cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yayu Nopriani Martha
Contact Email
yayu.nopriani@gmail.com
Phone
-
Journal Mail Official
edulangue@uinmataram.ac.id
Editorial Address
Jl. Gadjah Mada Jempong No. 100 Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Edulangue
Published by Universitas Islam Negeri Mataram
ISSN : 26228777     EISSN : 26228777     DOI : https://doi.org/10.20414/edulangue.v4i1.3454
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edulangue aims to facilitate the dissemination of theoretically and practically grounded knowledge in the area of English language pedagogy, which comprises English language teaching and learning and assessment. It does not welcome any contribution pertinent to the realm of Linguistics and Literature. The Journal receives manuscripts with the following foci: • English language teaching and learning • English Language assessment • English language curriculum and material development
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 89 Documents
 5   6   7   8   9 
Culture Shock in Higher Education: Experiences of Freshmen in Two English Education Departments Yunika Maulida; Muhammad Jauhari Sofi
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8750

Abstract

The transition from high schooling to higher education often triggers culture shock among newcomers, particularly those majoring in English education. This study aims to investigate the nature of culture shock experienced by freshmen majoring in English and their coping mechanisms. The study includes four participants—two males and two females—from the English Education Department of two different universities in Pekalongan. Employing a narrative approach, the research unveiled five categories of culture shock: course load, teaching methodologies, learning resources, assignment frequency, and self-confidence. The study also found eight strategies employed by these students to navigate culture shock: personalized learning approaches, embracing mistakes confidently, seeking guidance from seniors, practicing self-disclosure, approaching lecturers for assistance, understanding the education system, refraining from comparisons with peers, and fostering relationships and friendships. These findings offer valuable insights to assist new students in mitigating negative culture shock, while pursuing their English studies. However, due to the contextual limitations, which many not apply to other educational settings, future studies should explore diverse academic backgrounds.
A Survey of an Exposure to Extramural English Activities among EFL Undergraduate Students Aulia Fachriyany; Banatul Murtafi'ah
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8770

Abstract

Apart from learning English in class, EFL students start learning English outside the classroom, known as Extramural English activities. This study aims to determine how often EFL undergraduate students are exposed to Extramural English activities in everyday life. It involved 153 students majoring in English Education at a private university in Indonesia who participated in the study. To garner the data, a questionnaire adapted from Barbee (2013) with a total of 34 items which consisted of three elements of language learning activities beyond the classroom, namely 1) Exposure to verbal sources of English outside the classroom, 2) Exposure to written sources of English outside the classroom, and 3) Exposure to verbal-written sources of English outside the classroom was distributed to the students. The results showed that Extramural English activities that were often carried out by the students were listening to English songs with and without lyrics, reading English content on social media, and ‘sometimes’ watching English TV series or movies with subtitles. Overall, each of these activities was carried out by students with a duration of between 4 to 5 and 5 to 7 hours each week. This research can be useful for language teachers or lecturers to motivate students to start practicing English through Extramural English language activities that students do, and for the English Education department to facilitate students' language proficiency with Extramural English activities outside of the classroom.
Understanding non-English Major’s Students’ Motivation in Learning English via Photovoice: Insights from Tertiary EFL Students Achmad Kholili; Aziza Restu Febrianto
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8792

Abstract

Despite various studies on the motivation in the ELT context, there is a lack of study that centers on the learners’ motivation of non-English majors through photovoice research. The current study attempts to fill this gap. This study was conducted in a private university in Indonesia, involving five non-English major students. A photovoice study was utilized so as to capture and understand their learning motivation. It was found that the photographs the students took illustrated that the students have now been learning English in much more critical ways. Various reasons for their learning English include the ideas that English is a beautiful and a useful language. They also perceived that learning English can help us get a better job; traveling is much easier with a good knowledge of English; and having knowledge of English can help you study abroad. They perceived that they should study English harder to achieve such goals. The findings also show that they belong to non-English majors. Suggestions for future studies are also offered in this paper.
Indonesian Mid-Career EFL Teachers’ Depersonalization and its Impact on Their Well-Being: A Narrative Inquiry Zelvy Fauzan; Nur Arifah Drajati; Kristian Adi Putra
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8873

