cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dewi Atikah
Contact Email
dewi.atikah70@gmail.com
Phone
+6282273362411
Journal Mail Official
allughawiyaat20@gmail.com
Editorial Address
Jalan Sultan Qaimuddin,no 17, Baruga, Kendari, Sulawesi Tenggara
Location
Kota kendari,
Sulawesi tenggara
INDONESIA
Al Lughawiyaat
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 27466035     DOI : https://doi.org/10.31332/
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Al Lughawiyaat is a scientific journal publishing articles mainly related to English Education, Linguistics, Literature, and Applied Linguistics concerned on the theory of language and practice of language learning including second language acquisition and the teaching and learning of second or foreign language.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2026): April" : 8 Documents clear
Mapping Gender Awareness in English Language Teaching: A Mixed-Methods Study in Indonesian Islamic Universities Anita, Anita; Haryanto, Nur
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.12738

Abstract

This study examines gender awareness in English Language Teaching (ELT) within Indonesian Islamic Higher Education Institutions (PTKI), with a specific focus on three dimensions of gender awareness: attitudes toward gender equality, gender-responsive teaching practices, and gender representation in learning materials. Using a mixed-methods design, the research involved survey responses from 312 students and 54 lecturers, complemented by semi-structured interviews and classroom observations across three Islamic Higher Education Institutions. Quantitative findings show that students report slightly higher gender awareness than lecturers, whereas lecturers perceive gender as having a stronger structural impact on learning processes. Qualitative results further contextualize these differences by identifying four key themes: the creation of inclusive learning environments, increased student motivation and engagement, concerns over gender representation in ELT materials, and the importance of gender-focused professional development for lecturers. Together, these integrated findings demonstrate that gender awareness influences both classroom dynamics and pedagogical decision-making. The study highlights the need for Islamic Higher Education Institutions to embed gender-responsive approaches into curriculum design, teacher training programs, and institutional policies to promote inclusivity and enhance learning outcomes in ELT.
The Students’ Perception to Artificial Intelligence (AI) in English Language Learning Karmila, Evi; Fakhruddin, Zulfah; Dalle, Ambo; Saepudin, Saepudin; Mujahidah, Mujahidah
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.13069

Abstract

In the era of digital transformation, the integration of using artificial intelligence has gained significant attention, especially in English language learning study in the English Education Program at State Islamic Institute (IAIN) Parepare. This study identifies students’ perceptions on the use of Artificial Intelligence in English Language Learning and also the advantages and challenges students in State Islamic Institute (IAIN) of Parepare. Using the Technology Acceptance Model (TAM) as the theoretical foundation, the study focuses on two key constructs: Perceived of Usefulness (PU) and Perceived Ease of Use (PEoU). Employing a descriptive quantitative approach, data were collected from 30 participants, comprising 15 students from the 3rd semester and 15 students from the fifth semester, through structured questionnaires using a semantic differential scale. Findings reveal that students are highly useful and relatively easy to use in English language Learning. The students reported higher mean scores in both PU (4,130 = very useful) with positive perception and PEoU (4,213= very easy), reflecting their professional experience and familiarity with technology integration. Students, while positive, exhibited slight scores in both Advantages (4,283= Highly Advantages) and Challenges (4,213= Very High Challenges), highlighting variability due to differences in digital literacy and access. The study underscores the need for improvement and support in technical independence and initial learning phases.
Merdeka Curriculum from The Students' Perspective: A Qualitative Study on Learning Perceptions and Experiences Saputra, Muhammad Ari; Batubara, Romaito; Nasution, Ade Candra; Safitri, Rahma; Mardia, Nur Anisah; Lubis, Rohani; Pratama, Riski; Azizah, Nur
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14134

