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Journal International of Lingua and Technology
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 2830487     EISSN : 2830456X     DOI : https://doi.org/10.55849/jiltech
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal International of Lingua and Technology is published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. The scope of journal: assessment and testing in language learning and education; technology in language learning; language learning media; applied linguistics methodologies and issues; classroom language teaching issues; all language -related learning technologies; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism and bilingual education; and teacher training, gender and equality in language education.
Arjuna Subject : Umum - Umum
Articles 112 Documents
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THE IMPACT OF GAMIFICATION ON STUDENT ENGAGEMENT AND ARABIC LANGUAGE PROFICIENCY: A CASE STUDY IN ARABIC AS A FOREIGN LANGUAGE (AFL) Husnatul Hamidiyyah Siregar; Humairatuz Zahrah; Rina Haji Omar
Journal International of Lingua and Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v5i2.1246

Abstract

The teaching of Arabic as a Foreign Language (AFL) presents significant challenges, particularly in terms of student engagement and proficiency. Traditional instructional methods often struggle to maintain student interest, leading to suboptimal learning outcomes. Gamification, the integration of game elements into educational settings, has emerged as a potential solution to enhance both engagement and learning outcomes. This study aims to explore the impact of gamification on student engagement and Arabic language proficiency. A mixed-methods approach was employed, with 60 undergraduate students randomly assigned to either a gamified or a traditional learning group. The experimental group engaged in a gamified learning environment, incorporating points, leaderboards, and interactive tasks. Data were collected through pre- and post-tests measuring language proficiency, a student engagement questionnaire, and qualitative interviews. The results indicated that the experimental group demonstrated significantly higher improvements in language proficiency, particularly in speaking and writing, compared to the control group. Engagement levels were also notably higher in the gamified group, as evidenced by their increased participation and motivation. The findings suggest that gamification is an effective tool for enhancing student engagement and proficiency in AFL, offering an innovative approach to language learning. Further research is needed to explore the long-term effects of gamification and its applicability across different educational contexts.
TECHNOLOGY FOR INCLUSIVE ARABIC LANGUAGE EDUCATION: ADDRESSING THE NEEDS OF SPECIAL EDUCATION ARABIC LEARNERS Wahyuni; Hassan Ali; Adam Idris
Journal International of Lingua and Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v5i2.1247

Abstract

Inclusive education has gained increasing attention as a critical factor in ensuring all students, including those with special educational needs, have access to quality learning experiences. Arabic language education, in particular, presents unique challenges for special education learners due to its complex script, grammar, and phonology. Technology has been suggested as a solution to support these learners by providing tailored, adaptive learning experiences. This study investigates the role of technology in enhancing Arabic language learning for special education students. The research aims to identify how assistive technologies, such as text-to-speech tools, interactive apps, and gamified learning environments, can improve both student engagement and language proficiency. A mixed-methods approach was employed, including pre- and post-test assessments of language proficiency, a student engagement survey, and qualitative interviews with students and teachers. The findings indicate that the experimental group, which utilized technology-enhanced tools, showed significant improvements in language proficiency and higher levels of engagement compared to the control group using traditional methods. This study concludes that technology offers substantial benefits in creating more inclusive and effective Arabic language education environments for special education learners. The integration of adaptive learning technologies is essential for supporting students with disabilities and fostering their academic success.
UTILIZATION OF SOCIAL MEDIA TO FACILITATE STUDENT LEARNING INDEPENDENCE AND CREATIVITY Muhammad Ihsaan Fathoni; Asri Budiningsih; Suyantiningsih
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.891

Abstract

Students are individuals who need independent learning and creativity to develop their potential to the maximum. There is a need for learning in the current digital and globalization era, that the use of social media is important for students. Social media is a means of communication and social interaction in cyberspace which can be an effective means of facilitating student learning independence and creativity. One of the advantages of social media is its ability to connect people from different backgrounds and geographies, making it easier for students to interact and share information with their peers. This year's research is a needs assessment of the development of learning models using social media in facilitating student learning independence and creativity. This type of research is descriptive quantitative and qualitative which is carried out in study programs in the FIPP UNY environment. The population is all FIPP UNY students in all S1 study programs and all batches totaling 5253 people. The research sample taken was 372 people. The research instrument used a questionnaire and interview sheet The research results show that: 1). The type of social media that is widely used by FIPP UNY students to facilitate their learning is YouTube 2). The level of use of social media by FIPP UNY students to facilitate their learning is quite high. The majority of students tend to see social media as a useful tool in supporting their learning process 3). The social media that is widely used by FIPP UNY students to facilitate independent learning is YouTube 4). Social media is widely used by FIPP UNY students to increase creativity Youtube 5). FIPP UNY students' obstacles to social media to facilitate learning are related to technical problems, information distortion, security privacy and usage interference.
NATURAL LANGUAGE PROCESSING (NLP) APPLICATIONS FOR ERROR ANALYSIS IN LEARNING INDONESIAN FOR FOREIGN SPEAKERS (BIPA) Inriati Lewa; Zain Nizam; Andres Villanueva; Le Hoang Nam
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1113