Abstract

Well-being is an important aspect for EFL teachers that indicate their psychological and physical wellness state both in their professional and personal life. However, depersonalization that contextually happened in the workplace can negatively affect how they teach and work in the school, causing the feeling of indifference and threatening their well-being in return. On the other hand, depersonalization has been reported to be a contagion to other people, further exposing other colleagues to experiencing and feeling burned out. Questions emerged from this phenomenon, that is, how Indonesian mid-career EFL teachers’ depersonalization affects their motivation and how they employ the coping strategy to sustain motivational well-being. Using a narrative inquiry methodological approach, this study explores this phenomenon through a narrative frame with three Indonesian mid-career EFL teachers. Extensive thematic analysis showcased that Indonesian mid-career EFL teachers experienced depersonalization originating from poor colleague work ethics and inadequate leadership, causing their motivation well-being to plummet. However, the depersonalization was overshadowed by their respective sources of motivation to work as an EFL teacher. Strategies to mitigate such depersonalization were reported to be: (1) involving oneself in continuing professional development, (2) spiritual reflection, and (3) recreational rest. The study implies an indication that contextual factors such as organizational scholarship and interpersonal-collegial relationships are playing a critical role in shaping EFL teachers’ overall well-being.
Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment Tia Rahmatika; Azmar; Ifan Munif Fajriawan
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.9112

Abstract

Every student possesses individual learning styles, making it crucial to examine their preferred approaches as a means of designing courses and implementing effective instructional methods. The aim of this research endeavor was to identify the predominant learning style among junior high school students, along with discerning any gender-related associations with specific learning styles. Employing a descriptive quantitative research methodology, data were collected from 97 participants via non-cognitive diagnostic assessments. The results revealed that the visual learning style emerged as the most favored choice, with a prevalence rate of 60.8%. It was followed by the auditory style (12.4%), kinesthetic style (9.3%), visual-auditory style (7.2%), visual-kinesthetic style (7.2%), and auditory-kinesthetic style (3.1%). In terms of gender distribution, a significant majority of male students exhibited a preference for the visual style (42.3%), while the visual style also predominated among female students (18.6%). These findings hold valuable implications for fostering pedagogical excellence. Based on these results, educators are strongly advised to embrace diverse teaching methods and design multifaceted activities that encompass and accommodate the different learning styles exhibited among students.  
Translanguaging as a Counter-Narrative in EFL Practice Setiono Sugiharto
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.9138

Abstract

While concerns over inequalities of multilingualism – a real phenomenon in multilingual countries due to the positive attitudes toward English as a global language – should not be overlooked, there are occasions especially in a classroom context where multilingual speakers defy the exclusive use of English, and instead creatively mix the English language with their own mother tongues, resulting in translingual Englishes (Dovchin, Sultana & Pennycook, 2016). In this paper, I will show that despite the strict imposition of the English-only-policy in schools in Indonesia – a source of inequalities in learning and teaching in the country – both students and teachers manage to surreptitiously translanguage their interactions using varied linguistic codes for achieving successful communication in a class interaction. I see their translingual Englishes as a strategic practice initiated by the teachers to not only open up a space for them to reveal their real multilingual identities, but also to legitimize these identities. Finally, in teacher-dominated classrooms where students often keep silent and are unwilling to initiate a conversation and to argue over a controversial issue, translanguaging is a pedagogically useful practice for encouraging students to negotiate tensions that might occur in their effort to grapple with their learning of English. Thus, a focus on the ‘unequal’ in the classroom also leads to uncovering translingual spaces where efficient teaching and learning are facilitated, and multilingual identities affirmed.
Do the National English journals provide clear research gaps? An analysis of published journals -, Ashar Fauzi; Tiara Ayu Kusuma Dewi
EDULANGUE Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v7i1.8694

