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<![CDATA[Bridging Arabic Language Gap: Project-Based Learning through a Peer Tutoring for Pre-University Learners ]]>
<![CDATA[Ramadhan, Aji Rizqi]]>;
<![CDATA[Sopian, Asep]]>;
<![CDATA[Said, Uswah Mujahidah Rasuna]]>;
<![CDATA[Dienana, Arina]]>;
<![CDATA[Fadlurrahman, Irsyad]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.131724
<![CDATA[This study aims to determine the effectiveness of implementing the Project-Based Learning (PjBL) model combined with the peer tutoring method in improving and bridging the gap in Arabic language proficiency among pre-university students. The method used is quantitative with a quasi-experimental design. The research sample comprised 48 pre-university students at The research sample comprised 48 pre-university students from one of the Islamic boarding schools in Indonesia. The research instruments included tests (descriptive statistical analysis, N-Gain test, and T-test) and a questionnaire. The experimental class's pre-test scores ranged from a minimum of 40 to a maximum of 74, with an average of 58.25, while the post-test scores showed a significant increase, ranging from 73 to 98, with an average of 86.29. The control class showed a lower improvement, with a pre-test average of 57.75 and a post-test average of 70.04. The N-Gain result for the experimental class was 69.07% (moderate category), while the control class scored 29.70% (low category), showing a difference of 39.37%. The T-Test results indicated a sig. (2-tailed) value of 0.000 < 0.05, demonstrating significant effectiveness in the experimental class. Student response toward implementing the PjBL model and peer tutoring reached 83.23%, which is considered positive. Therefore, the implementation of the PjBL model and peer tutoring method has proven effective in bridging the gap in students’ Arabic proficiency and in producing personalized vocabulary dictionaries.]]>
<![CDATA[E-Assessment of Case Method and Team-Based Project (TBP) in Education 5.0 to improve Students’ Academic Writing in University ]]>
<![CDATA[Suswati, Rita]]>;
<![CDATA[Hutasuhut, Mahmud Layan]]>;
<![CDATA[Nuran, Ade Aini]]>;
<![CDATA[Sianturi, Dini]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.133326
<![CDATA[Integrating an e-assessment model based on the Case Method and Team-Based Project (TBP) will enhance academic writing skills among university students in the Contextual Writing Language Skills (CWLS) course. This study addresses the challenges experienced by the students in organizing ideas, employing accurate grammar, and developing logical arguments in writing. Utilizing a Research and Development (R&D) method, the study involved a sample of 25 students who participated in e-assessments research. They provided their immediate feedback and personalized learning experiences. The findings indicated a significant improvement in students’ writing abilities, with an increase of 27.4% in the students’ average post-test scores. This suggests that digital e-assessment not only improved student performance but also aligned with the principles of Outcome-Based Education (OBE) to give significant outcomes in the learning process. The research concludes that adopting digital technology in pedagogical practices can significantly elevate students' academic skills, contributing to more effective teaching and learning environments in higher education.]]>
<![CDATA[The Intersection of Culture and Speaking Ability: Examining Cultural Barriers to Speaking Proficiency in Students ]]>
<![CDATA[Ardhy, Andi Anugrah Surya]]>;
<![CDATA[Ajis, Agus Fadilah]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.130428
<![CDATA[This study explores the impact of cultural awareness, language learning environment, and cultural barriers on students' foreign language speaking ability. Involving 80 English language students at Universitas Muhammadiyah Muara Bungo, this study used a quantitative method by purposively selecting a sample of 56 students based on specific criteria, including English comprehension and cultural awareness. A Likert-scale questionnaire was used as the research instrument, distributed through Google Forms, and the results were analysed using descriptive statistics (SPSS). The results showed that cultural awareness is important in improving speaking ability, and students who better understand cultural values and norms communicate more effectively. A conducive learning environment, supported by social interaction and experiential teaching methods, strengthens students' speaking skills. However, cultural barriers such as anxiety about cultural mistakes and misunderstanding of communication norms remain challenges that must be overcome through cultural sensitivity training and inclusive learning. The uniqueness of this study lies in its multidisciplinary approach, which combines aspects of psychology, education, and cultural anthropology to understand the complex interactions between culture and students' speaking ability in the context of foreign language learning. Therefore, this research can potentially contribute to developing more effective and sustainable language learning strategies in the era of cross-cultural communication.]]>
<![CDATA[Engagement Strategies in the USU English Debate Forum: An Appraisal Theory Perspective ]]>
<![CDATA[Hasibuan, Faninsky Aryanti La Ajina]]>;
<![CDATA[Deliana, Deliana]]>;
<![CDATA[Nurlela, Nurlela]]>;
<![CDATA[Rosa, Rusdi Noor]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.134434
