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Dewi Atikah
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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 94 Documents
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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.
Social Conflict Reflected by Main Characters in the ‎Movie of Harry Potter & Sorcerer’s Stone Arianto, Nurlaila; Abdullah; Iskandar
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 5 No. 2 (2024): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i2.11765

Abstract

This study aims to analyze the types of social conflict found in the film Harry Potter and the Sorcerer's ‎Stone (2001), especially those that occur in main characters, Harry Potter, Ronald Weasley, and ‎Hermione Granger. In addition, this study seeks to outline the reasons why these conflicts arise and ‎show the results or effects that the main character experiences as a result of conflict, whether they are ‎favorable or unfavorable. The descriptive qualitative approach used in this study aims to explain how ‎the author's upbringing and the literature they created are related. Both primary and secondary data were ‎used as data sources for this research. The method of observing and taking notes was used in this ‎research as a data collection strategy. After analyzing the types, consequences, and consequences or ‎impacts of social conflict in Harry Potter and the Sorcerer's Stone (2001), the researcher concludes the ‎analysis into three findings: first, there have been found five types of social conflict, namely individual ‎conflicts with individuals, conflict between races, conflicts between social classes, conflicts between ‎social groups, and individual internal conflicts. Second, there are three main causes that give rise to ‎conflicts in this film, namely differences between individuals, differences in interests, and cultural ‎differences. Third, for negative impacts of social conflict, they are social conflicts can also lead to ‎hostility in society, conflict may occur is the fall of victims. For positive impacts of social conflict, they ‎are conflict can help revive old norms, a way to reduce dependence between individuals and groups, ‎increase solidarity, and create a new compromise‎
EFL Preservice Teachers’ Experiences Of Teaching English Using Differentiated Instruction In Kurikulum Merdeka Elsa; Nur Hasanah Safei; Dewi Atikah; Rezki, Anita
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This case study aims to explore the experiences of EFL preservice teachers in teaching English using the differentiated instruction process in the context of the Kurikulum Merdeka. The participants were 10 EFL students who had completed a teaching internship activity. Online reflection and semi-structured interviews were used to obtain qualitative data for this study. The results of the data analysis showed that there are four things that are the most important part of the differentiated instruction process, the first is designing teaching materials from differentiated instruction; using textbooks, digital media, worksheets and optional assignments, communication and collaboration tools, and initial and ongoing assessments. The second is the implementation of differentiated instruction; grouping students, varying learning materials, and providing feedback. The third is the adaptation; differentiating the level of difficulty of tasks, freeing students to choose the form of tasks, and making games. Fourth is how the experience is felt by EFL preservice teachers; experienced challenges, teacher competency development, and effectiveness. This study can specifically show that the use of the differentiated instruction process plays a role in supporting increased student engagement, learning motivation, and deeper understanding of the material in English learning in schools that implement the Kurikulum Merdeka. Keywords:‎ case study; EFL preservice teachers’ experiences; Kurikulum Merdeka; process of differentiated instruction.
Exploring Students’ Perceptions of WordWall Use for Vocabulary and Pronunciation Development in an EFL Boarding School Classroom Utami, Erina Aulia; Lausiry, Ditha Andini; Nursyafiq, Nursyafiq
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14147

Abstract

This research explored students’ perceptions of the use of a WordWall as an educational tool in an English as a Foreign Language classroom within a boarding school setting. The focus was on students' perceptions about how the WordWall aids in vocabulary growth, awareness of pronunciation, and motivation to learn. A qualitative case study approach was taken, involving 42 students in the seventh grade and an English teacher from an Islamic junior high school that functions under a boarding system. Data were gathered through questionnaires and semi-structured interviews, which were analyzed using descriptive percentages and qualitative descriptive analysis methods. The results showed that students had a generally positive outlook on the WordWall as a learning aid. Most of the participants indicated that the WordWall helped enhance vocabulary skills, raised awareness of pronunciation, and promoted higher participation in class activities. Additionally, the results suggested that the WordWall helped boost students’ motivation and involvement in learning English. Consequently, the WordWall can be considered a useful visual educational tool that supports both language acquisition and student engagement in EFL classrooms. Keywords: Vocabulary, Pronunciation, Word wall, Perception
Challenges in Learning Argumentative Texts among Indonesian Vocational School Students: An Analysis of Language and Cognitive Barriers Danendra, Azriel Daffa; Basya, Dihliza; Nugraheni, Dyah Ayu
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14178

Abstract

The skills of argumentative writing depend on the writer's mastery of language and their ability to use higher-order thinking. The students in this study are from a vocational high school, where they do not have many opportunities to write longer, more formal essays, such as those required for a university-level composition course, so this study looked at the cognitive and linguistic barriers experienced by those students when writing argumentative essays. At a vocational high school located in Jember, East Java, Indonesia, 35 twelfth-grade accounting students participated in this study using a mixed-methods approach. Data collection included classroom documentation; a questionnaire on a Likert scale; and an analysis of the students' written argumentative essays. The questionnaire assessed cognitive barriers to argumentative writing - critical thinking, metacognitive awareness, and organization of arguments - and the document analysis identified linguistic barriers in the students' writing related to vocabulary, grammar, and cohesion using a standard five-point scoring rubric. The findings revealed moderate linguistic barriers in vocabulary (M = 3.14) and grammar (M = 2.83), whereas cohesion obtained the lowest score (M = 2.59). In terms of cognitive barriers, students demonstrated moderate levels of critical thinking and argument organization, while metacognitive awareness was relatively high. These findings indicate that both linguistic and cognitive factors influence students’ ability to produce effective argumentative texts. Therefore, instructional strategies that address language development and cognitive skills are needed to support students’ argumentative writing performance.

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