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Journal of Language Education
Published by Asian Publisher
ISSN : -     EISSN : 29632773     DOI : https://doi.org/10.58738/joladu
Core Subject : Education,
Languange, Linguistic, Communication & Media
JOLADU: Journal of Language and Education (E-ISSN 2963-2773) is a high-quality, open-access peer-reviewed international journal published three times a year (April, August, December) by Asian Publisher. JOLADU: Journal of Language and Education provides a platform for academics, practitioners, professionals and researchers to convey and share knowledge in the form of high quality empirical and theoretical research papers and pilot studies in all areas of linguistic theory, linguistic practice, language and education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 59 Documents
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Peran Umpan Balik Afektif dalam Meningkatkan Motivasi Belajar Bahasa Kedua: The Role of Affective Feedback in Enhancing Second Language Learning Motivation Elly Saidah
JOLADU: Journal of Language Education Vol. 3 No. 3 (2025): JOLADU: Journal of Language and Education, April 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v3i3.1684

Abstract

Motivation is a key determinant of success in second language (L2) learning, yet it often declines due to negative affective experiences such as anxiety and frustration. This study aims to examine the role of affective feedback—encompassing emotional support, sincere praise, and empathetic responses to learners' feelings—in enhancing L2 learning motivation. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 64 intermediate-level English learners divided into two groups. The experimental group received affective feedback over ten learning sessions, while the control group received only conventional corrective feedback. Motivation data were collected using an adapted version of the L2 Motivational Self System questionnaire (Dörnyei, 2009) and analyzed via ANCOVA. The results revealed a statistically significant increase in motivation (p < 0.05) in the experimental group compared to the control group, particularly regarding the "ideal L2 self" and "L2 learning experience" dimensions. Qualitative findings from learners' reflective journals further indicated that affective feedback reduced language anxiety, fostered psychological safety, and strengthened their self-identity as L2 users. Thus, the study concludes that integrating affective feedback into pedagogical interactions plays a crucial role—serving not merely to correct errors but also as an affective stimulus that internalizes learning motives. Consequently, language educators should cultivate socio-affective competencies to provide humanistic and personalized responses, thereby creating a resilient learning ecosystem centered on learners' psychological well-being.
Pemanfaatan Pragmatik dalam Pembelajaran Kesantunan Berbahasa di Kelas Multikultural: The Application of Pragmatics in Teaching Linguistic Politeness in Multicultural Classrooms Nurharis Ependi
JOLADU: Journal of Language Education Vol. 3 No. 2 (2024): JOLADU: Journal of Language and Education, December 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v3i2.1685

Abstract

Linguistic politeness is a crucial pragmatic competence in cross-cultural communication; however, teaching it in multicultural classrooms presents complex challenges due to the varying social norms and cultural values ​​among learners. This study aims to examine the use of a pragmatic approach in teaching linguistic politeness within multicultural classrooms and its effectiveness in enhancing learners' pragmatic awareness. Employing a mixed-methods approach with a sequential explanatory design, the study involved 48 learners of Indonesian as a second language from five countries (Thailand, Japan, South Korea, Australia, and India), divided into two groups. The experimental group (n=24) participated in pragmatics-based politeness instruction using an explicit approach that included contrastive analysis of speech acts, cross-cultural situational role-plays, and reflection on cases of politeness violations. The control group (n=24) received conventional instruction based on the rote memorization of polite expressions. Data were collected via Discourse Completion Tasks (DCT), pragmatic awareness tests, and semi-structured interviews. Quantitative results showed that the experimental group significantly (p < 0.01) outperformed the control group in selecting politeness strategies that were contextually and culturally appropriate. Qualitative findings indicated that the pragmatic approach helped learners develop a high level of pragmatic awareness, reduce negative pragmatic transfer, and enhance cross-cultural communicative empathy. The study concludes that the systematic application of pragmatics—emphasizing norm comparison, real-case analysis, and critical reflection—is effective in fostering flexible and adaptive linguistic politeness competence in multicultural classrooms. Pedagogically, this implies that language teachers need to design pragmatic instruction that is responsive to the diverse cultural backgrounds of their learners.
Merdeka Belajar di Kelas Bahasa: Otonomi Peserta Didik melalui Pembelajaran Berbasis Proyek (PjBL) : Emancipated Learning in the Language Classroom: Learner Autonomy through Project-Based Learning (PjBL) Susi Oktafiani
JOLADU: Journal of Language Education Vol. 4 No. 1 (2025): JOLADU: Journal of Language and Education, Agustus 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v4i1.1686

