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Education and Linguistics Knowledge Journal (Edulink)
Published by Universitas Islam Kadiri
ISSN : 2861887     EISSN : 26861860     DOI : https://doi.org/10.32503/edulink
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EDULINK: Education and Linguistics Knowledge Journal, is published biannually on behalf of Kadiri Islamic University, Kediri, East Java, Indonesia. This journal invites submission from lecturers, teachers, educators, and individuals concerned with topics related to English language teaching and learning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 79 Documents
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Pre-Service Teacher' Perceptions of Generative AI: Dependency, Effect, and Ethics Putri, Kristanti Yuntoro; Naf'ihima, Fika Ar-Rizqi
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6834

Abstract

This study investigates pre-service teachers’ dependency on Generative Artificial Intelligence (GenAI), their perceptions of its effects, and their awareness of academic ethics. Employing a descriptive quantitative research design, data were collected through an online questionnaire adapted from Chan & Hu (2023) and the Indonesian Ministry of Education’s Guidebook on GenAI Usage (2024). The study involved 100 pre-service teachers from the English Education Study Program, with 46 valid responses. The results indicate that while most participants are uncertain about their dependency on GenAI, many acknowledge its benefits in saving time, providing unique insights, and offering personalized feedback. However, concerns remain regarding its impact on digital competence, social interaction, teamwork, critical thinking, and leadership skills. Additionally, perceptions of GenAI’s effect on problem-solving skills are evenly divided. In terms of academic ethics, more than half of the respondents are unsure whether using GenAI undermines ethical values. Nonetheless, most pre-service teachers report that they rewrite AI-generated content in their style and provide references. Given the high level of uncertainty in responses, this study highlights the need for universities and lecturers to provide clearer and more intensive guidance on responsible GenAI usage. Future research should explore its impact on academic skill development and employ alternative research designs for deeper insights.
Students' Abilities in Analyzing Deixis in Coldplay Song "Viva la Vida" Taolin, Luciana Ludowika Ignanita; Misa, Mikhael; Yulita, Delti
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6714

Abstract

This study aims to explore the ability of second-grade students at SMAN 1 Kefamenanu to identify and analyze deixis in the lyrics of the popular song "Viva la Vida" by Coldplay. Deixis refers to words whose meanings depend on the context of the speaker, listener, or situation, and in this study, three types of deixis were examined: personal, spatial, and temporal. A quantitative descriptive design with a case study approach was used, focusing on 14 students from grade XI. Data collection methods included written tests, observations, interviews, and documentation of students' work. Students were tasked with identifying examples of personal, spatial, and temporal deixis in song lyrics. The results revealed that personal deixis was the most dominant, with an average score of 72.71%, indicating a strong understanding among students in this category. Temporal deixis followed with an average score of 55.71%, indicating that students were generally able to identify time-related references in the song. In contrast, spatial deixis received the lowest mean score of 41.71%, indicating that students faced difficulties in understanding or identifying spatial references, which may require higher contextual awareness. The findings suggest that although students are proficient in recognizing personal and temporal deixis, more emphasis should be placed on teaching spatial deixis. This study highlights the effectiveness of using popular music, such as “Viva la Vida,” in improving students’ understanding of the use of deixis and offers insights into how song lyrics and deixis can be integrated into language learning.
Negative Transfer as Linguistic Challenges in Islamic Boarding School Students' Writing Wulandari, Sri; Nursari, Diniyah Laita; nashiroh, annis satu
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6906

Abstract

This research was motivated by a phenomenon of grammatical interference that occurred at the Islamic Boarding School using English students in daily conversation. The purpose of this research was to find out the form and factors of grammatical interference produced by students of Al-Madienah. This research used descriptive qualitative methods. Fifty-five resource persons were taken consisting of the students of 11th grade of Al-Madienah Islamic Boarding School. Data collection in this research was carried out in three ways: interviews, observation, and documentation. For the instruments used in data collection, there are three instruments, there are interview guides, observation checklists, and a list of documentation. Data analysis was carried out according to the theory of Miles and Hubermen (1992): data reduction, data display, and verification. The results of the data analysis are: 1) Pronouns and syntactic interference are the two types of grammatical interference in Al-Madienah. 2) Bilingualism and the decline in speakers' primary language are the two reasons that create grammatical interference. Grammatical interference always appears in communities that speak another language because bilingualism will happen when people speak in two languages or more and bilingualism is the big factor causing interference.
Perceptions of Indonesian College Students about Offline and Online TOEFL ITP Preparation Class Damanik, Juli Yanti; Pasaribu, Monalisa
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6803

