cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra
Published by Universitas Negeri Makassar
ISSN : 25794574     EISSN : 25497359     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Eralingua has been published by Department of Foreign Language Education, Faculty of Language and Literature Universitas Negeri Makassar. This journal receives research articles which examine about foreign language which use various approaches like linguistics, education, and literature. The Journal is published on March and August every year. Eralingua truly maintains the quality and research ethics. Every article submitted will be reviewed by experts during 2 weeks. Therefore, the announcement of article received to be published in Eralingua Journal will be announced at least 2 weeks after article is submitted. We truly notice about plagiarism and the orisinality of article. The article can be handed in by email : eralinguajurnal@gmail.com
Arjuna Subject : -
Articles 297 Documents
 26   27   28   29   30 
Beyond Positive Attitudes: English and Local Language Attitudes among Indonesian Postgraduate EFL Students Risti Nur Aini; Hanin Khalishah Waqqas
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.85967

Abstract

Abstract. This study examines attitudes toward English and local languages among bilingual postgraduate students of English as a Foreign Language (EFL) in Indonesia, and how these attitudes relate to language use and identity construction. Using a convergent parallel mixed-methods design, data were collected from 35 postgraduate students in Master of English Language Education programs at two universities. Quantitative data came from Likert-scale items measuring cognitive, affective, and behavioral orientations; qualitative data came from open-ended responses analyzed thematically. Participants held very positive attitudes toward English (M = 4.50, SD = 0.38) and positive attitudes toward local languages (M = 4.16, SD = 0.63), with a statistically significant difference favoring English, t(34) = 3.13, p = .004, Cohen's d = 0.53, indicating hierarchical coexistence rather than language displacement. Within each language, a further pattern emerged: English showed high cognitive-affective endorsement but comparatively lower behavioral confidence (Q11 vs. Q13, t(34) = 8.10, p < .001, d = 1.37), while local languages showed high identity-related endorsement but comparatively lower reported functional use (Q16 vs. Q18, t(34) = 4.37, p < .001, d = 0.74). We refer to this descriptive cross-language pattern as mirrored non-congruence, a label for the empirically observed alignment of two previously documented forms of attitudinal divergence, rather than a claim of new theory. Findings support pedagogy that treats students' full multilingual repertoire as an asset rather than interference.Keywords: Bilingual Postgraduate EFL; Code-Switching; Indonesia; Language Prestige; Mirrored Non-Congruence; Translanguaging
Multimodal Construction of Empathy in “Are You an Echo?”: A Study of Transduction and Transformation Fenny Febrianty; Budi Hermawan; Vidi Sukmayadi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.87064

Abstract

Abstract. This study investigates how empathy is constructed multimodally in Are You an Echo? The Lost Poetry of Misuzu Kaneko. This bilingual picturebook presents fifteen poems by the Japanese children's poet Kaneko Misuzu in a trilingual format that combines the original Japanese text, an English translation, and an illustration. The study proceeds from the idea that empathy in a multimodal text is not inherent but constructed. It works through two complementary mechanisms. Transduction moves meaning across modes, while transformation restructures meaning within the same mode, as in translation. The study asks how these mechanisms construct empathic meaning and what semiotic gains and losses arise from them. It also asks how the resulting empathy contributes to the representation of Japan after the 2011 Tōhoku disaster. Using a four-stage multimodal analysis, the study examines two purposively selected spreads, "White Hat" and "Mommy Who Walks on the Sea." Both poems begin from the experience of loss, yet they construct contrasting forms of empathy. The findings show that transduction and transformation trade systematic gains and losses. The first poem constructs a broadcast empathy, and the second constructs an ambassadorial empathy. Together, these mechanisms foreground an aesthetic image of post-disaster Japan, one constructed within the text rather than measured in readers.Keywords: Multimodality, Narrative Empathy, Transduction, Transformation, Translated Picturebooks
Schoology-Mediated Narrative Writing Instruction: Changes in Content and Organization among Secondary EFL Learners Syamsiarna Nappu; Maemuna Muhayyang; Sri Ainun Mawaddah; Hasnawati Hasnawati; Manavavee Mamah
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.87251

