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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 138 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 In Efl Classrooms: Bridging Linguistic And Cultural Gaps In Language Learning 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 is motivated by the persistent gap between linguistic competence and cultural understanding in English as a Foreign Language (EFL) learning, where language proficiency does not necessarily lead to contextually appropriate meaning interpretation. However, limited studies have systematically examined how meaning is mediated within EFL learning contexts. This study aims to explore the conceptualization of cultural translation and analyze its role in bridging linguistic and cultural meaning. A qualitative approach was employed using a systematic literature review design, analyzing 27 peer-reviewed articles published between 2020 and 2025, selected through a PRISMA informed process. The data were examined using reflexive thematic analysis to identify recurring patterns across studies. The findings reveal three central themes interpretation, negotiation, and meaning reconstruction which collectively position cultural translation as a dynamic process of meaning mediation. These results indicate that effective EFL learning requires a shift from a purely linguistic focus toward a process-oriented approach to meaning construction. This study contributes by repositioning cultural translation as a core mechanism in EFL pedagogy, offering a more integrative and context sensitive framework for language learning.
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.

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