Abstract

Due to college students’ mobility nowadays (e.g. joining Merdeka Belajar Kampus Merdeka program) that allows students to be off campus for a time, some learning processes have to be conducted online. The objective of this study was to investigate how students at an Indonesian college perceived the conduct of online and offline TOEFL ITP preparation classes. Participants in this study were 47 students at an Indonesian private college who completed the TOEFL ITP preparation course. Data collection and data analysis were designed with a mixed-method approach. An online questionnaire with closed and open-ended questions was administered for data collection. The framework used in this study was the Community of Inquiry (CoI). The data obtained was analyzed by practicing qualitative and quantitative approaches as well to gain the participants’ deeper insights into the issue. The participants believed that social, cognitive, and teaching presence could be established in both face-to-face and online learning settings despite their higher preference for offline classes, especially in social presence. Furthermore, it was known that the participants’ preference for teaching methods was in line with the methodology that their instructors carried out. The matter was in the different instructions that they had during online and offline sessions. Implications for teachers are to make sure the learning process can be conducted by establishing a social presence, cognitive presence, and teaching presence.
Systemic Functional Linguistics: Mood System and Transitivity of Fast-Food Restaurant Slogans Muhyidin, Mohammad
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6388

Abstract

This study aims to find out types of mood systems and systems of transitivity used in fast food restaurant slogans and to find out how fast food restaurant slogans use mood systems and transitivity. The researcher used a descriptive qualitative design. The researcher takes McDonald’s, KFC, Burger King, Subway, and Pizza Hut as slogans. There are four types of mood systems, namely declarative, imperative, interrogative and exclamative. Based on the analysis of the slogans used in fast food restaurant, the most dominant types used is declarative mood (73,7%), while the second types is imperative mood (15,8%), the third place is interrogative mood (10,5%), and there is no exclamative mood (0%). According to analysis of the transitivity system based on Halliday’s theory, the result of this analysis found material processes (47,4%) is the most dominant process, while relational processes (36,8%), mental processes (15,8%), and there is no verbal, behavioural and existential processes used in fast food restaurant slogans. Based on Halliday’s theory, mood types have their own function in the clause. Mostly, the function of the slogans is found in the declarative mood, is the writer (companies) conveys the information and makes a statement to the reader (customer). While imperative mood is found in fast food restaurant slogans also has a function. Its function is for the writer (companies) to convey the command and order to the reader (customer). Although interrogative only two clauses are found in fast food restaurant slogans, it function is the writer (companies) asks the question to the reader (customer).
Phonological Deviations Produced By Dyslexic Adolescent in Indonesian Language Kirana, Angkita Wasito; Syukri, Masitha Achmad; Endriastuti, Annysa
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 2 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i2.8074

Abstract

Despite Indonesian’s transparent orthography and frequent reading exposure, dyslexic students continue to experience reading impairments into adolescence. This study aimed to analyse the phonological deviations observed during dyslexic adolescents’ reading activities in an inclusive school in Surabaya. This qualitative study involved face-to-face reading tests using a corpus-informed instrument comprising 180 phonologically selected keywords arranged into 55 sentences, administered to two adolescent participants with dyslexia. Of 55 total errors, 33 were phonological; most outputs were non-words (20/33). Feature-changing was the predominant process (16/33), typically preserving at least one feature (often place of articulation), consistent with subtle but systematic sub-lexical grapheme–phoneme mapping weaknesses. Vulnerabilities clustered around velar segments (/k, g, ŋ, x/) and high-load contexts—consonant clusters (e.g., /st/, /tr/), digraphs (<ng>, <kh>), and vowel/consonant sequences—often managed via epenthesis (e.g., schwa insertion in /st/, /ŋ/→/ŋg/) or deletion (e.g., coda /k/). Some patterns (e.g., /v/→/f/, /ʃ/→/s/, schwa in /st/) aligned with Javanese phonotactics, while others (e.g., certain velar substitutions) were not L1-explainable, underscoring a core phonological-decoding deficit. Findings indicate that, even after years of literacy exposure, phonological decoding remains the major handicap for Indonesian-speaking dyslexic adolescents; assessments and interventions should therefore target sub-lexical mapping in clusters, digraphs, codas, and velars, while accounting for local phonotactic influences.
English Education for Elderly Empowerment in the Green Economy Program -, Siswantini; Indahyani, Titi; Soraya, Kiky
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 2 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i2.8040