Abstract

The *Merdeka Belajar* (Emancipated Learning) policy initiated by the Ministry of Education, Culture, Research, and Technology aims to restore learning autonomy to both learners and educators. However, implementing learner autonomy in language classrooms remains challenging, particularly regarding the shift of learning responsibility from teacher to student. This study aims to examine the role of Project-Based Learning (PjBL) in realizing the principles of *Merdeka Belajar* in language classrooms, specifically in enhancing learner autonomy. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 60 Grade XI students from two public high schools in Bandung, divided into an experimental group (PjBL) and a control group (conventional instruction). The experimental group engaged in authentic, problem-based language projects over 12 sessions, encompassing independent topic selection, strategy planning, implementation, monitoring, self-evaluation, and results presentation. Learner autonomy was measured using the validated Autonomy in Language Learning Scale. The results indicate that the experimental group experienced a statistically significant increase in autonomy (p < 0.001) compared to the control group, with a large effect size (ηp² = 0.342). The greatest gains occurred in the dimensions of self-regulation and self-assessment, while the dimension of interdependence (collaboration) also showed moderate improvement. These findings suggest that PjBL goes beyond knowledge transfer; it trains students to become independent, responsible, and reflective language learners. The study concludes that PjBL is an effective pedagogical strategy for implementing *Merdeka Belajar* in language classrooms. Consequently, language teachers should design contextual projects and provide appropriate scaffolding to foster learner autonomy incrementally.
Mengatasi Kecemasan Berbahasa (Foreign Language Anxiety) melalui Lingkungan Belajar yang Suportif: Overcoming Foreign Language Anxiety through a Supportive Learning Environment Jajang Setiawan
JOLADU: Journal of Language Education Vol. 4 No. 1 (2025): JOLADU: Journal of Language and Education, Agustus 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v4i1.1687

Abstract

Foreign Language Anxiety (FLA) is one of the most significant affective barriers in second language learning, capable of hindering language acquisition, reducing active participation, and undermining learners' self-confidence. This study aimed to examine the effectiveness of a supportive learning environment in addressing FLA and to identify the environmental elements that contribute most significantly to reducing anxiety levels. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 72 intermediate-level English learners divided into an experimental group (supportive environment) and a control group (conventional environment). Over 12 learning sessions, the experimental group experienced a supportive environment intervention comprising: (a) non-judgmental feedback, (b) normalization of errors as part of the learning process, (c) positive reinforcement of participation, (d) collaborative seating arrangements, and (e) the establishment of psychological safety through a shared learning contract. Anxiety levels were measured using the validated Foreign Language Classroom Anxiety Scale (FLCAS). The results indicated that the experimental group experienced a statistically significant reduction in FLA scores (p < 0.001) compared to the control group, with a large effect size (ηp² = 0.378). The most substantial reductions occurred in the dimensions of "fear of negative evaluation" and "communication apprehension." The study concludes that a supportive learning environment—emphasizing psychological safety, valuing effort, and destigmatizing errors—is effective in alleviating foreign language anxiety. Consequently, language educators should intentionally design supportive classroom climates as both a preventive and curative strategy against FLA.
Dari Korpus ke Kelas: Penggunaan Data Linguistik Korpus untuk Mengajarkan Tata Bahasa Fungsional: From Corpus to Classroom: Using Corpus Linguistic Data to Teach Functional Grammar Utep Sobali
JOLADU: Journal of Language Education Vol. 4 No. 1 (2025): JOLADU: Journal of Language and Education, Agustus 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v4i1.1688

Abstract

Functional grammar teaching approaches that emphasize the relationship between linguistic form, meaning, and context of use are often hindered by a lack of representative, authentic examples. This study aims to examine the effectiveness of using corpus linguistic data in teaching functional grammar and to describe how corpus pedagogy principles can be integrated into classroom practice. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 60 English major students divided into an experimental group (corpus-based instruction) and a control group (conventional textbook-based instruction). Over ten sessions, the experimental group used online corpus interfaces (COCA and LancsBox) to explore functional grammar patterns—including transitivity, theme-rheme, and modality—through data-driven learning (DDL) activities such as noticing, pattern hunting, and guided discovery. The results show that the experimental group significantly outperformed the control group in functional grammar comprehension (p < 0.001) and the ability to analyze grammatical functions in authentic texts (p < 0.001), with a large effect size (ηp² = 0.412). Qualitative findings indicate that the corpus approach enhanced learners' metalinguistic awareness and their ability to generalize patterns from concrete examples to abstract rules. The study concludes that integrating corpus linguistics into functional grammar instruction not only improves theoretical understanding but also equips learners with lifelong language exploration skills. Consequently, curriculum developers need to provide corpus access and train teachers in data-driven pedagogy.
Tren Asesmen Autentik: Mendesain Portofolio Digital untuk Keterampilan Komunikasi Abad 21: The Trend of Authentic Assessment: Designing Digital Portfolios for 21st-Century Communication Skills Sudirman yakub
JOLADU: Journal of Language Education Vol. 4 No. 1 (2025): JOLADU: Journal of Language and Education, Agustus 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v4i1.1709

