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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 198 Documents
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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.
Sociolinguistic Awareness and Multilingual Identity in Indonesian EFL Teacher Education Hamdani, Fakry; Yudhiantara, Rully
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.v12i1.14316

Abstract

As English increasingly functions as a global lingua franca, teacher education programmes face growing demands to prepare future teachers for linguistically diverse and multilingual educational environments. Although sociolinguistic awareness has become an important focus in language teacher education, limited research has examined how preservice English teachers negotiate linguistic diversity, language ideology, multilingual identity, and translanguaging within multilingual higher education contexts. This study explored these dimensions among preservice English teachers enrolled in a Sociolinguistics course at an Indonesian Islamic higher education institution. Using a qualitative case study design, data were collected from 30 preservice English teachers through reflective narratives and semi-structured interviews and analyzed thematically following Braun and Clarke’s (2006) framework. The analysis generated four themes: awareness of linguistic diversity, negotiation of language ideologies, multilingual identity construction, and translanguaging as a communicative resource. The findings indicated that participants generally recognized English as a linguistically diverse global language and viewed multilingual experiences as valuable resources for communication, learning, and professional development. However, many continued to attach importance to standardized English varieties and native-speaker norms as indicators of professional competence. Participants also expressed nuanced perspectives on translanguaging, acknowledging its pedagogical value while emphasizing the need to maintain opportunities for English language development. Overall, the findings suggest that sociolinguistic awareness is a dynamic process of negotiation through which preservice teachers reconcile competing understandings of language legitimacy, professional identity, and multilingual pedagogy. The study implies the importance of integrating sociolinguistic perspectives, critical reflection, and multilingual pedagogies into teacher education programmes to foster more inclusive and context-responsive English language teaching.
Constructing Professional Identity through Virtual Training: Challenges and Resilience of Indonesian English Teachers Haseng, Husnul Fahimah; Zulfah Fakhruddin; Mujahidah; Ambo Dalle; Abdul Haris Sunubi; Nurfaidah, Sitti
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.v12i1.13721

Abstract

As professional development for English teachers increasingly shifts to online environments, virtual training has emerged as a significant yet challenging space for the formation and maintenance of professional identity. While teacher professional identity, resilience, and online professional development have each been widely studied, limited attention has been given to how these areas intersect, particularly within the Indonesian EFL context. This study investigated how Indonesian English teachers constructed their professional identity through participation in virtual training. It focused on the challenges they encountered, the resilience resources they drew upon, and the ways these experiences influenced their professional selves. Using a qualitative design, the study drew on semi-structured interviews with six in-service English teachers who were purposively selected from a virtual training program facilitated by the Regional English Language Office (RELO). The data were analyzed using reflexive thematic analysis. The findings identified four interconnected categories of challenges: technological and infrastructural, institutional and contextual, pedagogical, and psychological and emotional. Rather than serving solely as barriers, these challenges became sites of identity negotiation. Teachers responded by mobilizing both personal resources including motivation, reflection, self-regulation, and emotional competence and external resources, such as family support, institutional encouragement, communities of practice, and a supportive virtual environment. The study concludes that resilience functions as the mechanism through which challenges are translated into processes of professional identity construction. It also highlights the importance of designing virtual professional development that is responsive to context, emotionally supportive, and attentive to teacher identity
Constructing Contextual Meaning in Interactive Visual Novels: Proposing an Integrated Framework from Crystalline Suyudi, Ichwan; Dhiyaa Ilham, Akmal
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.v12i1.13909

Abstract

The increasing popularity of visual novels as interactive digital narratives has expanded scholarly interest in narrative structures, player engagement, and multimodal storytelling. However, limited attention has been paid to explaining how contextual meaning is systematically constructed through the interaction of linguistic and visual resources within these narratives. To bridge the gap, the present study examines the construction of contextual meaning in the visual novel Crystalline by applying Parera’s contextual meaning theory within a qualitative interpretive framework. Data consisted of 100 contextual meaning units derived from dialogue, narration, internal monologues, and visual scenes collected through repeated gameplay and analyzed using deductive coding and inductive thematic analysis. The findings reveal four interdependent dimensions of contextual meaning: character intentionality, emotional positioning, temporal–spatial orientation, and environmental context. These dimensions interact as complementary narrative layers that guide players’ interpretation throughout the story. Building on these findings, the study proposes the Integrated Contextual Meaning Construction Framework for Interactive Visual Novels (ICMC-IVN), which conceptualizes contextual meaning as a dynamic process emerging from the integration of verbal, visual, temporal, emotional, and environmental resources. The framework extends the application of contextual meaning theory to multimodal interactive narratives and contributes to the advancement of narrative linguistics, contextual semantics, and digital storytelling research.

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