Abstract

This study examines the implementation of the English for Green Economy Program, designed to empower pre-elderly and elderly learners through English education integrated with sustainability and entrepreneurship. The program aimed to develop participants’ language competence, eco-literacy, and entrepreneurial awareness within the framework of lifelong learning. A mixed-method descriptive–evaluative design was employed, involving twenty participants aged 45–70 who were active in community-based environmental and entrepreneurial groups. Data were collected through a structured questionnaire consisting of four sections: program evaluation, trainer performance, training benefits, and participant feedback. Quantitative data were analysed descriptively, while qualitative comments were thematically interpreted. The overall results indicated strong positive perceptions, with 61% of all responses rated “Strongly Agree” and the remaining 39% “Agree.” Specifically, 95% of participants confirmed the program’s relevance, 80% highly valued the trainer’s performance, and 75% reported enhanced skills applicable to daily and entrepreneurial contexts. Qualitative feedback emphasized extending the duration and focusing on one topic per session to deepen understanding. These findings demonstrate that English language education, when contextually linked with sustainability and entrepreneurship, can effectively promote empowerment, environmental awareness, and lifelong learning among elderly communities.
Integrating Pre-service Teacher Training with 21st Century Skills: A Global Classroom Perspective Farikha, Ninik; Prasongko, Angga; Lestari, Pritanti Yuni; Hamida, Ulfi Dina
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 2 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i2.8559

Abstract

This study aims to analyze how the pre-service teacher training program in the English Education Program, Faculty of Teacher Training and Education, Islamic University of Kadiri (UNISKA) Kediri, facilitates the development of 21st-century skills and the extent to which students' teaching practices align with the needs of learners. A qualitative method and descriptive approach were implemented. Data were collected through in-depth interviews, classroom observations, and document analysis. The study found that the integration of 21st-century skills in the pre-service teacher training at UNISKA has started to be implemented, particularly through microteaching courses and the School Environment Introduction (PLP) program. Findings indicate a gap between the training design and classroom practices. Students are capable of using technology and engaging in creative activities, but they still face challenges such as limited facilities, time constraints, and a conventional school culture. On the other hand, students who received reflective guidance from lecturers and mentor teachers demonstrated high adaptability in managing classrooms and integrating technology according to the context. The findings emphasize that the success of 21st-century teacher training is greatly influenced by three key factors: a practice-based reflective training design, collaborative mentor support, and a learning environment that fosters innovation. It can be concluded that the pre-service teacher training at UNISKA is moving toward the 21st-century education paradigm, although it still requires systemic strengthening. This outcome is expected to serve as a foundation for the development of a more contextual, reflective, and adaptive teacher training curriculum that meets the needs of contemporary learners.
STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING (PJBL) IN P5 PROJECTS FOR ENHANCING WRITING SKILLS AT ISLAMIC BOARDING SCHOOL Arifin, Syamsul; Anugerahwati, Mirjam; Suharyadi, Suharyadi
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8687

Abstract

This study aims to explore the perceptions of students toward Project-Based Learning (PjBL) in P5 projects for enhancing writing skills at Islamic Boarding Schools (IBS). It seeks to address key questions about students’ experiences, the impact of PjBL on writing development, the challenges encountered, and strategies for improvement. Adopting a convergent parallel mixed methods design, data were collected using an online questionnaire and semi-structured interviews. The questionnaire involved 84 students from As-Syifa Islamic Boarding School Sagalaherang Subang, while 12 participants, purposefully selected based on English proficiency (basic, intermediate, advanced) and willingness to participate, were interviewed for in-depth insights. Quantitative data were analyzed descriptively, and qualitative data were coded thematically. Findings reveal that PjBL in P5 projects positively influences students’ writing skills through real-world applications, collaborative tasks, and engaging activities. However, challenges such as time constraints, limited vocabulary, and group dynamics were noted. To enhance PjBL outcomes, students proposed extending time for writing tasks, providing immediate feedback, and integrating digital tools for autonomous learning support.

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