Abstract

Abstract. This study examined whether Schoology-mediated narrative writing instruction was associated with improvement in EFL learners' writing performance. More specifically, it investigated whether Schoology-supported instruction helped students develop narrative content and organize their texts more effectively. A quantitative pre-experimental one-group pretest-posttest design was used with 30 eleventh-grade students at MAN Selayar, Indonesia. Students completed narrative writing tests before and after six instructional sessions delivered through Schoology. Their writing was assessed with an analytic rubric covering two dimensions: content and organization. Descriptive statistics were used to identify changes in mean scores, and paired-samples t-tests were conducted to determine whether the pretest-posttest differences were statistically significant. After the intervention, the mean score for content increased from 76.53 to 84.73, while the mean for organization rose from 70.46 to 80.43. The t-test results also indicated statistically significant improvement in both writing components. These findings suggest that Schoology-mediated instruction can provide a structured digital environment in which students generate ideas, develop narrative content, and organize texts more coherently. The study contributes to technology-enhanced EFL writing pedagogy by showing how an LMS can support narrative writing instruction at the secondary-school level. Because the study used a one-group pretest-posttest design, however, the findings should be interpreted as preliminary evidence rather than as causal proof.Keywords: Schoology; narrative writing; EFL writing instruction; learning management system; technology-enhanced learning
Beyond Morphological Rules: Linking Morphophonemic Understanding to Students’ Language Learning Motivation Nanik Herawati; Dwi Bambang Putut Setiyadi; Gunawan Budi Santoso; Sukasih Ratna Widayanti
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.87491

Abstract

Abstract. There is a lack of integration between the mastery of linguistic aspects specifically verb-forming prefixes undergoing morphophonemic processes and the affective dimensions of language learning, with insufficient attention paid to their impact on learning motivation. This study aims to analyse students' mastery of verb-forming prefixes, measure their motivation in language and morphophonemic learning, analyse the differences, and determine the contribution of prefix mastery and morphophonemic understanding to language learning motivation. The study employs an explanatory quantitative approach using SEM-PLS analysis. The sample consisted of 200 Grade 11 high school students selected via proportionate stratified random sampling, with 192 datasets deemed suitable for analysis. Data were collected through language tests and Likert-scale questionnaires. The results indicate that all constructs met validity and reliability criteria, with AVE values ranging from 0.695 to 0.721 and Composite Reliability between 0.950 and 0.976. The R² values were 0.612 for linguistic analysis ability and 0.698 for learning motivation. The strongest effect was observed in the relationship between morphophonemic understanding and linguistic analysis ability (β = 0.472; p < 0.001), with significant pathways identified between the variables. The findings demonstrate that mastery of verb-forming prefixes and understanding of morphophonemic processes contribute to enhancing linguistic analysis ability while simultaneously strengthening language learning motivation. The implications suggest that morphophonemic instruction can be developed into a pedagogical approach that integrates the strengthening of linguistic competence with learning motivation.Keywords: Verb-forming prefixes, morphophonemics, language, learning motivation, SEM-PLS
Exploring Metacognitive Strategies in Preparing A Standardized Listening Test for University Students Della Amilliya Suryawati; Sukma Nur Ardini; A.B. Prabowo Kusumo Adi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.87353

Abstract

Abstract. Metacognitive strategies in listening practice shape students’ preparation for standardized listening tests and enhance both their listening performance and learning awareness. Using a mixed-method. For the quantitative analysis, authors use a longitudinal observational design, and for qualitative analysis, authors employ thematic analysis to provide a comprehensive understanding of students’ learning experiences. A total of 25 students participated in this study and were selected using a purposive sampling method. The selection criterion is enrollment in the Professional Listening and Speaking course at the time of the study. This criterion is applied to ensure that the participants have relevant experience with listening practice and were directly involved in the learning activities examined in the research.  Quantitative data were obtained from the pre-test and post-test of the professional listening and speaking course. Additionally, students’ written narratives were acquired to complement the quantitative data. Furthermore, the qualitative data were gathered through semi-structured interviews to see students’ perceptions of their learning process. Students’ written narratives were quantified by the use of MAXQDA to generate frequencies, and pre-test and post-test scores were analyzed using ANOVA. Thematic analysis used to analyze students’ perceptions from the semi-structured interviews. The findings revealed that students actively employed metacognitive strategies such as planning, monitoring, and evaluation. Whether students demonstrated any improvement after applying metacognitive strategies in their learning process. More importantly, the implementation of these strategies encouraged students to become more aware of their listening challenges, particularly in understanding unfamiliar vocabulary and different accents, while also helping them recognize their own learning progress. These findings suggest that metacognitive listening strategies play a significant role not only in improving listening achievement but also in fostering students’ self-awareness, confidence, and self-regulated learning during standardized listening test preparation.Keywords: EFL University Students, Metacognitive Strategies, Standardized Listening Test, Listening Strategies
Self-Efficacy and Motivation in Multilingual University Students: A Qualitative Case Study of Three Learners Waraphon Bunmak; A. Difa Ichsanul Arief
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.85959