<![CDATA[Previous studies on engagement have a primary focus on textual discourse or written communication analysis rather than on interactive, spoken communication. This leaves a room for further exploration into how engagement functions dynamically, such as in debates. This study aims to find out the engagement strategies used in the USU English Debate Forum 2023 through the lens of Martin and White’s (2005) appraisal theory of engagement. Using a qualitative content analysis, this study categorizes debate discourse into monoglossic and heteroglossic engagement systems to analyze how the debaters construct meaning, position themselves in relation to their audience, and employ linguistic features to sustain engagement. The data were collected using observation and documentation methods and were analyzed using an interactive model of data analysis. The findings indicate that heteroglossic engagement overwhelmingly dominates the debate discourse, accounting for 83.3% of the engagement strategies used. Among the heteroglossic features, dialogic contraction strategies such as Deny (21.17%) and Counter (16.47%) were frequently employed, highlighting the competitive nature of debate discourse. Dialogic expansion, particularly Entertainment (32.94%), also played a significant role, allowing the debaters to introduce assessments of probability and possibility. The results suggest that the debaters strategically navigate linguistic resources to challenge opposing arguments, reinforce their stance, and engage with alternative perspectives. This study contributes to the understanding of engagement strategies in academic debates, offering implications for debate training and rhetorical education.]]>
<![CDATA[Assessing the Influence of Artificial Intelligence Tools on Personalized Reading Practices at IAIN Palopo and Universitas Negeri Makassar ]]>
<![CDATA[Wisran, Wisran]]>;
<![CDATA[Nur, Muh. Safar]]>;
<![CDATA[Nurfadhilah, Auliyanti Sahril]]>;
<![CDATA[Ariani, Nina]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.131411
<![CDATA[This study investigates the impact of Artificial Intelligence (AI) tools on improving reading comprehension, vocabulary acquisition, and reading fluency among IAIN Palopo and Universitas Negeri Makassar students. With the increasing integration of AI in educational settings, this research aims to assess how personalized learning environments provided by AI can enhance students' literacy skills. A mixed-methods approach was employed, combining quantitative data from pre-and post-test scores with qualitative data from student and lecturer interviews. The results indicate significant improvements in reading comprehension, vocabulary acquisition, and reading fluency, with moderate to large effect sizes observed across both institutions. Additionally, qualitative findings reveal that AI tools motivated students, increased engagement, and provided personalized learning experiences. However, challenges such as technological access and infrastructure limitations were identified, particularly at Universitas Negeri Makassar, which affected students’ ability to engage with the tools fully. The study concludes that while AI tools can significantly improve reading skills, successful implementation requires addressing infrastructure issues and ensuring the cultural relevance of learning materials. The findings suggest that AI should complement traditional pedagogical practices rather than replace them, offering a blended learning approach that supports deeper learning. This research contributes to the growing body of knowledge on AI in education and highlights the importance of adapting AI tools to local contexts to maximize their effectiveness.]]>
<![CDATA[Teacher’s Beliefs and Practices in Integrating Digital Game-Based Learning in a Technology-Integrated School ]]>
<![CDATA[Miranti, Miranti]]>;
<![CDATA[Ciptaningrum, Dyah Setyowati]]>;
<![CDATA[Nurhayati, Lusi]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.132686
<![CDATA[This study explores an English teacher's beliefs and practices in integrating Digital Game-Based Learning (DGBL) within an EFL classroom in a technology-integrated school in Medan, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews with one teacher and teaching materials analysis, providing comprehensive insights into the teacher's perspectives and classroom practices. The data analysis technique employed in this research was thematic analysis. The findings revealed that the teacher believed DGBL was a flexible and engaging pedagogical tool that aligns 21st-century learning principles and fosters student-centered instruction. The teacher frequently utilized tools such as Kahoot, Quizziz, and Wordwall to enhance student engagement and interactivity. Despite its benefits, challenges were identified, including limited suitability of DGBL for all materials, difficulty in assessing comprehension, and occasional technical barriers such as poor internet connectivity. The teacher emphasized the importance of balancing DGBL with traditional teaching methods to address diverse learning preferences and objectives. Additionally, the lack of formal training in DGBL integration highlighted a gap in professional development, suggesting a need for targeted training and administrative support. The study underscores the potential of DGBL to enhance student engagement and teacher innovation while identifying areas for improvement. It recommends future research on game design, feedback mechanisms, and collaboration to optimize learning outcomes alongside structured professional development for educators integrating DGBL into their practices.]]>
<![CDATA[Exploring Freshman Students’ Perceptions of Using IPA Symbols in English Pronunciation Class ]]>
<![CDATA[Nabillah, Yumnaa Taqiyatul]]>;
<![CDATA[Ningrum, Diah Kusuma]]>;
<![CDATA[Rohmana, Wahyu Indah Mala]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.131851
