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Journal Of Academia In English Educations (JADEs)
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 27220168     EISSN : 27979245     DOI : 10.32505
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other
JADEs is an acronym for Journal of Academia in English Education. JADEs is a journal published by English Language Education and Teacher training Program, State Institute for Islamic Studies (IAIN) Langsa. JADEs is published twice a year both online and printed forms containing the results of studies and research in the fields of English Education, Literature and English Applied Linguistics. It also includes related articles from various perspectives and analysis from various sources. JADEs: Journal of Academia in English Language Educations invites scholars, researchers, and students to contribute the result of their studies and researches on Language, English Language Education, Linguistics and Literature. English Language Teaching Language Education Linguistics Literature
Arjuna Subject : Umum - Umum
Articles 148 Documents
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Pre-Service EFL Teachers’ Attitudes towards CRT-GenAI Integration: A Predictive Correlational Study on Demographics and Experiences Eka Fajar Rahmani; Dewi Novita
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14352

Abstract

This study investigates pre-service EFL teachers' attitudes toward integrating Culturally Responsive Teaching (CRT) and Generative AI (GenAI), examining whether demographics (age, gender) and prior experience predict these attitudes. Employing a correlational-predictive design, data were collected from 35 seventh-semester students who had completed a teaching practicum. Participants completed demographic items and a 4-point Likert scale measuring attitudes toward CRT-GenAI integration. Descriptive findings revealed highly positive attitudes, particularly regarding GenAI's pedagogical benefits and its potential to address diverse learner needs. However, ANOVA results indicated no significant differences in attitudes across varying levels of prior experience. Furthermore, multiple regression analysis demonstrated that age, gender, and prior experience were not significant predictors, accounting for only 4.5% of the variance in attitudes. These results suggest that positive attitudes are shaped more by conceptual understanding of CRT-GenAI's pedagogical relevance than by demographic or experiential factors. The study contributes a novel predictive framework examining these constructs together. Pedagogically, it underscores the need for teacher education programs to provide integrated training in culturally responsive pedagogy and AI literacy. Limitations include the small, single-institution sample, suggesting future research should explore broader populations and additional variables like AI literacy or self-efficacy.
Cyberpragmatic Strategies in Netizen Commentaries on a Viral Indonesian Infidelity Case at TikTok Mezia Kemala Sari; Beny Hamdani; Faizal Risdianto; Erlinda Syam; Suci Rahmah Safitunnajah
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14361

Abstract

This study examines how Indonesian netizens employ cyberpragmatic strategies in responding to a viral infidelity confession circulated on TikTok in early 2025. Drawing on a qualitative cyberpragmatic framework, the study analyzes 100 purposively selected user comments to explore how emotional expression, social alignment, and moral judgment are pragmatically negotiated in digitally mediated interaction. The findings show that venting, solidarity, and cyberbullying emerge as three dominant and interconnected strategies. Venting functions as a form of digital catharsis, realized through emotional storytelling, sarcasm, and informal linguistic and multimodal resources that transform private trauma into shared public narratives. Solidarity is enacted through empathetic and advisory responses that foster collective learning and gendered support, while cyberbullying manifests in verbal aggression and victim-blaming that reproduce patriarchal moral judgment. Rather than treating these practices as isolated forms of online behavior, this study argues that venting, solidarity, and cyberbullying operate as interconnected cyberpragmatic strategies shaped by TikTok’s affordances of anonymity, a synchronicity, and multimodality.
The Flipped Classroom Model and Its Impact on EFL Students' Writing Performance and Critical Thinking Dispositions: A Mixed-Methods Study Safrul Muluk; Syamsul Bahri; Dase Erwin Juansah; Maskur; Fatayatul Hanani Safrul
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14448

Abstract

This mixed-methods study investigated the effects of a flipped classroom model on writing performance and critical thinking dispositions among EFL learners. Seventy-four third-year English language teaching students from a university in Indonesia participated in a 14-week quasi-experimental design, with 38 students in the flipped experimental group and 36 in a traditional control group. Data sources included pre- and post-intervention writing samples scored using IELTS band descriptors, the California Critical Thinking Disposition Inventory (CCTDI), semi-structured interviews, and reflective journals. Quantitative analyses revealed significantly larger gains for the experimental group in both writing (mean increase of 1.47 bands versus 0.53, Cohen's d = 0.99) and overall critical thinking dispositions (mean gain of 31.81 points versus 8.52, Cohen's d = 1.07). Subscale analysis showed the largest effects for Truth-seeking, Analyticity, and Confidence in reasoning, with more modest gains for Systematicity and Inquisitiveness. Four themes emerged from qualitative analysis: the cognitive affordance of pre-class preparation, reconceptualization of writing as thinking, social production of thought through peer interaction, and dispositional shifts as identity work. Findings suggest flipped environments can foster both writing development and critical thinking dispositions, though effects vary considerably across learners. The study contributes to understanding mechanisms underlying flipped learning while highlighting the importance of attending to individual differences and the social dimensions of cognitive development.
Exploring Roblox as a Social Learning Environment for EFL Vocabulary Learning Zikrina; Edi; Irwandi
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14489