Abstract

This qualitative study investigates students’ perceptions and experiences regarding the implementation of the Merdeka Curriculum in Indonesian secondary schools. Using a phenomenological approach, the research involved semi-structured interviews with 12 high school students across one province, aiming to explore how students perceive and engage with the curriculum's core elements: flexibility, project-based learning, and formative assessment. Thematic analysis of the interview data revealed four central themes: (1) increased learning autonomy and flexibility, (2) challenges in managing self-directed learning, (3) enhanced engagement through contextual and collaborative learning, and (4) mixed clarity regarding assessment practices. While students appreciated the personalized and meaningful learning experiences afforded by the Merdeka Curriculum, many expressed a need for clearer guidance, structured support, and consistent feedback from teachers. The findings highlight both the transformative potential and the implementation challenges of the Merdeka Curriculum. This study recommends targeted teacher training, improved communication of learning goals and assessment standards, and ongoing support mechanisms to ensure students are equipped to succeed in a more autonomous learning environment.
Translation of Cultural References in the English Subtitles of Nussa Short Movie Special Edition: ‘Kamu… Antta’ Safi'i, Muhamad; Panggabean, Hanna Maria; Losi, Rizky Vita; Harahap, Ahmad Fadli; Siregar, Try Mahendra
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14157

Abstract

This study aims to identify and analyze the translation strategies used in translating culture-specific items (CSIs) from Indonesian into English subtitles in the Nussa short movie special edition titled "Kamu… Antta." The study applied Pedersen’s (2011) typology of translation strategies for CSIs as its main theoretical framework. The data consists of 19 Indonesian cultural terms found in the film’s dialogues, analyzed using strategies such as retention, specification, direct translation, generalization, substitution, omission, and official equivalent. The findings reveal that the most dominant strategy is generalization, followed by retention. The choice of strategies appears to be influenced by ideological and technical factors, including the purpose of translation, subtitle space constraints, and international viewers’ familiarity with Islamic and Indonesian cultural concepts. This study contributes to the field of audiovisual translation by highlighting the challenges and approaches in translating local cultural elements into a global context.‎
The Effect of Project-Based Learning Integrated with Bulletin Board Media on Students’ Writing Skill in an EFL Context Uksim, Muhammad
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14205

Abstract

This study aims to investigate the effect of Project-Based Learning integrated with bulletin board media on students’ writing skills in an English as a Foreign Language (EFL) context. The research employed a quasi-experimental design involving two groups: an experimental class and a control class. The experimental group was taught using Project-Based Learning integrated with bulletin board media, while the control group received conventional instruction. The participants were senior high school students, and the data were collected through writing tests administered in the form of pre-test and post-test. The students’ writing was assessed based on several aspects, including content, organization, vocabulary, language use, and mechanics. The results of the study revealed that students in the experimental class showed a significant improvement in their writing skills compared to those in the control class. This was indicated by the higher mean score in the post-test and supported by the result of the t-test analysis, which showed that the obtained t-value was higher than the t-table value at the 0.05 level of significance. The integration of bulletin board media in Project-Based Learning provided students with opportunities to actively engage in the writing process, collaborate with small groups, and present their work in a meaningful way. In conclusion, Project-Based Learning integrated with bulletin board media has a positive and significant effect on students’ writing skills in the EFL context. Therefore, this approach is recommended as an effective alternative strategy for teaching writing, as it promotes students’ motivation, creativity, and overall writing performance.
Staging Multicultural Values and Tolerance through Genre in an Indonesian EFL Textbook Martria, Mayang; Kalsum, Kalsum; Bahtiar, Bahtiar; Yusuf, Muh.
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14251

