and presentness across textual, visual, and operative dimensions. The study contributes originality by documenting how emerging authors creatively bridge local heritage and global pop culture, demonstrating narrative reimagination as a form of transadaptation that preserves thematic essence while recontextualizing symbols for modern relevance. Pedagogically, the research shows that reimagination enhances cultural, narrative, and media literacies, while fostering intercultural awareness and critical engagement with tradition. It positions student-led adaptation not merely as a classroom exercise, but as a strategy for cultural revitalization and an innovative approach to literature teaching.
Understanding TikTok as an Asynchronous Learning Media in ESP: A Study among Business English Students Efendi, Erfan; Aly, Abdul Hamid; Srinin, Wathanan
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.v11i2.8838

Abstract

This study investigates the effectiveness of asynchronous learning via TikTok in teaching ESP, specifically Business English, among 112 undergraduate students at Universitas Islam Malang. Motivated by the growing role of digital platforms in language education, quantitative research design was employed, quantitative data collected through structured questionnaires and analyzed using SPSS. The results revealed high to very high student agreement across key variables: perceived ease of use (M = 4.45), learning comfort (M = 4.25), oral English practice effectiveness (M = 4.35), and confidence in language learning (M = 4.40), alongside positive ratings for creative engagement (M = 4.30) and collaborative learning potential (M = 4.15). These findings demonstrate that TikTok, as an asynchronous educational tool, supports language proficiency development, learner autonomy, and interactive engagement in ESP contexts. The study contributes to practice by providing empirical support for integrating familiar, student-centered technologies into ESP instruction, and to theory by extending digital pedagogy frameworks to include mobile social media as effective platforms for fostering self-directed and interactive language learning. Implications are offered for educators and policymakers aiming to innovate language instruction through contextually relevant digital tools.
Which Online Quiz Platform Works Best for Arabic at Senior High School?: A Comparative Empirical Study of Blooket, Quizizz, Wordwall, and Kahoot Doni, Chaterina Puteri; Hasibuan, Renni; Muhammad Jundi; Saleh, Sriwahyuningsih R; Pakaya, Nurul Aini; Sarif, Suharia
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.v11i2.11637

Abstract

Gamification has emerged as a transformative approach in language education, especially for digitally native senior high school students who thrive in interactive and engaging environments. This study presents a comparative empirical analysis of four gamified online interactive quiz platform (Blooket, Quizizz, Kahoot, and Wordwall) in their effectiveness for Arabic language learning at senior high school. Leveraging a quasi-experimental pretest-posttest design, thirty-eight students were divided into experimental and control groups based on existing classes. After a five-session intervention, a 30-item posttest was administered, and the results were statistically analyzed using paired sample t-test and one-way ANOVA. The results showed no significant differences in post-test scores across the four platforms, indicating comparable effectiveness in supporting student learning outcomes. However, t-test results revealed a greater score improvement with Blooket, a finding consistent with students’ strong preference for this platform. The higher engagement offered by Blooket’s varied and complex gamification features suggests that platform design may substantially influence learner motivation and performance, in line with existing literature on gamified learning environments. This study enriches the discourse on game-based learning (GBL), emphasizing the value of digital tools in fostering effective and enjoyable classroom experiences.
Speech Acts in Strategic Diplomacy: An Analysis of Joe Biden’s Address on the Israel–Hamas Conflict Degaf, Agwin; Hidayah, Rofiatul; Anggrisia, Nur Fitria; Setyawan, Agustinus Hary
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.v11i2.11716

Abstract

Political speeches influence the formation of public opinion, the construction of ideological narratives, and the direction of international diplomacy. This study aims to identify and analyze the illocutionary acts in U.S. President Joe Biden’s Oval Office address on the Israel–Hamas conflict and to examine how language is used to articulate political stance and strategic diplomatic positioning. Using Searle’s typology of assertive, directive, commissive, expressive, and declarative acts, this research employs a descriptive qualitative method based on the official transcript published by The New York Times and the corresponding video released by Sky News. The findings show that assertive acts dominate the speech, functioning to reinforce factual claims, establish credibility, and clarify the United States’ foreign policy orientation. Commissive and expressive acts appear frequently to project moral commitment, empathy, and alignment with selected stakeholders, while directive and declarative acts are used sparingly to encourage support without demanding immediate action. These results indicate that Biden’s speech employs speech acts strategically to balance assertive leadership with humanitarian rhetoric in a high-stakes diplomatic context. The study contributes to pragmatic research on political discourse by demonstrating how speech acts operate as strategic tools for managing international crises. Future research may extend this analysis by examining audience reception and the perlocutionary effects of such political communication.
Common Patterns and Pedagogical Implications of Code-Switching and Code-Mixing in Multilingual Learners: A Systematic Literature Review Susiawati, Iis; Azkiyah, Siti Nurul; Wahab, Muhbib Abdul; Maswani, Maswani
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.v11i2.11740