Abstract

Authentic assessment has emerged as a key paradigm in 21st-century education; however, its implementation is often hindered by the limitations of conventional instruments that fail to capture the complexity of students' digital communication skills. This study aimed to develop and test the effectiveness of digital portfolios as an authentic assessment tool for 21st-century communication skills, specifically virtual collaboration, multimodal literacy, and online presentation abilities. Employing a Research and Development (R&D) approach based on the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) combined with a quasi-experimental design, the study involved 84 secondary school students divided into an experimental group (digital portfolio assessment) and a control group (conventional written assessment). The digital portfolios were designed using Google Sites and Padlet platforms, incorporating the following components: (a) communication artifacts (presentation videos, infographics, podcasts), (b) self-reflection on the learning process, (c) peer and teacher feedback, and (d) evidence of online collaboration. The results demonstrated that the experimental group significantly outperformed the control group in cross-media communication skills (p < 0.001, effect size ηp² = 0.412) and the ability to reflect on their own communication strengths and weaknesses. Qualitative findings indicated that digital portfolios enhanced student agency in evaluating their own progress and provided more holistic evidence of development compared to single exam scores. The study concludes that digital portfolios serve as a valid and reliable authentic assessment tool for measuring 21st-century communication skills. Consequently, schools should integrate digital portfolios into their assessment policies and provide teacher training on designing rubrics and delivering formative feedback on student portfolios.
Pergeseran Penggunaan Bahasa Daerah di Kalangan Remaja Perkotaan: Analisis Sosiolinguistik dan Faktor Determinan: Shifts in Regional Language Use Among Urban Adolescents: A Sociolinguistic Analysis and Determinant Factors Nurhidayah
JOLADU: Journal of Language Education Vol. 3 No. 3 (2025): JOLADU: Journal of Language and Education, April 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v3i3.1712

Abstract

Regional languages, as intangible cultural heritage, face a serious threat due to shifts in usage patterns, particularly among urban adolescents. This study aims to analyze the shift in regional language usage among urban adolescents from a sociolinguistic perspective and to identify the determining factors influencing this trend. A quantitative approach utilizing a survey method was employed. The study subjects consisted of 200 adolescents aged 15–21 residing in the urban areas of Jakarta, Bandung, and Surabaya, selected via purposive sampling. Data were collected using a questionnaire measuring regional language usage across family, peer, and public domains, as well as relevant social factors. Analysis was conducted using descriptive statistics and multiple linear regression. The results indicate a significant shift in regional language usage among urban adolescents. Specifically, 67.5% of respondents reported using Indonesian more frequently than their regional language in daily communication, while only 12% actively used their regional language in public settings. Key determining factors contributing to this shift include negative language attitudes toward regional languages ​​(β = 0.41; p < 0.01), the dominance of Indonesian on social media and digital platforms (β = 0.38; p < 0.01), peer pressure (β = 0.29; p < 0.05), and limited intergenerational language transmission from parents (β = 0.24; p < 0.05). The study concludes that the shift away from regional languages ​​among urban adolescents is occurring at an alarming rate, driven primarily by language attitudes and the dominance of digital media. Recommendations are directed at families, educators, and policymakers to undertake the revitalization of regional languages ​​in a planned and systematic manner.
Tantangan Pengajaran Bahasa pada Generasi Alpha: Literasi Digital dan Pemendekan Rentang Perhatian: Language Teaching Challenges for Generation Alpha: Digital Literacy and Shrinking Attention Spans Susi Oktafiani
JOLADU: Journal of Language Education Vol. 3 No. 3 (2025): JOLADU: Journal of Language and Education, April 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v3i3.1716