Abstract

This study examines Roblox as an informal social learning environment for the development of English vocabulary among EFL (English as a Foreign Language) students in Indonesia. Using a descriptive qualitative design, data were collected from 35 active Roblox users via open-ended questionnaires, supplemented by field notes and interviews, and analyzed using inductive thematic analysis. The analysis identified key themes, including contextual vocabulary acquisition, willingness to communicate, socially mediated learning strategies, linguistic challenges, and informal learning orientation, as well as three learner profiles: language-focused learners, hybrid learners, and incidental learners. The findings suggest that vocabulary acquisition occurs through contextual use, repetition, and the negotiation of meaning during authentic interactions, rather than through explicit instruction. Participants reported increased confidence and reduced anxiety, as the non-evaluative environment encouraged spontaneous communication. Although the use of slang and fast-paced interactions initially posed challenges, participants learned to adapt by interpreting meaning from context, modelling their peers, and using strategies such as asking for clarification. These processes enabled sustained interaction and supported the development of resilience in communication.
From Critical Reading to Academic Writing: A Qualitative Case-Study of Reading-to-Writing Transfer in an EFL Classroom Venny Eka Meidasari; Hanna Sundari; Rina Husnaini Febriyanti; Mashadi Said
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14490

Abstract

The ability to transform insights from reading into academic writing is a key component of academic literacy in higher education. However, many English as a Foreign Language (EFL) learners experience difficulties transferring critical reading practices into their written work. However, while previous studies have examined source integration and synthesis in writing, fewer studies have investigated how learners’ actual reading practices shape the transfer of knowledge into writing. This study explores how EFL students in university perceive critical reading and how their reading practices are reflected in their academic writing. Using a qualitative case study approach, the research involved four students enrolled in an academic reading and writing course. Data were collected through structured interviews, annotated reading documents, and students’ academic writing products. The analysis employed thematic analysis and cross-case comparison to examine patterns of reading-to-writing transfer. The findings reveal that while participants demonstrated strong conceptual awareness of critical reading, their enacted reading practices tended to focus on surface-level textual features such as structure, organization, and linguistic forms. These reading behaviors were reflected in their writing, where the transfer from reading to writing occurred primarily through structural imitation and citation practices rather than deeper synthesis of sources. The results highlight a differentiated model of transfer, ranging from surface-level reporting to genre-oriented transfer, integrative framing, and emerging synthesis.
Technology-Infused Project-Based Language Learning: A Conceptual Framework for Academic Writing Instruction Sri Wahyuni; Nur Hidayanto Pancoro Setyo Putro; Anwar Efendi; Asnawi Asnawi; Putri Asilestari
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14491

Abstract

For Generation Z learners, academic writing presents a paradox in higher education. While it offers valuable benefits, it also poses notable challenges (e.g., limited development of critical thinking skills, insufficient academic literacy, and a lack of familiarity with scientific writing conventions). In response to this paradox, project-based language learning (PBLL) and learning technologies offer innovative avenues to improve students’ writing products and processes. This article aims to develop and articulate the Technology-Infused Project-Based Language Learning (TIPBLL) model as a conceptual framework for academic writing instruction. Methodologically, this article employs a qualitative conceptual analysis through a structured synthesis of literature on PBLL, technology-enhanced language learning, academic writing pedagogy, and digital technology integration, particularly artificial intelligence. The TIPBLL model integrates PBLL principles, digital technology infusion, and academic writing pedagogy into a unified framework. This article analyses significant learning theories and pedagogical perspectives, including sociocultural theory, the Zone of Proximal Development (ZPD), the dual focus of writing (form and function), and PBLL within the PLATE framework. The findings of the conceptual synthesis highlight conceptual deficiencies in the literature, particularly the tendency to treat projects, technology, and writing as separate components. TIPBLL is then introduced as a learning model that positions technology as an integral component embedded across the stages of project-based academic writing. The article also discusses TIPBLL’s future directions for research and pedagogical practice. Overall, TIPBLL offers a potential framework for building academic writing instruction that is more authentic, collaborative, reflective, and aligned with the demands of 21st-century digital literacy.
Cultural Translation as a Means of Mediating Meaning in EFL Classrooms: A Systematic Literature Review Nur Alifah Sribudi Wahyuni; Widyastuti; Ali Mustofa
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14796