Abstract

This study aims to identify the common patterns of code-switching and code-mixing employed by multilingual learners and their pedagogical implications. Using a systematic literature review method, 44 empirical studies published between 2019 and 2024 were selected from Scopus and Google Scholar databases. The findings reveal seven dominant forms of code-switching and code-mixing, including intra-sentential, inter-sentential, tag-switching, intra-word switching, situational, metaphorical, and code-mixing. These patterns are shaped by three primary factors: social context, learning environment, and cultural identity. Pedagogically, these linguistic strategies play a crucial role in enhancing comprehension, developing language skills, supporting cultural identity, fostering flexibility, and increasing engagement in multilingual classrooms. However, excessive use without guidance may lead to confusion and hinder language development. The study highlights the importance of understanding these practices for designing inclusive and effective language education strategies. It contributes to sociolinguistics and multilingual pedagogy by offering practical insights for teachers, curriculum developers, and education policymakers. Additionally, this review sheds light on emerging digital communication trends, such as the use of code-switching and code-mixing in online platforms and blended learning environments. It also provides actionable suggestions for integrating these strategies into teacher training and curriculum development. By addressing both linguistic and pedagogical aspects, the study underscores the relevance of language alternation in contemporary education.
Exploring English Education Students’ Difficulties in Forming Passive Voice Constructions Munawir, Munawir; Sunubi, Abdul Haris; Said, Dian Riani
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.v11i2.11821

Abstract

This study examines the specific challenges Indonesian EFL students encounter when constructing Passive Voice sentences, an area where structural differences between Indonesian and English often lead to systematic errors. The research focuses on identifying the most difficult tense in passive transformation, analyzing dominant error types, and explaining the linguistic factors underlying these errors. Using a descriptive quantitative design, data were collected from 35 students of the English Education Program at IAIN Parepare through a grammar test and a diagnostic questionnaire. The results show that the Simple Past Tense presented the greatest difficulty, indicating learners’ challenges in applying tense markers absent in Indonesian. Misordering emerged as the most frequent error type (57.81%), reflecting limited syntactic awareness and confusion in determining subject-object positions during active-to-passive transformation. Other error types included Selection, Omission, and Addition, each revealing gaps in students’ understanding of participle formation, auxiliary verb usage, and sentence structure. These patterns suggest that L1 interference and insufficient mastery of morphological forms significantly affect learners’ accuracy. The study underscores the need for targeted instructional support, particularly explicit tense-focused instruction and guided practice in sentence transformation. Strengthening learners’ syntactic awareness and verb-form recognition is essential for improving their proficiency in constructing Passive Voice structures
Demotivation Factors of English Language Preservice Teachers: A Mixed-Method Study Adara, Reza Anggriyashati; Hamer, Weliam; Nur Lely, Ledy; Rohimajaya, Nur Azmi
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.v11i2.12124

Abstract

Understanding the factors that demotivate English language pre-service teachers is crucial, as these future educators will significantly influence their students’ motivation and engagement with language learning. This study investigates key demotivation factors among pre-service teachers enrolled in an English education program at a public university in Indonesia. Using a sequential explanatory design, data were collected through questionnaires distributed to pre-service teachers, followed by semi-structured interviews with four selected participants. Quantitative data were analyzed using SPSS 23, while qualitative data were examined through thematic analysis. The quantitative findings reveal that a lack of intrinsic motivation, along with concerns about teacher competence and teaching styles, are the most prominent demotivating factors. The qualitative findings further reveal that performance pressures such as test scores intensify these experiences, helping to explain how certain factors become highly demotivating despite their lower statistical prominence. The study also contributes theoretically by extending Sakai and Kikuchi’s demotivation framework, showing how teacher-related issues, learning content, and learner psychology interact to shape pre-service teachers’ demotivation in the Indonesian EFL context. This can be achieved through more engaging coursework, opportunities for meaningful teaching experiences, and mentorship by competent educators. Furthermore, ongoing professional development for in-service teachers should also prioritize strategies to maintain motivation and improve instructional quality. By addressing these factors, both pre-service and in-service teachers will be better equipped to create motivating classroom environments, ultimately enhancing students ’ learning of English as a foreign language. The implications of these findings underscore the urgent need for teacher education programs to focus on developing and sustaining pre-service teachers’ intrinsic motivation.
Indonesian EFL Learners’ Willingness to Communicate Development: Stories from Informal Digital Learning of English Nur Arifah Drajati; Sri Haryati; Dewi Rochsantiningsih; Ellisa Indriyani Putri Handayani; Dewi Cahyaningrum; Surya Agung Wijaya; Tyarakanita
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.v11i2.12194

Abstract

EFL learners often hesitate to communicate in English, especially during in-class activities, because they fear making mistakes. In contrast, students active in IDLE activities are more willing to communicate in English. However, development processes beyond their willingness to communicate (WTC) in informal digital learning of English (IDLE) have not been sufficiently addressed. This study explored how Indonesian EFL learners develop their WTC in English from receptive- and productive-IDLE. This study employed a narrative study. To gain a deep understanding of the stories, we purposely recruited five university EFL learners who regularly practice IDLE. The data included learning diaries and in-depth interviews with stimulus recall. Our qualitative content analysis revealed that students who participated in fan practices initially engaged with WTC, influencing various factors, including the degree of acquaintance, formality of the situation, number of people present, topic of discussion, degree of evaluation, knowledge of the subject, language of discourse, and the language proficiencies of public figures. Our findings also conformed to the pyramid model of willingness to communicate based on students’ IDLE activities. As they gradually developed their confidence and English communication skills, it took a long time, during which some of them began in junior high school and continued their studies at university. Educators may consider explicit supports to tailor in-class and out-of-class IDLE activities, which provide more qualitative and quantitative exposure to the authentic use of English.

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