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Lisma Meilia Wijayanti
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Lingua Franca
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : 28099133     EISSN : 28099079     DOI : https://doi.org/10.37680/lingua_franca
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences
The Editorial Team Lingua Franca appreciates the submission of articles that have a degree of up-to-date on issues related to Language and Literature in a particular region or community. The Editorial Team has the policy to provide a publication platform through Open Journal System for article submissions so that articles can have scientific contributions and critical discourse on scientific developments. The objective of the editorial team is to create critical awareness for writers on the development of the world of language and literature. Meanwhile, the scope of the journal is as follows; Linguistics: Micro Linguistics Macro linguistics Applied linguistics Translation studies Contrastive analysis Education field Language Cognitive Anthropology Psychology Phonetics Stylistics Philosophy of Language Psycholinguistics Sociolinguistics Ethnolinguistic Phonology Semiotics Epigraphy Paleography Applied field Language teaching Lexicography Applied phonetics Applied sociolinguistics Development of an International Language Development of Special Language Medical Linguistics Graphology Mekanolinguistik Literature: Literature studies Poetry Prose Essay Drama Novel Philology
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 94 Documents
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A Bibliometric Analysis of AI-Mediated Communication in Second and Foreign Language Learning Ervinda Dwi Meidyana
Lingua Franca Vol. 5 No. 1 (2026): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v5i1.9846

Abstract

Artificial Intelligence-Mediated Communication (AIMC) has become an increasingly influential area in second and foreign language learning, enabling new forms of interaction, feedback, and language support through AI technologies. Despite the rapid growth of this field, a comprehensive understanding of its research development, thematic structure, and emerging directions remains limited. This study maps the intellectual structure, thematic evolution, and research gaps in AIMC studies published between 2020 and 2025. Using bibliometric analysis and visualization techniques in VOSviewer, data were collected from the Scopus database and analyzed through keyword co-occurrence, thematic clustering, temporal overlay mapping, density visualization, and bibliographic coupling. A total of 521 publications were included in the analysis. The findings indicate a substantial increase in scholarly attention to AIMC in language education. Four dominant thematic areas emerged: generative AI and conversational systems; AI-assisted writing and automated evaluation; translation technologies; and socio-educational issues related to language learning. The results show particularly strong connections between AI technologies and writing-related applications, suggesting that writing remains the most extensively explored area in AIMC research. Temporal analysis also demonstrates a shift from earlier attention to machine translation toward generative AI and human–AI collaborative learning practices. However, several areas remain underexplored, particularly AI applications for speaking development, teacher professional development, assessment redesign, and non-English language contexts. These findings provide directions for future research and support more balanced, theoretically informed, and pedagogically meaningful integration of AIMC in language education.
Analisis Kemampuan Membaca Nyaring Siswa Sekolah Dasar dalam Pembelajaran Bahasa Indonesia Farida Nugrahani; Nuha Nisrina Putri; Wijayanti Wijayanti; Dibyo Laksono Susilo; Dwi Handayani; Yuni Susilowati; Sri Hartati
Lingua Franca Vol. 5 No. 1 (2026): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v5i1.9920

Abstract

Reading aloud is a fundamental language skill for primary school children, enabling them to comprehend and articulate written material. Preliminary observations in Grade V at Gawan 1 State Elementary School revealed variations among students in pronunciation, intonation, fluency, expression, and pausing during oral reading. This qualitative case study, conducted from May 5–19, 2026, involved 11 fifth-grade students and one classroom teacher. Data were gathered through observation, interviews, and documentation, then analyzed using Miles and Huberman's framework, which encompasses data reduction, presentation, and conclusion drawing. Validity was ensured through method triangulation. The findings indicated that the overall reading-aloud ability of Grade V students was satisfactory. Among the 11 participants, two demonstrated excellent performance, five achieved good results, three fell into the less category, and one was classified as very less. Pronunciation and fluency emerged as the strongest aspects, whereas intonation, expression, and pausing still needed refinement. Interview results suggested that reading habits and self-confidence significantly affect students' oral reading performance. These findings suggest that consistent reading practice should be incorporated into Indonesian language instruction to enhance students' reading skills more effectively.
The Correlation between Vocabulary Mastery and Speaking Skills of Female Boarding Students at Islamic High School Rahita Rahmadya Waluyo; Muhammad Taufiq
Lingua Franca Vol. 5 No. 1 (2026): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v5i1.10079

Abstract

This study determines the relationship between vocabulary mastery (mufrodat) and speaking skills (maharah kalam) among female boarding students. Employing a quantitative correlational design, the total sampling technique was used to select all 32 tenth-grade female boarding students at MAN 2 Model Medan. Data were collected using valid and reliable vocabulary and speaking tests and analyzed using descriptive statistics and Pearson Product-Moment correlation tests in SPSS, along with tests of normality and linearity. Results showed 50% of students had moderate vocabulary mastery, and 71.88% fell into the moderate speaking category. The Pearson correlation yielded a coefficient () of 0.124 with a significance value of 0.501. Since , no significant relationship exists between vocabulary mastery and speaking skills within this population. Theoretically, this study offers an empirical critique of Arabic pedagogy by demonstrating a clear decoupling between lexical competence and communicative performance in high-control language environments. In practice, these findings shift the focus of boarding school language strategies from passive vocabulary accumulation (input) to mitigating psychological barriers, such as language anxiety, and maximizing active speech production (output) in daily communication.
Implementasi Project Based Learning Berbasis Deep Learning dalam Mengembangkan Berpikir Kritis Menulis Teks Deskripsi Tashilun Neli Amali; Muhammad Masykur Baiquni
Lingua Franca Vol. 5 No. 1 (2026): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v5i1.10206

Abstract

This study aims to analyze the acceleration of critical thinking skills among 7th-grade students at SMP Islam Gedangan in writing descriptive texts through a Project-Based Learning (PjBL) model integrated with Deep Learning. A qualitative case study approach involving 17 students was employed. Data were collected through observation, interviews, and written work, and were analyzed using the SOLO Taxonomy framework. The research findings reveal a significant cognitive transformation. Before the intervention, 82.35% of students exhibited a “surface learning” pattern—predominantly at the multi-structural level (70.6%)—due to issues such as copy-pasting and group passivity. Following the intervention, there was a marked shift toward “deep learning” (76.5%), with 35.3% of students reaching the highest level (Extended Abstract). Students demonstrated the ability to write critically—moving beyond the concrete text—by integrating deep personal reflection and insights. This cognitive transition was driven by the application of “meaningful,” “mindful,” and “joyful” pillars, which effectively activated the students’ metacognitive awareness. The study concludes that integrating Deep Learning-based Project-Based Learning (PjBL) effectively restructures students’ mindsets from a linear, fragmented approach to an integrative, conceptual one in language learning.

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