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New Language Dimensions
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 27468968     DOI : https://doi.org/10.26740/nld.v2i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
New Language Dimensions emphasizes on the publication of original articles as an academic network providing appealing and interdisciplinary discussions on literature, language and teaching. It is expected to reach out wider reader and writers, bringing the academic dialogue into multiple audiences both on the educational and manucfacturing levels.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 96 Documents
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Integrating Local Wisdom into EFL Creative Writing: Students’ Perceptions of Story-Based Projects Alvionita Damayanti; Maria Arina Luardini; Maida Norahmi; Roni Kurniawan
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p99-110

Abstract

This study investigated EFL students’ perceptions of local wisdom-based creative writing through narrative story projects. Using a descriptive qualitative design, the study involved 22 undergraduate students from the English Education Study Program at Universitas Palangka Raya who had completed a local story project in a creative writing course. Data were collected through a closed-ended questionnaire and semi-structured interviews. Questionnaire responses were analyzed using descriptive statistics, while interview data were analyzed thematically. The findings revealed two major themes: perceived benefits and challenges. Students perceived local wisdom-based creative writing as beneficial for developing creativity, increasing enjoyment, providing freedom and creative space, supporting motivation, and reducing writing anxiety. Local stories helped students generate ideas, express personal experiences, and integrate cultural knowledge into narrative texts. However, students also encountered challenges, including limited imagination, low motivation, lack of self-confidence, and concerns about grammar and language accuracy. The study suggests that local story projects can provide meaningful and culturally relevant writing experiences for EFL learners, but students still need structured guidance, linguistic support, and encouragement to balance creativity, confidence, and language accuracy.
Classmate Support and English-Speaking Development in Vocational EFL Classrooms: Students’ Perceptions and Experiences Dinda Puspita Anjani; Prakasit Sophakul; Him'mawan Adi Nugroho
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p126-137

Abstract

This study investigates vocational high school students’ perceptions of classmate support during English-speaking activities and its role in developing students’ confidence, fluency, and accuracy in speaking English. This qualitative research involved 98 eleventh-grade vocational students in East Java, with nine representative students in in-depth interviews. Data were collected through classroom observations, questionnaires, and semi-structured interviews, and were analysed using the interactive model. The findings show a positive perception of the support provided by classmates. Cognitively, students view the support of their classmates as positive encouragement that helps them continue to develop. Affectively, students feel more comfortable and confident speaking because of emotional encouragement such as applause, praise, and attention from classmates. Conatively, students demonstrate active behaviour such as practicing together, giving positive feedback, and imitating the behaviour of friends who are more confident in speaking English. Moreover, the study reveals that classmate support contributes significantly to the improvement of students’ English-speaking skills. Supportive classmates enhance students’ confidence, promote greater fluency through regular practice, and improve accuracy through constructive peer correction. Overall, classmate support plays an essential role in fostering a collaborative learning environment that supports the development of vocational high school students’ English-speaking skills.
Heritage and Global Language Use among Lithuanian-English Bilinguals: Language Maintenance and Identity Preservation in Kaunas Annisa Budi Damayanti; Slamet Setiawan; Daiva Bartušienė
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p111-125

Abstract

The growing use of English in non-English-speaking contexts has raised concerns about heritage language maintenance and identity preservation. In Lithuania, English increasingly functions as a language of education, work, and international communication, while Lithuanian remains central to national and cultural identity. This qualitative case study investigated language-use patterns, heritage language maintenance, and identity preservation among three Lithuanian–English bilinguals in Kaunas. Data were collected through semi-structured interviews and limited observations across family, education, and community domains. The analysis was guided by Setiawan’s (2013) domain-based language-use framework and Fishman’s theory of language maintenance. The findings show that participants used Lithuanian and English differently across domains. English was dominant in educational, professional, and international interactions, while Lithuanian remained important in family communication, local interactions, cultural practices, and media engagement. Participants maintained Lithuanian through intergenerational communication, positive language attitudes, cultural participation, and exposure to Lithuanian songs, books, and community practices. Although English served important practical and global functions, participants continued to associate Lithuanian with belonging, heritage, and cultural continuity. The study suggests that heritage language maintenance depends not only on frequency of use but also on emotional attachment, family transmission, and cultural identification.
Teacher’s and Students’ Attitudes Toward the Indonesian Language in Learning Interaction at Senior High School Ammar Faqih Utomo; Dini Restiyanti Pratiwi
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p44-58

