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 padang,
Sumatera barat
INDONESIA
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
ISSN : -     EISSN : 25410075     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 287 Documents
 25   26   27   28   29 
Towards Green ELT: An Education for Sustainable Development-Driven Analysis of Environmental Behavior, Technology Integration, and Language Competence Ridha Deprianita; Anita Triastuti; Rizky Amelia; Murodjon Atakuziev
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.136549

Abstract

This study investigates how environmental science integration, value, pro-environmental behavior, and technology integration contribute to English language competence. The researchers used PLS-SEM with 5,000 bootstrap resamples for the data analysis of 624 senior high school students in South Kalimantan through a questionnaire containing 21 items. The measurement model showed satisfactory reliability and validity, while the structural model revealed some significant relationships. The findings demonstrated that ESI significantly enhances TI (β = 0.258, p < 0.001), and VPB also significantly enhances TI (β = 0.383, p < 0.001). This supports that environmental interaction and values are important drivers for the willingness of students to use digital technology in learning. At the same time, TI significantly predicts LC (β = 0.440, p < 0.001), showing that technology is a pathway to improving language competence within an ESD-oriented framework. These findings have implications for theorizing the integration of ESD and technology-enhanced language learning by showing how environmental engagement and digital practices intersect in support of language development. The study also has practical implications for teachers and policymakers in incorporating environmental themes and digital tools in the teaching of English in order to simultaneously foster sustainability awareness and strengthen language competence.
Challenges and Opportunities in Implementing National Standards for English Teacher Professional Growth in Pontianak Utin Ainun Kasmiri; Ghea Murtianda; Ririn Nurfajrini; Yohanes Gatot Sutapa Yuliana
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.136684

Abstract

This classroom action research investigated the effectiveness of integrating the EXCUL (Explore, eXpress, Create, Use, Link) method as a pedagogical strategy to foster deep learning engagement among 11th-grade EFL students. Conducted over two intervention cycles, the study examined how experiential and culturally responsive learning sequences supported students’ participation, critical thinking, and meaningful language use. Data were collected through observations, student worksheets, learning artifacts, and engagement checklists, then analyzed using descriptive statistics and qualitative thematic coding.Findings showed a clear increase in students’ behavioral, emotional, and cognitive engagement after the implementation of EXCUL. Students became more active in collaborative tasks, demonstrated improved confidence in expressing ideas, and displayed stronger abilities to connect English learning with real-life cultural contexts. Quantitative scores of engagement and task performance also showed notable gains between Cycle 1 and Cycle 2. The study concludes that the EXCUL method effectively promotes deeper learning approaches by positioning students as active constructors of knowledge. These findings highlight the potential of experiential–cultural integration as a powerful model for student-centered English language teaching in Indonesian classrooms.
Voices in the Classroom: Intertextuality, Power, and Pedagogy in Indonesian EFL Discourse Yelfiza Yelfiza; Della Patria; Ferlizea Marsya; Nofitri Nofitri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.135854

Abstract

This study explores how intertextuality constructs classroom discourse, shapes power relations, and guides pedagogy in Indonesian EFL (English as a Foreign Language) contexts. Using qualitative classroom discourse analysis, the research was conducted in three schools in Padang, Indonesia, involving three English teachers and their students. Data were collected from classroom video recordings, ethnographic notes, and teacher interviews. The analysis identified five intertextual themes: (1) moral legitimation through references to religion and national ideology; (2) epistemic framing via textbooks and curricula; (3) disciplinary socialization through teacher narratives and students’ experiences; (4) behavioral regulation through playful, game-like intertextuality; and (5) cognitive scaffolding through dialogic negotiation. These intertexts drew on vertical sources (Islamic texts, curricular norms, institutional rules) and horizontal sources (student utterances, peer talk, daily routines), producing a hybrid discourse of control, engagement, and moral guidance. The findings show that intertextuality functions beyond language, serving as a pedagogical resource for order, identity formation, and value transmission. In multilingual and multicultural classrooms, intertextual practices mediate teacher authority and student agency while embedding moral dimensions of learning. This study contributes to EFL discourse research by highlighting intertextuality as a critical tool for ethical and effective classroom communication.
Gamification-Based Blended Learning in EFL Classroom: An Effectiveness Study Hermi Zaswita; Doni Tri Putra Yanto; Hesti Leviana Sari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.137973

Abstract

This study investigates the effectiveness of gamification-based blended learning in improving student learning outcomes in an English as a Foreign Language (EFL) context. The research addresses the challenge of low student motivation and poor academic results in traditional courses. The study employed a pre-experimental One- Group Pretest-Posttest design with 40 students from an English Education program taking an Introduction to Sociolinguistics course. The blended learning approach incorporated gamification through the Wayground platform. The effectiveness of this approach was measured by comparing students' pretest and posttest scores. The analysis, conducted using SPSS Version 30, showed a significant increase in the average student score, from 70.60 on the pretest to 77.75 on the posttest. A paired-samples t-test confirmed this difference was statistically significant (p < .001), while a Cohen's d Effect Size analysis revealed a large effect (d = 0.943). These findings indicate that the gamification-based blended learning model is highly effective and has a substantial positive impact on students' academic performance. The study reinforces that integrating digital technology and game elements enhances learning and directly contributes to improved student learning outcomes. The results suggest that this innovative approach can serve as a valuable reference for developing effective digital curricula and improving the quality of language learning in higher education.
Research Gap Strategies in the Introduction Section of Local Journal Articles in the Field of Language Teaching and Literature Jamaludin Jamaludin; Dian Eka Chandra Wardhana; Safnil Arsyad; Ade Hidayat
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.134996