Abstract

This study provides a critical review of the nationally published journals, especially in highlighting the research gaps. This focus of the study comes from our interest that there is a policy that obligates lecturers and students to publish a journal article in nationally or internationally indexed journal outlets. This puts so much pressure on them in the academic sector (Arsyad & Adila, 2017). The result of this study will help further researchers in writing their research gaps. We adopt document analysis (Hatch, 2002; Merriam & Tisdell, 2016) and theme-rheme analysis to reveal the structure of paragraphs and sentences in the introduction section, especially in deciding the research gap. We analyzed one English-published journal that is indexed in Sinta 1, Sinta 2, Sinta 3, Sinta 4, Sinta 5, and Sinta 6. Findings show that the journals mention the research gap in the introductory paragraph. However, the structural quality needs significant improvement. We suggest to the authors of the journals, editors, and further researchers or practitioners to have a good understanding of how to craft a good introductory paragraph and follow the ethics of doing research. We suggest that further research focus on providing insight into teaching writing for scholarly publication
Educational Gamification for The Enhancement of Student Motivation Amir, Rizqina Kautsarani Amira Putri
EDULANGUE Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v7i1.8945

Abstract

Gamification is a method used to support the learning process in a non-game environment. The aim of this study is to explore how to implement gamification in education to increase students' learning motivation, the most effective elements in increasing student learning motivation in educational contexts, and students' experiences in interacting with educational games that affect student learning motivation. The participants were 25 junior school students who had experience using educational games for learning. Data from questionnaires and interviews were collected to determine students' perceptions of their experiences in using educational games. Self-determination theory (SDT) was used to evaluate students' motivation to learn English. The results show that gamification has the potential to increase students' interest and engagement in learning English, which in turn increases students' motivation to participate in learning. Gamification creates a fun learning experience for students. Intrinsic and extrinsic motivation also emerged from within students during gamified learning. In this study, students have a positive attitude toward the use of educational gamification in the classroom.
Using Canva for Learning English: A Creative Approach Nofiya Putri, Ilda Selli; Daviq Rizal
EDULANGUE Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v7i1.9065

Abstract

This article titled “Using Canva for Learning English: A Creative Approach” presents a quantitative research study that aimed to collect data on the perceptions of students towards the use of Canva as a media for English Language Teaching (ELT). The study was conducted among students of the English Language Education Study Program at UIN Walisomgo Semarang, and the research design was descriptive quantitative. The sample was selected using simple random sampling, and data was collected using a questionnaire with 15 questions as indicators. The procedures involved preparing instruments to collect data, using a questionnaire, and analyzing the data using descriptive quantitative research design. According to the findings of the study, students viewed Canva as a positive medium for ELT. This study sheds light on the efficacy of using Canva as a creative approach to English language learning.
Exploring Creativity Drama in Literature English Learning Teaching of Islamic Boarding School Nawangwulan, Septiyanisa Sekar; Putri, Ayunda Aliza; Anastasia, Dhea; Rohmana, Wahyu Indah Mala
EDULANGUE Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v7i1.9166

Abstract

This research explores the integration of drama creativity in English literature learning in the context of Islamic boarding schools, focusing on the experiences at Mambaus Sholihin Islamic boarding school in Gresik, East Java, Indonesia. The research uses descriptive qualitative methods to understand the implementation of literary literacy and drama, by examining the methods used by the source teachers. The findings of this study highlight the importance of drama in literature education, emphasizing its role in encouraging engagement, cultural exploration and moral development. The study features namely “Sky Theater” at Mambaus Sholihin boarding school as a practical example, demonstrating how drama contributes to a deep and diverse learning experience. The creative application of drama is not only as a tool to convey knowledge, as a means to convey religious and moral values. The teaching methods used, including drilling, memorizing, understanding and practicing, create a holistic learning environment that integrates technology and hands-on activities. This research underscores the transformative potential of drama in enriching English language education in boarding school emphasizing its role in nurturing individuals with essential life skills.

Page 8 of 9 | Total Record : 89

 5   6   7   8   9 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2025): Edulangue: Journal of English Language Education Vol. 7 No. 2 (2024): Edulangue: Journal of English Language Education Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education Vol. 6 No. 1 (2023): Edulangue: Journal of English Language Education Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education Vol. 3 No. 2 (2020): Edulangue: Journal of English Language Education Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education Vol. 2 No. 1 (2019): Edulangue: Journal of English Language Education Vol. 1 No. 2 (2018): Edulangue: Journal of English Language Education Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education More Issue