Abstract

This study explores how multicultural values and tolerance are discursively constructed through genre in an Indonesian EFL textbook. It focuses on English for Nusantara Student’s Book for SMP/MTs Grade VIII, a nationally distributed textbook used in junior secondary education, including Madrasah Tsanawiyah Negeri (MTsN). Employing qualitative content analysis, the study examines 49 verbal and visual text units across dialogue, narrative, recount, report, and procedure genres through the lens of Systemic Functional Linguistics genre theory and multicultural education. The findings reveal that multicultural values and tolerance are not uniformly presented across the textbook; rather, they are staged differently through genre. Dialogue, narrative, and recount tend to humanize difference through empathy, shared experience, and moral evaluation, while report and procedure tend to normalize diversity through knowledge, social awareness, and practical action. The study contributes to EFL textbook research by demonstrating that values are not only thematically represented but also genre-shaped in ways that influence how learners are invited to understand and practice tolerance. The findings have implications for the design of English teaching materials in diverse educational settings.
Integrating Mind Mapping and Wordwall.net in English Learning for PE Students’ Vocabulary and Motivation Febrianti, Mariska; Pradana, Ami; Putra, Aziiz Rahman
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14274

Abstract

This study examines how combining mind mapping with Wordwall.net can improve English vocabulary retention and learning motivation among Physical Education (PE) students. PE learners are often underrepresented in English Language Teaching research. The present approach integrates visual cognitive scaffolding with gamified learning to support active, learner-centered instruction. A mixed-method design involved 40 students from class A3, organized into eight groups. Data were collected through surveys, performance assessments, and semi-structured interviews. Findings showed vocabulary scores improved from pre-test averages of 55–60% to post-test averages of 73–82%, reflecting a 21–23% gain. Motivation indicators were also high: attitudes toward English (87.5%), peer and teacher influence (82.5%), and task value/enjoyment (85%). The combination of mind mapping and Wordwall.net effectively boosts vocabulary and motivation, providing practical strategies for ESP-oriented instruction in non-English programs. Keywords:‎ English learning; mind mapping; motivation; physical education students; vocabulary; wordwall.net
The Correlation Between Students’ Writing Anxiety and B2 Level Achievement in Writing Proficiency Adianti, Astrid Dwi; Fakhruddin, Zulfah; Tjalla , Magdahalena; Kalsum, Kalsum
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14346

Abstract

Achieving B2-level writing proficiency based on the Common European Framework of Reference for Languages (CEFR) remains a challenge for many EFL university students. Beyond linguistic limitations, writing anxiety encompassing somatic, cognitive, and avoidance dimensions constitutes a critical affective barrier influencing students' writing performance. This study examined the correlation between students' writing anxiety and their B2-level writing proficiency in an EFL context at a State Islamic Institute in Indonesia. A quantitative correlational design was employed, involving 42 fourth-semester students of the English Education Program. Writing anxiety was measured using the Second Language Writing Anxiety Inventory (SLWAI), while writing proficiency was assessed through an IELTS Writing Task 2 test aligned with CEFR B2 descriptors. Data was analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings revealed that 85.7% of students experienced moderate anxiety, while 14.3% experienced high anxiety, with no students in the low-anxiety category. Regarding proficiency, 54.8% were at the B1 level and 45.2% reached B2. A statistically significant moderate negative correlation was found (r = −0.452, p = 0.003 < 0.05), confirming that higher writing anxiety is associated with lower B2 writing performance. The study interprets these findings through the lens of Krashen’s (1982) Affective Filter Hypothesis, Bandura’s (1997) Self-Efficacy Theory, and Sweller’s (1988) Cognitive Load Theory. Pedagogical implications encompass the adoption of low-anxiety classroom environments, process-based writing instruction, and structured feedback strategies to support CEFR-aligned writing development.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): April Vol. 6 No. 3 (2025): October Vol. 6 No. 2 (2025): July Vol. 6 No. 1 (2025): April Vol. 5 No. 2 (2024): December Vol. 5 No. 1 (2024): June Vol. 4 No. 2 (2023): December Vol. 4 No. 1 (2023): June Vol. 3 No. 2 (2022): December Vol 3, No 1 (2022): June Vol 2, No 2 (2021): December Vol 2, No 1 (2021): June Vol 1, No 2 (2020): December Vol 1, No 1 (2020): June More Issue