Abstract

Research gap statement in the introduction section of a research article is very crucial in order to engage and attract readers to read the article further. Previous studies have found several ways of research gap employed by authors; however, these studies have not fulfilled all aspects, especially regarding the research gap strategy in the field of Indonesian Language Teaching and Literature. Therefore, this research fills this gap by describing the authors’ strategy in presenting the research gap and its linguistic features in the introduction sections of articles published in nationally accredited journals. The data were fifty articles written by Indonesian authors, randomly selected from nationally accredited journals in the field of Indonesian Language Teaching and Literature. The data were analyzed using content analysis with qualitative design. The findings of the study show that there was a tendency for Indonesian authors to present research gap in the introduction section by suggesting solution to the research problem. This strategy is addressed by using particular linguistic features, such as phrases indicating the need for further study on the topic under investigation and phrases suggesting recommendations, which emerged as the two most frequently used expressions. The implication of these findings is the development of a deeper understanding of research gap writing strategies by Indonesian new authors is beneficial before composing academic texts for scientific publication such as research articles published in journals.
Argumentative Strategies in Discussion Sections of EFL Research Articles: A Genre-Based Analysis of SINTA 2 Journals in Indonesia Fetri Novita Indah Lestari; Dian Susyla; Ria Angraini; Hasmi Suyuthi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.136333

Abstract

Discussion sections are central to the interpretation, justification, and disciplinary positioning of research findings. This study investigated argumentative strategies in 61 English-language EFL and applied-linguistics research articles published in three SINTA 2 journals affiliated with Muhammadiyah and Aisyiyah universities during 2024–2025. The corpus comprised 19 JFLTL, 26 JEES, and 16 ELTEJ/UAD articles. Only discussion discourse was analyzed: in articles with combined Results and Discussion sections, descriptive result statements, tables, statistics, and uninterpreted participant quotations were excluded. A qualitative corpus-assisted content analysis integrated Swalesian rhetorical moves, Toulmin’s argument components, and Hyland’s stance and engagement framework. Evaluating significance and presenting implications/recommendations each occurred in 58 articles (95.1%), while comparison with previous literature occurred in 55 (90.2%). Claims, grounds, warrants, and qualifiers were widespread, but explicit limitations appeared in only nine articles (14.8%). Concordance-audited stance counts showed 1,151 hedges and 390 boosters (2.95:1), confirming a strong preference for cautious qualification. Supportive citation functions were substantially more common than explicit contrast, and only 26 articles contained a clearly identifiable counterargument or alternative explanation. The findings show that these Discussion sections were generally interpretive and evaluative rather than merely descriptive; their principal weakness was uneven critical reflexivity, especially in acknowledging limitations, testing preferred claims against alternatives, and engaging discrepant evidence. The study offers an empirically grounded basis for academic-writing instruction and editorial guidance in Indonesian EFL publishing.
Evaluating Students' Perceptions of the Authentic Assessment in An Online English for Specific Purposes Course: A Mixed-Method Approach Ni Made Anggi Arlina Putri; Wayan Suana; Nurul Aini; Thanakorn Choosukhserm
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.132262

Abstract

This study investigates Information Technology Education (ITE) students' perceptions of authentic assessments in an online English for Specific Purposes (ESP)  course. As ESP increasingly adapts to online learning environments, traditional testing methods often fall short in assessing practical language skills crucial for professional contexts. Using a mixed-methods approach, the study examines three dimensions of student perception: benefits, advantages, and challenges. Data were collected through a survey administered to 48 students and semi-structured interviews with 9 participants. From the quantitative finding, it revealed that students have a positive attitude toward authentic assessments, particularly valuing their benefit and advantages in some tasks namely presentations, conversation with foreigners, and reading comprehension of information technology-related scientific articles. Moreover, qualitative data suggests that these authentic assessments boost learners’ motivation, confidence, and language proficiency while preparing them for real-world professional environments. However, the data also reported that students faced challenges related to time management, increased workload, technical demands, and also internet connectivity issues. This study highlights the significance of integrating authentic assessment into ESP courses to align language education with contextual and practical needs. It also recommends offering technical support and adopting flexible timelines to address these challenges. This finding offers valuable insights for ESP curriculum development and encourage further study to explore long-term impact of authentic assessment on career readiness.

Page 29 of 29 | Total Record : 287

 25   26   27   28   29 

Filter by Year

2007 2026


Reset
Filter By Issues
All Issue Vol 20, No 1 (2026) Vol 19, No 2 (2025) Vol 19, No 1 (2025) Vol 18, No 2 (2024) Vol 18, No 1 (2024) Vol 17, No 2 (2023) Vol 17, No 1 (2023) Vol 16, No 2 (2022) Vol 16, No 1 (2022) Vol 15, No 2 (2021) Vol 15, No 1 (2021) Vol 14, No 2 (2020) Vol 14, No 1 (2020) Vol 13, No 2 (2019) Vol 13, No 1 (2019) Vol 12, No 2 (2018) Vol 12, No 1 (2018) Vol 11, No 2 (2017) Vol 7, No 2 (2014) Vol 11, No 1 (2017) Vol 10, No 2 (2016) Vol 10, No 1 (2016) Vol 9, No 1 (2015) Vol 8, No 1 (2014) Vol 7, No 1 (2013) Vol 6, No 2 (2013) Vol 6, No 1 (2012) Vol 5, No 1 (2011) Vol 4, No 2 (2011) Vol 4, No 1 (2010) Vol 3, No 2 (2010) Vol 3, No 1 (2009) Vol 2, No 2 (2009) Vol 2, No 1 (2008) Vol 1, No 2 (2008) Vol 1, No 1 (2007) More Issue