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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 97 Documents
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Implementation of the Inquiring Minds Want to Know Model in Increasing Student Learning Activity Ariqa, Fathia Fitri; Widda, Widda; Nasbi, Khairun; Medianto, Rivo; Puadah, Popi
Journal International of Lingua and Technology Vol. 4 No. 2 (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.v4i2.967

Abstract

Student learning engagement is a key indicator of a successful learning process. In practice, many teachers still use conventional methods that tend to make students passive, simply receiving material without responding critically. The Inquiring Minds Want to Know model presents itself as an innovative learning approach that positions student curiosity as the primary driver of learning activities. This model encourages students to actively ask questions, gather information, and find answers through exploration. Various literature shows that implementing this model can increase student participation, critical thinking skills, and learning motivation. Therefore, this study was conducted to examine the implementation of this model through a review of relevant literature. This study aims to describe how the implementation of the Inquiring Minds Want to Know model can improve student learning engagement. Furthermore, it also aims to identify factors contributing to the model's successful implementation and challenges teachers may face in the classroom. This research employed a qualitative method with a literature review approach. Data were obtained from various journals, articles, and previous research relevant to the topic. Analysis was conducted by reviewing, organizing, and summarizing the literature findings related to the implementation of the Inquiring Minds Want to Know model. The literature review results indicate that this model effectively increases student learning engagement. Students are more confident in expressing opinions, asking questions, and actively participating in discussions. The teacher acts as a facilitator, stimulating students' curiosity through open-ended questions and contextual problems. The study concluded that implementing the Inquiring Minds Want to Know model had a positive impact on student learning engagement. This model can be a solution for teachers to create an interactive, critical, and enjoyable learning environment.
Innovation in Indonesian Vocabulary Learning through Interactive PowerPoint Media for Arabic-Speaking Students Ahsanuddin, Mohammad; Ridwan, Nur Anisah; Ilmi, Fatiya Faza Khabibatul; Prastiwi, Nainisa Nur; Ahsan, Najma Auliya' Maulidah
Journal International of Lingua and Technology Vol. 4 No. 2 (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.v4i2.992

Abstract

Arab students learning Indonesian often struggle to memorize new vocabulary, even though vocabulary is the foundation of language. This challenge is exacerbated by the lack of engaging learning media tailored to everyday contexts. This study aimed to improve students' vocabulary mastery by using interactive PowerPoint slides. Conducting two cycles, the Classroom Action Research (CAR) involved participants from the Indonesian Language and Literature (BIPA) class at Malang State University to assess the impact of this new medium. The instruments used included written tests, direct observation, questionnaires, and other supporting documents. The final analysis revealed significant results: the average score jumped from 56.2 in the pre-test to 78.6 in the post-test in the second cycle, and the completion rate increased from 40% to 88%. Students responded positively, reporting that interactive PowerPoint slides increased motivation and engagement during the lesson. These findings suggest that slides designed for everyday contexts may be a strategic alternative for teaching Indonesian vocabulary to non-native speakers.
The Role of Podcasts in Enhancing Language Learning Syafei, Muh; Rahman, Rashid; Anis, Nina
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.775

Abstract

In the digital age, podcasts have emerged as a versatile tool for language learning, offering accessible and engaging content for learners. Despite their growing popularity, there is limited empirical research on how podcasts specifically enhance language acquisition, particularly in diverse educational contexts. This study aims to address this gap by exploring the role of podcasts in improving language skills. This research investigates the effectiveness of podcasts in enhancing language learning outcomes, focusing on listening comprehension, vocabulary acquisition, and learner motivation. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative interviews. Participants included 120 intermediate-level language learners divided into experimental and control groups. The experimental group engaged with podcast-based activities over eight weeks, while the control group followed traditional methods. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in listening comprehension and vocabulary retention among the experimental group. Learners reported increased motivation and autonomy, attributing these gains to the flexibility and authenticity of podcast content. Podcasts are a valuable resource for language learning, fostering both linguistic and motivational benefits. Educators are encouraged to integrate podcasts into curricula to support diverse learning needs.  
Addressing Pronunciation Challenges in Diverse Language Classrooms Latifah, Nur; Chai, Napat; Chai, Som
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.776

