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Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 267 Documents
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Assessing the Influence of Artificial Intelligence Tools on Personalized Reading Practices at IAIN Palopo and Universitas Negeri Makassar Wisran, Wisran; Nur, Muh. Safar; Nurfadhilah, Auliyanti Sahril; Ariani, Nina
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.131411

Abstract

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.
English for Children with Special Needs: Obstacles and Solutions in the Teaching and Learning Process Fatoni, Akhmad Feri; Salat, Sri Yunita Suraida; Pratiwi, Iva Gamar Dian
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 2 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i2.126545

Abstract

English is taught in primary education classes, including for students with special needs. Students with special needs certainly need treatment that is not the same as students in general. This study aims to determine the obstacles experienced by students with special needs in learning English, as well as solutions made by teachers. This research used a mixed method, a combination of qualitative and quantitative. Qualitative data were obtained from conducting in-depth interviews with teaching teachers to discover the obstacles and solutions in the teaching and learning process of English subjects. In contrast, quantitative data were obtained from test results to determine the significance of solutions for each disability. Based on the data from the in-depth interview, researchers formulated that there were various obstacles in the learning process. The main factor of these obstacles is the limitations experienced by students. Teachers use the learning media "YouTube" to solve these obstacles. Quantitative test data showed that there were significant differences between blind and autistic (0.003), deaf and autistic (0.00), quadriplegic and autistic (0.00), deaf and intellectual disabilities (0.02), and quadriplegic and intellectual disabilities (0.01). Based on the results of the data above, the researchers concluded that the obstacles faced by ABK students vary and depend on the limitations of each disability. There are significant differences in learning outcomes between blind, quadriplegic, and deaf students when compared to intellectual disabilities and autistic students in learning English using the "YouTube" platform. 
Teacher’s Beliefs and Practices in Integrating Digital Game-Based Learning in a Technology-Integrated School Miranti, Miranti; Ciptaningrum, Dyah Setyowati; Nurhayati, Lusi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.132686

Abstract

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.
Exploring Freshman Students’ Perceptions of Using IPA Symbols in English Pronunciation Class Nabillah, Yumnaa Taqiyatul; Ningrum, Diah Kusuma; Rohmana, Wahyu Indah Mala
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.131851

Abstract

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.
Investigating EFL Undergraduate Learners' Preferred Input and Tasks for Extensive Listening in Digital Learning Hanifa, Rizaldy; Ayudhia, Honesty Yonanda; Alamsyah, Devy Kurnia; Wardana, Andri; Yusra, Siti Rahimah
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.133294

Abstract

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.
EFL Freshmen’s Writing Performances: A Rural and Urban School Perspective Ramadhani, Syafitri; Addinna, Ainul; Solusia, Carbiriena; Safitri, Dian; Razali, Abu Bakar; Takenova, Zhyldyz
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.135147

Abstract

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.
Collaborative Digital Mashup Poetry Project: Exploring EFL Students’ Perceptions and Experiences Rezeki, Yanti Sri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.131400

Abstract

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.  

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