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Lingeduca: Journal of Language and Education Studies
Published by Yayasan Adra Karima Hubbi
ISSN : 29870259     EISSN : 29868904     DOI : 10.70177/lingeduca
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The journal provides a platform for the publication of original qualitative and quantitative research on education and instruction, compilations based on critical evaluation of current literature, and meta-analysis studies. The Lingeduca: Journal of Language and Education Studies also aims to provide a platform where multiple educational disciplines can contribute and share educational insights, innovative approaches and practices. In this respect, Lingeduca: Journal of Language and Education Studies publishes national and international research in an attempt to present a reliable and respectable information source for the researchers.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024)" : 5 Documents clear
A Review of Integrated Curriculum Models in Language Teaching Amrina, Amrina; Amelia, Amelia; Nicholas, Tsai
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1339

Abstract

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.
A Review of Language Curriculum Development in Multilingual Classrooms Erwin, Erwin; Noor, Ahmad Firdaus Mohd
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1340

Abstract

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.
Task-Based Language Teaching: A Systematic Review of Research and Applications Mudinillah, Adam; Rahmi, Sri Nur; Taro, Nanakorn
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1352

Abstract

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.
Language Teaching and Curricular Practices: A Comprehensive Literature Review Rezi, Melisa; Bedra, Kddour Guettaoui
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1353

Abstract

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.
The Direct Method in Language Teaching: A Literature Review of Its Effectiveness Dakhalan, Andi Muhammad; Tanucan, Jem Cloyd M.
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1354

Abstract

The Direct Method in language teaching, which emphasizes teaching language through immersion and avoiding the use of the learner’s native language, has been widely used in educational settings for over a century. Its focus on oral communication, everyday vocabulary, and inductive grammar teaching has made it a popular approach. However, debates about its effectiveness compared to more modern teaching methods have persisted, particularly in terms of long-term language acquisition and proficiency. This literature review aims to evaluate the effectiveness of the Direct Method by analyzing studies conducted across various educational contexts. The review examines how this method impacts learners’ speaking, listening, and overall communicative competence. By synthesizing both qualitative and quantitative research, the study provides a comprehensive view of the strengths and limitations of the Direct Method. The findings indicate that while the Direct Method improves oral proficiency and listening skills in the short term, it may not be as effective for developing reading and writing skills. Studies show that the method fosters greater student engagement and motivation but may not adequately address the complexities of advanced grammar and academic language. Furthermore, the method’s effectiveness depends heavily on the teacher’s skill in creating immersive language environments. In conclusion, the Direct Method offers valuable benefits for beginner and intermediate learners, especially in communicative aspects of language. However, it requires supplementation with other approaches to develop comprehensive language proficiency. Future research should explore ways to integrate the Direct Method with more advanced instructional techniques for a balanced approach to language teaching.

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