Abstract

Pronunciation is a critical yet challenging aspect of language learning, particularly in diverse classrooms where learners come from varied linguistic backgrounds. Mispronunciations can hinder effective communication and reduce learners' confidence. Despite its importance, pronunciation instruction is often neglected in language curricula, leaving learners ill-prepared for real-world interactions. This study addresses this gap by exploring effective strategies to tackle pronunciation challenges in multilingual classrooms. The research aims to identify the most common pronunciation difficulties faced by learners in diverse language classrooms and evaluate the effectiveness of targeted instructional strategies in addressing these challenges. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative classroom observations and interviews. Participants included 150 learners from diverse linguistic backgrounds enrolled in an English as a Second Language (ESL) program. Targeted pronunciation exercises, including minimal pair drills and intonation practice, were implemented over a 12-week period. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in learners' pronunciation accuracy, particularly in stress patterns and vowel sounds. Participants reported increased confidence in speaking and greater awareness of their pronunciation errors. Classroom observations indicated that interactive and repetitive exercises were most effective in addressing pronunciation challenges. Targeted pronunciation instruction is essential for improving communication skills in diverse language classrooms.
Blended Learning Approaches in Language Instruction: A Comparative Study Dara, Sokha; Vann, Rithy; Pitri, Alisyah; Nilfatri, Nilfatri
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.777

Abstract

Blended learning, which combines traditional face-to-face instruction with online learning, has gained significant attention in language education due to its potential to enhance flexibility and engagement. Despite its growing popularity, there is limited comparative research on the effectiveness of different blended learning models in language instruction. This study addresses this gap by examining the impact of various blended learning approaches on language learning outcomes. The research aims to compare the effectiveness of different blended learning models in language instruction, focusing on their impact on learner engagement, language proficiency, and satisfaction. It seeks to identify best practices for integrating online and face-to-face components to optimize language learning experiences. A mixed-methods approach was employed, involving 200 language learners divided into three groups, each experiencing a different blended learning model. Data were collected through pre- and post-tests, surveys, and focus group discussions. Quantitative data were analyzed using statistical software, while qualitative data were subjected to thematic analysis. The findings revealed that the flipped classroom model significantly improved learner engagement and language proficiency compared to other models. Participants in the flipped classroom group reported higher satisfaction levels and greater confidence in using the target language. However, all blended learning models showed positive outcomes, suggesting that the integration of online and face-to-face components enhances language learning.
Cultural Sensitivity in Language Education: Methods and Best Practices Aisyah, Aisyah; Rocha, Thiago; Silva, Pedro
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.778

Abstract

Cultural sensitivity in language education is essential for fostering inclusive and effective learning environments. Language learning involves not only acquiring linguistic skills but also understanding the cultural context in which language is used. However, many language education programs overlook the importance of cultural sensitivity, which can impact student engagement and comprehension. This research aims to identify effective methods and best practices for integrating cultural sensitivity into language education, enhancing both linguistic and intercultural competence among learners. A qualitative research approach was employed, involving case studies and interviews with 30 language educators from diverse educational institutions. Data was collected to explore educators’ experiences and strategies for incorporating cultural sensitivity into their teaching. The study also analyzed classroom practices to determine which methods were most effective in fostering cultural awareness. Thematic analysis was conducted to identify common practices and challenges faced by educators in implementing culturally sensitive teaching strategies. The findings reveal that integrating cultural sensitivity into language education leads to higher student engagement, deeper understanding of cultural context, and improved language proficiency. Best practices identified include the use of culturally relevant materials, facilitating discussions around cultural diversity, and encouraging students to share their own cultural backgrounds. Educators noted that these practices not only enhance language skills but also build students’ empathy and openness toward diverse cultures. This study concludes that culturally sensitive methods are essential for effective language education, providing students with the skills needed for meaningful intercultural communication. Future research should focus on developing scalable frameworks to support culturally sensitive teaching across varied educational contexts.
Strategies for Teaching Language to Students with Special Needs Nuryanti, Titik; Lim, Sofia; Tan, Ethan; Purnama, Yulian
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.779