Abstract

The increasing global demand for Indonesian language learning (BIPA) necessitates systematic, scalable error analysis to optimize pedagogical interventions, a task severely hindered by the limitations of manual correction. This study aimed to develop and validate a specialized Natural Language Processing (NLP) framework to automatically classify linguistic errors in BIPA written output and generate a statistically generalizable error map for curriculum reform. The research employed a corpus-based, developmental design, building a BIPA-Optimized NLP Error Classification Pipeline and validating it on a corpus of over 500,000 words. The model achieved a high F1-score of 0.89. Findings revealed a high error density (7.2 per 100 words), with Affix Misapplication constituting the most resistant obstacle (45% of all errors). Crucially, ANOVA confirmed a non-significant reduction rate of these errors across proficiency levels (p=0.316), indicating that simple exposure is insufficient. The study concludes that the NLP pipeline successfully provides the first objective diagnostic standard for BIPA pedagogy, proving that the difficulty is structural. This mandates an urgent shift toward systematic, targeted remediation strategies focused on the most persistent error sub-types, enabling evidence-based curriculum development.
THE APPLICATION OF E-NOKEN AS A DIGITAL LITERACY MEDIA IN IMPROVING LANGUANGE ABILITY AND STRENGTHENING CHARACTER IN STUDENTS AT SMA OIKUMENE KOTA SORONG Sherly Gaspersz; Fretty Matahelumual
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1116

Abstract

This study aims to examine the effectiveness of implementing e-Noken, a digital literacy medium based on local Papuan culture, in improving the language ability and character building of students at SMA Oikumene Kota Sorong. The study used a pre experimental one group pretest posttest design with a mixed methods approach, involving 32 students as participants through purposive sampling. The research instruments included language ability tests, character strengthening questionnaires, participatory observation, and semi-structured interviews. Quantitative analysis results showed a significant increase in language ability, with an average pre-test score of 38.44 and a post-test score of 77.66, as well as a gain of 0.7658 (high category). Questionnaire analysis showed participants’ positive perceptions of the implementation of e-Noken, both in terms of ease of use and its impact on character building. The interview results reinforced these findings, showing that e-Noken encourages discipline, responsibility, and appreciation for local culture. Although the direct correlation between the implementation of e-Noken and the variables of language ability and character building was not significant, there was a very strong relationship between language ability and character building (r = 0.930, p < 0.01). This study confirms that the integration of local culture-based digital literacy media has a dual impact: it improves academic ability while instilling character values, in line with 21st-century educational goals and learning principles.
UTILIZING ARTIFICIAL INTELLIGENCE (AI) FOR AUTOMATED FEEDBACK ON THE ENGLISH ESSAY WRITING SKILLS OF INDONESIAN UNIVERSITY STUDENTS Nicodemus Rahanra; Ahmed Hossam; James Scott; Nurhayati
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1121

Abstract

Academic writing proficiency is crucial for Indonesian university students navigating global careers, yet the high student-to-teacher ratio severely limits the provision of timely, quality feedback. This constraint impedes skill acquisition and necessitates the exploration of scalable technological solutions. This study aimed to evaluate the validity and causal efficacy of a specialized, localized AI-powered Automated Essay Scoring (AES) system in accelerating students’ writing skill development over one academic semester. A quasi-experimental, pretest-posttest control group design (N=120) was used. The experimental group received continuous AI feedback, while the control group received traditional manual feedback. ANCOVA was applied to measure skill gain, supported by qualitative data on faculty workload and user acceptance. Findings showed the AI group achieved superior learning gains (13.5 vs. 5.5 raw gain) with a statistically significant main effect (F=22.45, p < 0.001). The system demonstrated high scoring reliability (r=0.88) and reduced lecturer routine grading time by 65%, successfully driving improvement in higher-order skills like Structural Coherence. The research confirms that the customized AI-Feedback Model is a pedagogically transformative tool that provides a sustainable solution to structural constraints in EFL education. It establishes a new paradigm for instructional practice by positioning localized AI as a highly consistent and effective mechanism for mass academic skill development in resource-constrained educational environments.
DEVELOPMENT OF AN IMMERSIVE VIRTUAL REALITY (VR) LEARNING ENVIRONMENT FOR SIMULATING CROSS-CULTURAL BUSINESS COMMUNICATION IN ENGLISH Titin Jumriah; Nino Tsereteli; Tsehaynesh Negash; Klara Schmidt
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1122

