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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 72 Documents
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Pragmatics of Power: How Dedi Mulyadi Constructs Authority through Language Mahmud, Fitriningsih Pratiwi; Talaohu, Ahmad Rifani; Maulud, Ismail
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.12582

Abstract

This study examines the pragmatic strategies through which Indonesian political figure Dedi Mulyadi constructs authority in his public communication. The significance of this research lies in highlighting how authority is enacted linguistically in Indonesian politics, where cultural values, humour, and symbolic expressions shape leadership discourse. The purpose of this article is to analyze how Dedi Mulyadi uses speech acts, politeness strategies, conversational implicatures, and code-mixing to project authority while sustaining solidarity with audiences. The analysis applies Speech Act Theory (Austin, 1975; Searle, 1969), Politeness Theory (Brown & Levinson, 1987), and Grice’s (1975) theory of implicature. Methodologically, this research adopts a qualitative design using pragmatic discourse analysis. Data were collected purposively from Dedi Mulyadi’s speeches, interviews, and informal talk shows retrieved from YouTube channels, news portals, and other online platforms in 2025. Transcriptions were coded to identify illocutionary acts, politeness strategies, and implicatures within cultural contexts. Findings reveal that Dedi Mulyadi combines assertiveness with inclusivity, frequently using directives and assertives framed through humour, cultural metaphors, and rural imagery. His code-mixing in Sundanese and Bahasa Indonesia strengthens local identification, while implicatures allow him to convey moral imperatives indirectly. Overall, these pragmatic strategies enable him to project power while simultaneously constructing an approachable, culturally grounded leadership persona.
Challenges of Pair Work Activity in EFL Writing Classroom: A Narrative Review Aprillia, Olvi; Zur, Sarjaniah; Atikah, Dewi; Wahyuddin Masdin, M
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.10857

Abstract

This narrative review aims to identify the challenges of pair-work activities in EFL writing classrooms based on a comprehensive analysis of recent research. The data in this study were drawn from 20 articles published between 2013 and 2023. The results of the data analysis revealed four main challenges in implementing pair work for EFL writing: unequal participation, conflicting ideas and negotiation, differences in task progress and completion, and differences in language proficiency and language-related issues. This inquiry found that unequal participation and language proficiency disparities were the most frequently reported challenges across the studies. This study could specifically increase teachers' awareness of the potential obstacles in collaborative writing especially in pair work activities and help them develop strategies to mitigate these challenges, as it is hoped that addressing these issues will lead to more effective pair work implementation and improved learning outcomes in EFL writing classrooms.
Mismatched Perceptions of Mentors and Pre-Service Teachers in Implementing Warm-Up Activity During Field Teaching Program Warahma; Azwar Abidin; Suhartini Syukri
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.11903

Abstract

This qualitative study aims to explore the mismatched perceptions of mentors and pre-service teachers in implementing warm-ups during a field teaching program. The study involved four mentor teachers and six pre-service teachers as participants. Through thematic analysis of reflections and in-depth interviews, the study revealed that there are several mismatched perceptions among mentors and pre-service teachers when implementing warm-ups, including time allocation and the benefits of these activities. Mentor teachers consistently advocated for a concise 5-minute warm-up during the opening stage. In contrast, pre-service teachers preferred 10-15 minutes for these activities. This study also identified mentors and pre-service teachers who acknowledged the benefit of these activities. Mentor teachers stated that these benefits include preparing students, stimulating students' thinking, and generating student enthusiasm. Pre-service teachers stated these benefits, including activating prior knowledge, increasing engagement and motivation, facilitating review and reinforcement, fostering communication, and creating a fun and relaxed atmosphere. The findings highlight the importance of balancing the benefits of warm-ups with efficient time management as an optimal approach for opening lessons.
An analysis of Students’ Motivation to Speak through Information Gap Task Activities Santri, Sulfi
AL LUGHAWIYAAT Vol. 3 No. 2 (2022): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v3i2.3381

Abstract

This qualitative research aims to determine the extent to which students are motivated to speak through information gap activities in English classroom at one of high schools in Kota Kendari. This research was conducted in three meetings consisting of two meetings with activity stages including: planning, implementing the action, observing (observing), and reflecting. The data was gathered using field observation sheets and student reflection sheets. The research findings reveal that the information gap activity can motivate students to speak in English class. Students look enjoy, happy, and enthusiastic in the classroom. Students are motivated to speak when they are assigned information gap activities in pairs or groups. The activities give them more opportunities to practice speaking by exchanging certain information to other friends. Students are encouraged to communicate and collaborate with their partners in completing the tasks.
Students’ Response to Visual Scaffolding Activity in the EFL Classroom Wahid, Kaharudin; Halim, Abdul; Syukri, Suhartini
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.3454