Abstract

Teaching language to students with special needs presents unique challenges, requiring tailored strategies to address diverse learning abilities and disabilities. Despite the growing emphasis on inclusive education, there is limited research on effective language teaching methods for this population. This study explores strategies for teaching language to students with special needs, focusing on their impact on language acquisition and engagement. The research aims to identify and evaluate effective strategies for teaching language to students with special needs, focusing on their impact on language proficiency, engagement, and inclusivity. It seeks to provide practical recommendations for educators to create supportive and effective learning environments. A mixed-methods approach was employed, involving 50 students with special needs and their teachers. Data were collected through classroom observations, teacher interviews, and pre- and post-tests to measure language proficiency. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using statistical software. The findings revealed that multisensory approaches, visual aids, and individualized instruction significantly improved language proficiency and engagement among students with special needs. Teachers reported that these strategies enhanced students' confidence and participation. However, challenges such as resource limitations and lack of training were also identified. Tailored strategies, such as multisensory approaches and individualized instruction, are effective in teaching language to students with special needs. Educators should prioritize inclusive practices and professional development to address challenges and enhance language learning outcomes.
Gamification in Language Learning: Strategies and Impacts Rachman, Azhariah; Nishida, Daiki; Liliani Husain, Desy Liliani
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.780

Abstract

The integration of gamification in language learning has gained significant attention due to its potential to enhance engagement, motivation, and learning outcomes. Despite its growing popularity, there is a need for a comprehensive analysis of effective strategies and their impacts on learners. This study addresses this gap by exploring how gamification can be strategically implemented in language education. This research aims to identify effective gamification strategies in language learning and evaluate their impacts on learner motivation, engagement, and proficiency. A mixed-methods approach was employed, combining a systematic literature review of 50 studies from Scopus-indexed journals (Q1 and Q2) with a quasi-experimental study involving 120 language learners. Data were collected through surveys, interviews, and pre-post proficiency tests. The findings reveal that gamification strategies such as point systems, leaderboards, and narrative-driven tasks significantly improve learner motivation and engagement. Additionally, learners exposed to gamified environments demonstrated a 20% higher proficiency gain compared to traditional methods. Gamification is a powerful tool in language learning, offering innovative ways to enhance educational outcomes. However, its success depends on the careful design and alignment of game elements with learning objectives.
Adaptive Assessment Tools for Language Learners: A Review of Current Technologies Cahyati, Sri Supiah; Iqbal, Kiran; Malik, Fatima
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.781

Abstract

In language education, adaptive assessment tools have emerged as valuable resources to address the diverse proficiency levels and learning needs of students. Traditional assessment methods often fail to capture the full range of learners’ skills, limiting personalized feedback and targeted support. Adaptive assessment technologies offer a solution by tailoring test content in real-time based on individual responses, providing a more accurate and dynamic measure of language proficiency. This research aims to review current adaptive assessment technologies in language education, examining their functionalities, benefits, and limitations. A comprehensive literature review was conducted, analyzing recent studies and technology reports on various adaptive assessment tools used in language learning. The research focuses on key features such as real-time adaptability, personalized feedback, and skill-specific assessments. The tools reviewed include applications designed for different language skills, such as reading, writing, listening, and speaking, and their effectiveness was evaluated based on learner engagement, accuracy, and pedagogical value. Findings indicate that adaptive assessment tools improve learner motivation and engagement by adjusting the difficulty level to match individual abilities. Additionally, these tools provide more targeted insights for educators, enabling personalized instruction. However, challenges remain, including the high cost of implementation and the need for technical training for educators. These findings highlight the potential of adaptive assessments to enhance language learning but underscore the need for further development to make them more accessible. This review concludes that adaptive assessment tools are transformative in language education, though efforts are needed to address cost and accessibility challenges. Further research should focus on refining these tools and exploring their long-term impact on language proficiency.
Language and Identity in the Digital Age: Discourse Analysis of Online Communities Based on Regional Languages Evizariza, Evizariza; Na, Li; Wei, Sun
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
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.v3i3.813

Abstract

Humans are social creatures who cannot live alone. This requires a language that unites one individual with another, group with group, or individual with group. Language is an important component in a person's identity. Language is not only a means of communication, delivering messages, or even jokes. The influence of digital can create online communication. The purpose of this study is to find out how regional languages are used in online communities that affect the identity of their users. Through an analytical approach and literature study, researchers collected information from various journals or related articles. The results of the study show that regional languages can strengthen the identity of a region and its individuals. In addition, it also creates space for social solidarity and strengthening language communities. The results of this study in the form of a community of regional languages will revive regional languages that have faded. The existence of a new spirit in creativity in developing regional languages as local cultures will be able to reduce the rate of extinction of regional languages. Many regions have reused regional languages as everyday languages and are combined in learning. The conclusion of this study, a strong desire is needed to increase the protection of diverse cultures in Indonesia. 700 languages that must continue to be pursued in cultural defense. We need a young generation that is not embarrassed to use regional languages in everyday life.

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