Abstract

The teaching of Indonesian language plays an important role in shaping positive attitudes toward the Indonesian language. This study aims to analyse the language loyalty, language pride, and awareness of the norm attitudes of teachers and students in classroom learning interaction using a descriptive qualitative approach. Data were collected through non-participatory observation, audio recording, and note-taking, and subsequently analysed using the Miles, Huberman, & Saldana model with theory and source triangulation as validity measures. The findings of this study indicate that the teacher and students of Class XI-5 at SMA Muhammadiyah 1 Surakarta have (1) demonstrated language loyalty attitudes reflected in the consistent use of Indonesian as the primary medium of learning, the minimal use of elements from other languages in formal academic contexts, and the absence of language switching in the delivery of substantive subject matter, (2) demonstrated positive language pride attitudes toward Indonesian reflected in the confident use of Indonesian as a symbol of academic identity across all domains of formal learning, without any tendency to switch to other languages considered more prestigious, as well as the ability to distinguish between the use of Indonesian as a marker of national identity and Javanese as a marker of local identity in a coexisting manner, and (3) demonstrated language norm awareness attitudes reflected in the appropriate use of academic vocabulary in accordance with the formal register in the delivery of learning materials, although the application of standard language norms at the level of sentence structure and grammatical consistency has not yet been fully optimal, particularly in spontaneous oral speech on the part of both the teacher and students.
Exploring Learner Autonomy in AI-Assisted EFL Learning: A Comparative Classroom Observation of ChatGPT Use in Indonesian Senior High Schools Meta Keumala; Zaiyana Putri; Nyak Mutia Ismail; Cut Faizah; Cut Mulia Zuhra
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p83-98

Abstract

The rapid integration of artificial intelligence (AI) into English as a Foreign Language (EFL) learning has shifted attention from technological utility to the enactment of learner autonomy. This study describes and compares how senior high school students demonstrate autonomous learning behaviours when using ChatGPT in English classrooms. Employing a qualitative descriptive design with a comparative classroom observation strategy, the study was conducted at SMA 3, SMA 4, and SMA 5 Banda Aceh. Data were collected using an observation sheet covering ten indicators of learner autonomy and analysed through a four-point rubric. The findings showed noticeable differences across the three schools. SMA 3 demonstrated the highest autonomy level (82.5%), characterised by initiative, goal setting, persistence, and metacognitive awareness. SMA 4 showed a moderate level (55%), with students displaying persistence and feature exploration but remaining dependent on teacher instruction. SMA 5 showed the lowest level (37.5%), with students appearing passive, hesitant, and limited in independent reflection. The findings suggest that ChatGPT may create opportunities for independent language practice, but autonomy does not emerge automatically. Pedagogical guidance remains necessary to help students move from teacher-dependent AI use toward strategic, reflective, and self-regulated learning.
Dialogic Reading in Intensive Reading Lessons: Indonesian Secondary EFL Teachers’ Perspectives Haris Praditya Wijaya; Silfia Asning Tias; Soe Soe Win
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p58-71

Abstract

Intensive reading in Indonesian secondary EFL classrooms is often shaped by teacher-centered instruction, literal comprehension tasks, and examination-oriented practices. These conditions may limit students’ opportunities to engage critically and personally with texts. This qualitative descriptive study investigated how nine senior high school English teachers in Surabaya perceived and planned Dialogic Reading strategies in intensive reading lessons. Data were collected through semi-structured interviews and instructional portfolio analysis, including lesson plans and teaching modules. The data were analyzed through data condensation, data display, and conclusion drawing. The study was informed by Rosenblatt’s Transactional Theory and Whitehurst’s Dialogic Reading framework, particularly the CROWD prompts and PEER sequence. The findings indicate that several teachers attempted to move from an efferent, text-centered reading orientation toward a more transactional approach. Distancing, open-ended, and Wh-prompts were used to connect texts with students’ sociocultural experiences, while non-judgmental evaluation and peer expansion supported safer classroom interaction. The study suggests that Dialogic Reading can provide a low-resource pedagogical framework for making intensive reading more interactive, contextual, and emotionally supportive in Indonesian secondary EFL classrooms.

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