Abstract

The globalization of commerce demands that graduates possess advanced cross-cultural business communication competence in English, a skill difficult to master using low-fidelity traditional training methods. This study addresses the critical gap by developing an Immersive Virtual Reality (VR) Learning Environment designed to simulate high-stakes cross-cultural business communication scenarios. The primary objective was to validate the pedagogical efficacy of this environment using a novel Multi-Modal VR Communication Assessment Framework. A quasi-experimental, pretest-posttest control group design (N=80) was implemented over an eight-week period, comparing VR training with traditional role-play. The VR prototype integrated AI-driven avatar behaviors and an NLP component for real-time assessment. Results showed a strong causal effect of the VR training on competence gain (F=31.92, p < 0.001), with the VR group achieving a substantial raw gain of 16.8 points, significantly exceeding the control group’s 6.9 points. Crucially, the intervention demonstrated a 25\% reduction in communication apprehension (t(78) = 4.85, p < 0.001), coupled with superior gains in Cultural Appropriateness (21.5\%). The study concludes that the VR environment is not merely an alternative, but a pedagogical necessity capable of mitigating affective barriers and achieving superior gains in nuanced socio-pragmatic competence, thus providing a new standard for holistic professional training.
THE VALIDITY OF AUTOMATED ESSAY SCORING USING NLP COMPARED TO HUMAN RATERS IN THE CONTEXT OF LANGUAGE CERTIFICATION EXAMS Wirdatul Khasanah; Hale Yilmaz; Benjamin White
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1129

Abstract

The integration of Automated Essay Scoring (AES) using Natural Language Processing (NLP) in educational settings has raised questions about its validity, particularly in high-stakes language certification exams. While AES offers the advantage of scalability and efficiency, its ability to replicate human judgment, especially in complex aspects of writing such as creativity and argumentation, remains a subject of debate. This study aims to compare the validity of AES systems to human raters in assessing essays within the context of language certification exams. The primary objective is to evaluate the accuracy, reliability, and alignment between machine-generated scores and those provided by human raters across various writing criteria. A mixed-methods approach was employed, combining quantitative analysis of essay scores and qualitative insights from expert raters. The results indicate a high correlation between AES and human scores for grammar, coherence, and relevance (r = 0.88–0.91), but moderate discrepancies were observed in assessing creativity and argumentation (r = 0.72). The findings suggest that while AES is effective for assessing technical writing aspects, human raters remain essential for evaluating subjective elements. The study concludes that a hybrid approach combining AES with human evaluation may offer a more balanced, reliable, and comprehensive scoring system for language certification exams.
SELF-IDENTITIY IN THE POEM “F? BAYTI UMM?” BY MAHMOUD DARWISH (FERDINAND DE SAUSSURE’S SEMIOTICS) Nadzif Aulia Rohmah; Mugy Nugraha; Siti Robiatul Adawiyah; Annisa Khoirunni'mah; Safina Nurul Aulia
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1132

Abstract

This study aims to analyze the construction of self-identity in Mahmoud Darwish’s poem F? Bayti Umm? through Ferdinand de Saussure’s structural semiotic framework. The research employs a qualitative descriptive method with textual analysis to examine how identity is represented through internal dialogue, memories of the past, personal transformation, and reflective consciousness. The analysis applies the concepts of signifier-signified relations as well as syntagmatic and paradigmatic structures to interpret the emergence of identity within the poetic text. The findings reveal that the lyrical subject’s identity is not presented as a fixed or singular entity, but as a dynamic process continuously negotiated through language, memory, and lived experience. Fragmented expressions, reflective questioning, symbolic diction, and conscious self-positioning illustrate shifts in life orientation and the ongoing pursuit of self-understanding. The novelty of this study lies in its systematic integration of Saussurean structural semiotics to demonstrate how poetic language actively constructs identity rather than merely reflecting it. These findings contribute to contemporary literary and humanities research by offering a structured semiotic model for interpreting identity representation in poetry and by providing theoretical implications for interdisciplinary studies of language, literature, and cultural identity formation.
THE IMPACT OF GAME-BASED LANGUAGE LEARNING ON THE MOTIVATION AND SPEAKING FLUENCY IN MANDARIN CHINESE OF INDONESIAN UNIVERSITY STUDENTS Mufadhol Mufadhol; Li Wi; Zhang Li
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1148

Abstract

Mandarin Chinese has become increasingly important in higher education in Indonesia, yet many university students experience low motivation and limited speaking fluency due to linguistic complexity and anxiety in oral communication. This study aims to examine the impact of Game-Based Language Learning on students’ learning motivation and speaking fluency in Mandarin Chinese. The research employed a quasi-experimental design with a non-equivalent control group, involving sixty Indonesian university students enrolled in Mandarin courses. Data were collected through motivation questionnaires, standardized speaking fluency tests, and classroom observations, and were analyzed using descriptive statistics, inferential tests, and qualitative thematic analysis. The findings reveal that students who participated in game-based learning activities demonstrated significantly higher motivation levels and greater improvements in speaking fluency compared to those receiving conventional instruction. Game-based activities reduced speaking anxiety, increased participation, and provided meaningful opportunities for spontaneous oral practice. The study concludes that Game-Based Language Learning is an effective pedagogical approach for enhancing both affective and communicative aspects of Mandarin speaking instruction. Integrating structured game-based activities into university Mandarin programs can support learner engagement, improve oral fluency, and address persistent challenges in foreign language learning contexts. These findings offer practical implications for curriculum design and innovative language pedagogy development.

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