Abstract

This study aims to analyze the role of cultural translation in bridging the gap between linguistic competence and cultural understanding in English as a Foreign Language (EFL) learning. The study employed a systematic literature review design with a qualitative approach, examining 27 articles from 2020 to 2025 obtained from Scopus, Web of Science, and Google Scholar through a screening process based on inclusion and exclusion criteria. Data were analyzed using reflective thematic analysis to identify key thematic patterns in the literature. The synthesis results revealed four main themes: linguistic and cultural gaps in EFL learning; cultural translation as a process of meaning negotiation; the pedagogical implications of cultural translation in EFL learning; and the challenges of its implementation in EFL classrooms. The research findings indicate that EFL learning needs to shift from a linguistically accuracy-based approach toward an interpretive approach that places meaning negotiation and cultural mediation at the core of intercultural communication. This study also repositions cultural translation not merely as a translation strategy or cultural instruction, but as a mechanism of meaning-making in language learning. Furthermore, this study proposes a conceptual model of cultural translation that places cultural interpretation and the negotiation of meaning at the core of EFL learning. Overall, this study demonstrates that cultural translation has the potential to serve as a new pedagogical and conceptual framework to support more reflective, contextual, and relevant EFL learning in the face of the multicultural and digital dynamics of global communication
Resource-Constrained EFL Education in Libya: Teachers’ Classroom Practices and Institutional Challenges Amnnah Abdulwahab; Arso Setyaji; Wiyaka; Ali Albayyan
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14871

Abstract

Resource limitations remain a major challenge affecting the quality of English as a Foreign Language (EFL) education in many developing countries, including Libya. In under-resourced primary schools, insufficient instructional materials and limited educational facilities may hinder effective English language teaching and learning. This study aimed to explore how resource constraints influence EFL teaching practices and learning processes from teachers’ perspectives. Employing a qualitative case study design, data were collected through semi-structured interviews with English language teachers at a Primary School in Libya during the 2025–2026 academic year. The findings revealed that shortages of modern teaching media, overcrowded classrooms, and limited access to professional development significantly restricted the implementation of communicative language teaching approaches. As a result, teachers relied heavily on traditional rote-learning methods, which reduced student engagement and limited learning outcomes. The study concludes that resource constraints not only affect classroom instruction but also hinder the development of interactive and student-centered EFL learning environments. Therefore, greater institutional support, improved educational infrastructure, and systematic integration of educational technology are needed to enhance the quality and equity of EFL education in Libyan primary schools.
Integrating MindMeister into Morphology Learning: A Case Study of Student Reflections Ina Daril Hanna; Rini Listyowati; Beny Hamdani
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14534

Abstract

Morphology, as a core component of linguistics, is often considered abstract and challenging for students in English Education Programs. While digital mind mapping has been widely used in general language skills, its specific application in navigating the complex structural hierarchies of morphology remains under-explored. The crucial point of this investigation lies in the urgent need to bridge the gap between theoretical linguistic rules and students' visual-spatial conceptualization. To address this issue, this study explores students’ reflections on learning morphology through MindMeister. It offers novelty by detailing how digital visualization tools can transform abstract morphological analysis into a more tangible and reflective learning experience in an Indonesian higher education context. Employing a descriptive qualitative case study, the research involved nine third-semester students enrolled in a morphology course. Data were collected through written reflections and interview-based question sheets, then analyzed using thematic analysis. Findings revealed five major themes: (1) cognitive support and conceptual understanding, (2) affective engagement and motivation, (3) learning strategies through visualization, (4) technical and usability challenges, and (5) continued reliance on teacher explanation. Students reported that MindMeister enhanced their ability to differentiate and organize morphological concepts, increased motivation, and supported reflective and self-regulated learning strategies. However, challenges such as technical limitations and the necessity of teacher scaffolding remained evident. The study contributes to technology-enhanced linguistics pedagogy by highlighting the affordances and constraints of digital visualization tools in teaching morphology. Pedagogically, it suggests that digital mind mapping should complement, rather than replace, explicit instruction. This study is among the first to investigate student reflections on the use of digital mind mapping in morphology learning, highlighting its novelty in technology-enhanced linguistics pedagogy.
Exploring Learners’ Views on the Role of AI in Translation Practices Richard Ferry Nugraha; Natalina Asi; Akhmad Fauzan
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14542

Abstract

The development of Artificial Intelligence (AI) is rapidly transforming the landscape of language education. Specifically, on the context of translation courses, the presence of AI is inevitably affecting the practices of translation by emerging various perceptions on it. Hence, this study aims to explore the Indonesian EFL students’ views on the role of AI in translation practices. Using the mixed method with sequential explanatory (Creswell & Clark, 2017), data were gathered through a Likert Scale questionnaire administered to 100 students from two Translation Courses in English Language Education Study Program at a state university in Central Kalimantan, Indonesia. The findings reveal a dichotomy in students’ perceptions: while some view AI as a beneficial tool that enhances efficiency and accuracy, others express concerns about its potential to diminish language skills, creativity, and the role of human translators. These mixed perceptions highlight the need for a balanced approach in integrating AI into translation education, ensuring that students develop both technological proficiency and critical translation skills. The study’s implications suggest a reconsideration of curriculum design, emphasizing the complementary roles of AI and human expertise in fostering well-rounded translators.

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