Abstract

The main purpose of this research is to analyse the students' respond toward Visual Scaffolding activity in the EFL classroom. The data in this study is taken from twenty five EFL students’ reflection they have narrated based on their class participation about Visual Scaffolding activty. The researcher collected the results of their reflections through Microsoft Word documents that have been shared by the researcher before they wrote their reflective journal. Then, those reflective journal were analyzed by using thematic analysis (TA) adopted from Braun and Clarke (2006) through coding the data by underlining some words as a code. The results of the research revealed that the students perceive visual scaffolding positively and enthusiastically since it was able to support them to understand the presented material throughout the teaching and learning process in the class. The students also felt that visual scaffolding could  motivate them to study. On the other hand, there were a few students stated that they were not feel any positive changes after participating Visual Scaffolding activity in their class but they admit that Visual Scaffolding can help them to understand the learning material properly.
Female EFL Pre-Service Teachers’ Experiences During Field Teaching Practice at Vocational School Nurfaidah, Sitti; Ramadhani, Aulia; Malaka, Sartina
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.3698

Abstract

In the context of teacher training, the integration of gender dynamics within the educational setting has received increasing attention, particularly in environments where gender roles are distinctly emphasized. However, there remains a significant gap in the literature concerning the specific challenges and strategies of female EFL pre-service teachers in male-dominated vocational schools, which this study seeks to explore. This qualitative study aims to uncover the experiences of female EFL pre-service teachers during their field teaching practice in a male-dominated vocational school. The data were gathered from the reflections of nine female pre-service teachers. The findings revealed a variety of experiences encountered by the participants. They shared their initial reactions and feelings upon being assigned to teach at the school, the challenges they faced during the teaching practice, the difficulties encountered when interacting with male students, and the strategies they developed to overcome these interaction challenges.Keywords: Female EFL pre-service; field teaching practice; vocational school
Situational Factors Influencing Students' Willingness to Communicate Qamaria, Nur Asisia
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.4079

Abstract

This qualitative study investigated the situational factors influencing students’ willingness to communicate in speaking classroom. The participants of this study were 15 students majoring in the English Education at one of higher educational institutions at Kendari. The result of data analysis found some situational factors affecting students' willingness to communicate in speaking class. Three themes emerged, i.e. students’ WTC and questions, students’ WTC and opinion, students’ WTC and speaking. Various situational factors affect the students’ understanding the topic, to speak in groups and in pairs, task type, background of knowledge as indicated directly by the lecturer during the learning process. This study implies that the teacher can provide enough understanding of the factors that can make students want to communicate by themselves.
EFL Learner’s Beliefs in Learning Grammar Susanti, Susanti; Emsil, Sucitra Juliana; Halim, Abdul; Atikah, Dewi
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.4122

Abstract

This qualitative study aims to identify students’ beliefs about learning grammar. Data were collected by using questionnaire and reflection of twenty-five English Education Department students. The data were analyzed based on thematic analysis which consists of six themes emerged. This study focuses on students’ beliefs in learning grammar particularly on the aspect of the importance of grammar, learners’ needs in learning grammar, learners’ strategy in learning grammar, learners’ beliefs about difficulty of grammar, learners belief on the error correction and feedback and learners confidence of using grammar in communication. This will provide information to lecturers and universities to take advantage of beliefs in learning grammar. This study thus implies that the educators can design the lesson by taking into consideration the students’ beliefs.Keywords: Importance of Grammar; Learning Grammar; Students’ Beliefs. 
Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills Halim, Abdul; Yang, Chen Ching; Nasril, Nasril
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4164

Abstract

Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction. Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning
EFL Learner's Experience of Zoom Platform use in Online Research Consultation During COVID-19 Anggita, Ayu
AL LUGHAWIYAAT Vol. 3 No. 2 (2022): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v3i2.4214

Abstract

This qualitative study aims to explore EFL learners’ experience of Zoom platform use in online research consultation during COVID-19. Data were gathered from five students' reflection who used Zoom platform as a media for online research consultation during the COVID-19 pandemic. Framed by usability concept, findings of the study reveal that in terms of learnability, Zoom platform facilitates the senior students in their online consultation process. Meanwhile, in terms of satisfaction, findings reveal that students were satisfied with the use of Zoom due to feature support in the platform. 

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