Abstract

Abstract. This study explores how self-efficacy and motivation are experienced by multilingual university students and how these experiences are shaped by sociolinguistic contexts. Using an interpretive qualitative multiple-case study design, the study examined three female university students from Egypt, Pakistan, and Thailand who shared the experience of studying in a multilingual university environment. Data were collected through semi-structured interviews and analyzed thematically. The findings indicate that self-efficacy was experienced as dynamic rather than fixed, with confidence developing through repeated language use, meaningful communication, and successful experiences. Participants also described multiple and overlapping motivational orientations, including academic and career goals, cultural and social interests, and language learning motivated by immediate academic needs. In addition, social interaction, multilingual environments, language switching, and participants’ cultural and linguistic backgrounds shaped opportunities for language use and influenced their engagement. Across the three cases, self-efficacy, motivation, and sociolinguistic context appeared to interact rather than operate as separate influences. The study contributes a contextualized account of multilingual university students’ language-learning experiences and highlights the importance of creating learning environments that provide meaningful opportunities for interaction, reflection, and sustained language use.Keywords: Multilingualism, Self-efficacy, Motivation
Intercultural Communicative Competence in Indonesian as a Foreign Language Curriculum: A Critical Analysis of Distance Oral Sessions at Victorian School of Languages, Australia Asri Nuranisa Dewi; Ari Nursenja Rivanti
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 2 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i2.88432

Abstract

Abstract. Indonesian is learned as a foreign language (IFL) by the majority of Australian students enrolled in the Victorian Certificate of Education (VCE) program at the Victorian School of Languages (VSL), yet enrolments have declined sharply over the past two decades and continued to contract through 2025-2026. Field observation suggests that many Australian learners choose Indonesian not out of genuine cultural interest, but due to the accessibility of its Latin script, limited LOTE (Languages Other than English) options, or compulsory curricular requirements. This motivational context poses a critical pedagogical challenge for curricula aimed at developing Intercultural Communicative Competence (ICC), particularly its most demanding dimension, savoir s'engager (critical cultural awareness). Drawing on Byram's ICC framework and Dörnyei's L2 Motivational Self System, this article presents a qualitative document analysis of the VCE Indonesian Second Language Study Design (VCAA, 2019), triangulated with the authors' practitioner experience as IFL teaching assistants at VSL and at a regional Victorian secondary school in 2018. The document was analyzed through holistic reading, systematic coding against Byram's five ICC dimensions, and critical interpretation of curricular silences. Findings indicate that while the curriculum adequately represents knowledge-based and interpretive ICC dimensions, savoir s'engager is largely absent from explicit objectives; the fortnightly 15 minute oral session carries structural limitations in simultaneously developing speaking fluency and intercultural awareness; and no curricular differentiation exists for IFL learners with varying motivational profiles. The study concludes that sound curricular architecture alone cannot guarantee ICC development, and offers recommendations for VSL curriculum revision and Indonesia's BIPA program.Keywords: Indonesian as a Foreign Language (IFL), intercultural communicative competence, distance oral session, VCE Indonesian, VSL, LOTE motivation

Page 30 of 30 | Total Record : 297

 26   27   28   29   30 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue VOL 10, NO 2 (2026): ERALINGUA VOL 10, NO 1 (2026): ERALINGUA VOL 9, NO 2 (2025): ERALINGUA VOL 9, NO 2 (2025): ERALINGUA (Article in Press) Vol 9, No 1 (2025): ERALINGUA Vol 8, No 2 (2024): ERALINGUA Vol 8, No 1 (2024): ERALINGUA Vol 7, No 2 (2023): ERALINGUA Vol 7, No 1 (2023): ERALINGUA Vol 6, No 2 (2022): ERALINGUA Vol 6, No 1 (2022): ERALINGUA Vol 5, No 2 (2021): ERALINGUA Vol 5, No 1 (2021): ERALINGUA Vol 4, No 2 (2020): ERALINGUA Vol 4, No 1 (2020): ERALINGUA Vol 3, No 2 (2019): ERALINGUA Vol 3, No 1 (2019): Eralingua Vol 2, No 2 (2018): Eralingua Vol 2, No 1 (2018): Eralingua Vol 1, No 2 (2017): Eralingua Vol 1, No 1 (2017): Eralingua More Issue