Abstract

Generation Alpha those born after 2010 is the first generation to grow up entirely within a hyper-connected digital environment, enjoying unrestricted access to smart devices, social media, and on-demand content from an early age. The unique characteristics of this generation often described as true "digital natives" present unprecedented challenges for language instruction. Two primary challenges identified in the literature are: (1) the dominance of digital literacy, which shifts text consumption patterns from linear to non-linear (hypertext) and from long-form text to micro-content (short videos, memes, status updates); and (2) a drastically shortened attention span resulting from constant exposure to rapidly changing content (e.g., TikTok, Instagram Reels, YouTube Shorts), which is believed to hinder this generation's ability to engage in language learning activities requiring sustained focus, such as reading long texts or listening to extended monologues. This study aims to systematically identify the specific challenges language teachers face when teaching Generation Alpha and to explore adaptive strategies that have been successfully implemented in the field. Employing a mixed-methods approach with a sequential explanatory design, the study involved 120 language teachers from 30 primary and secondary schools across five major Indonesian cities data for which was gathered via a national survey alongside in-depth case studies at six schools that had successfully implemented innovative practices. The results indicate that 87% of teachers reported difficulty maintaining student attention for more than 10–15 minutes during linear language tasks, while 76% noted that students were more responsive to multimodal content (simultaneous use of text, audio, video, and animation) than to single-modality content. The case studies revealed three effective adaptive strategies: (a) micro-learning (breaking material into 5–7 minute segments); (b) gamification with instant feedback; and (c) leveraging digital literacy as a bridge rather than an adversary for instance, by using digital genres (such as vlogs, podcasts, and educational memes) as authentic teaching materials. The study concludes that the challenges posed by Generation Alpha cannot be met by simply "swimming against the current" through the imposition of traditional teaching methods; instead, a pedagogical reformulation is required that intelligently harnesses this generation's characteristics regarding digital literacy. Consequently, language teachers need training in instructional design that is responsive to Generation Alpha’s attention profiles, while curriculum developers must revise their assumptions concerning attention spans and the types of texts suitable for this generation.
Interferensi Bahasa Ibu dalam Bahasa Indonesia Generasi Alpha: Studi Kasus Penutur Dialek Banyumasan: Mother Tongue Interference in the Indonesian of Generation Alpha: A Case Study of Banyumasan Dialect Speakers Jajang Setiawan
JOLADU: Journal of Language Education Vol. 3 No. 2 (2024): JOLADU: Journal of Language and Education, December 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v3i2.1717

Abstract

Generation Alpha—those born from 2010 onwards—grows up in a dynamic bilingual or multilingual environment where the mother tongue (a regional language) remains in use for daily communication at home and in the community, while Indonesian is formally taught in schools as the medium of instruction and a marker of national identity. However, among speakers of the Banyumasan (or *Ngapak*) dialect in western Central Java, mother-tongue interference in Generation Alpha’s spoken and written Indonesian remains strong, despite their early exposure to digital media and formal education. This study aims to identify the forms of phonological, morphological, and syntactic interference from the Banyumasan dialect into the Indonesian produced by Generation Alpha, and to analyze the factors influencing the extent of this interference. Employing a descriptive qualitative approach with a case study design, the research involved 30 Generation Alpha students (aged 10–12) from three elementary schools in Banyumas Regency, Central Java. Data were collected through recordings of spoken language (semi-structured interviews and storytelling tasks) and analysis of written texts (narrative and descriptive essays). The study yielded three main findings. First, phonological interference was most dominant in the pronunciation of the vowel /a/ at the end of words—often articulated as /ə/ (schwa)—and the shift of the consonant /s/ to /h/ in specific positions. Second, morphological interference was evident in the use of certainty-marking particles, such as *-e*, which were inappropriately inserted into standard Indonesian sentences. Third, syntactic interference was reflected in sentence structures featuring inversions characteristic of the Banyumasan dialect, as well as the omission of prepositions in certain constructions. The dominant factor driving this interference was the family environment, where the Banyumasan dialect was used exclusively (86% of participants reported using the dialect at home), whereas exposure to digital media and the duration of formal education showed no significant correlation with the level of interference. This study concludes that the mother-tongue interference observed in Generation Alpha speakers of the Banyumasan dialect is systemic in nature and requires specific pedagogical intervention, rather than merely additional exposure to standard Indonesian. Consequently, teachers need training to explicitly identify patterns of Banyumasan dialect interference and to design contextual Indonesian language instruction that utilizes the contrasts between the dialect and the standard language as teaching material, rather than treating them as "errors" to be penalized.

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