<![CDATA[This present research investigates the perceptions of freshman English education students regarding the use of IPA symbols in English pronunciation classes. The selection of participants is carried out through purposive sampling. The research employs a descriptive qualitative research approach, focusing on ten students of Class C from the English Education Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. The data is collected by unstructured interviews via WhatsApp and analyzed using thematic analysis. The results show that Students encounter challenges when attempting to utilize the International Phonetic Alphabet (IPA) symbols, particularly in differentiating between similar sounds and adapting to unfamiliar symbols. However, the majority of students recognized the significant benefits of acquiring and utilizing knowledge of IPA symbols, including enhanced pronunciation accuracy, listening skills, and confidence in speaking English. This study emphasizes the value of integrating IPA symbols into language learning, which can facilitate the acquisition of accurate pronunciation and enhance language proficiency.]]>
<![CDATA[Investigating EFL Undergraduate Learners' Preferred Input and Tasks for Extensive Listening in Digital Learning ]]>
<![CDATA[Hanifa, Rizaldy]]>;
<![CDATA[Ayudhia, Honesty Yonanda]]>;
<![CDATA[Alamsyah, Devy Kurnia]]>;
<![CDATA[Wardana, Andri]]>;
<![CDATA[Yusra, Siti Rahimah]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.133294
<![CDATA[This study investigates university students' preferences regarding listening inputs and tasks in Extensive Listening (EL) activities within an English as a Foreign Language (EFL) context, emphasizing the impact of Information and Communication Technology (ICT) on language acquisition. The main objective was to identify engaging and effective English Language inputs and tasks that facilitate language comprehension. Data were collected from 217 EFL students in the English Language and Literature Department at a state university in West Sumatera using an online questionnaire consisting of 63 closed-ended items, which were analyzed through descriptive statistics. The findings indicate a preference among students for well-organized materials, a moderate speech rate, and exposure to various accents. Students found familiar topics and concrete information easier to comprehend; however, they valued the intellectual engagement provided by abstract or novel themes. Learners appreciated visual aids and acknowledged the cognitive advantages of audio-only exercises, highlighting the importance of a balanced approach in educational design. These insights indicate that educators ought to integrate explicit instruction with opportunities for independent learning by providing a range of listening materials suited to various comprehension levels. To improve engagement and learning outcomes, English Language activities must incorporate both familiar and innovative content, along with diverse linguistic elements that challenge and support the development of students' listening skills. This approach may cultivate a more dynamic, ICT-enhanced learning environment that effectively enhances EFL listening proficiency.]]>
<![CDATA[EFL Freshmen’s Writing Performances: A Rural and Urban School Perspective ]]>
<![CDATA[Ramadhani, Syafitri]]>;
<![CDATA[Addinna, Ainul]]>;
<![CDATA[Solusia, Carbiriena]]>;
<![CDATA[Safitri, Dian]]>;
<![CDATA[Razali, Abu Bakar]]>;
<![CDATA[Takenova, Zhyldyz]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.135147
<![CDATA[The inputs comprehended by freshmen when they were at high schools contribute much to their present writing performance. However, the influence of school location towards this issue is still debatable and gets minor attention to explore in its relationship towards the recent courses. This study is comparative which aims to compare and see the differences in several writing aspects, including content, organization, and language features among freshmen who graduated from rural senior high schools and urban senior high schools. A writing test was administered to collect the students’ writing documents which were analysed by employing content analysis to reveal the differences, supported by an Independent T-test and Mann Whitney U test to find their significance. This study uncovered that rural freshmen generally performed better than urban freshmen did. Conversely, it voices the support on equality and inclusivity of rural and urban freshmen on academic environment, thus leading the existence of no diversity between both groups. Implicitly, this study advices further researchers to investigate any existing gap or discrimination among students regarding their school origins, and to effectively unravel the issues, achieving SDG 4 and EFA.]]>
<![CDATA[Collaborative Digital Mashup Poetry Project: Exploring EFL Students’ Perceptions and Experiences ]]>
<![CDATA[Rezeki, Yanti Sri]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v19i2.131400
<![CDATA[This study explores EFL pre-service teachers’ perceptions and practices of learning as the results of their collaborative digital mashup poetry project experience. Specifically, the study seeks to describe the nature of students’ mashup poetry projects, their collaboration strategies, and their perceived benefits and challenges of working on the multimodal project collaboratively. Involving 27 students in a Poetry in ELT class, data were generated from the results of group interviews, responses to online questionnaires, individual reflective notes, and samples of students’ work. The data were transcribed, coded, and categorized into relevant themes. The study revealed students’ positive perception regarding their collaborative project in terms of soft skill and digital literacy skill development. Concerns about ethical issues as well as technical difficulties were also found. This study suggests careful consideration for pedagogical implications on the use of collaborative digital poetry projects in the EFL higher education context. ]]>
