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M. Zaim
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Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang Jl. Prof. Dr. Hamka, Air Tawar, Padang 25131 Indonesia
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INDONESIA
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Published by Universitas Negeri Padang
ISSN : 27971783     EISSN : 27771229     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Language Pedagogy (IJoLP) is an international peer-reviewed, scientific and open-access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. The scopes of the Journal are language teaching and learning; teaching approaches, methods, and techniques; language curriculum and material Development; instructional media in language teaching; and language assessment.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 12 Documents
 1   2 
Search results for , issue "vol. 5 no. 2 (2025)" : 12 Documents clear
Revitalizing the Malay Language in Higher Education: A Study of Intercultural Learning Materials in Rokan Hulu Eripuddin; Yahya, Rosatiqah Binti; Abdullah, Fazlina Shasa Binti
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.106

Abstract

This study aims to examine the impact of intercultural learning materials on student engagement, language retention, and proficiency in Malay. Using a mixed-methods design, data were collected from 120 students and 10 instructors in Rokan Hulu Regency through surveys, interviews, classroom observations, and material analysis. The surveys explored students’ linguistic challenges and cultural exposure, while interviews gathered instructors’ perspectives on pedagogy. Observations assessed engagement in classrooms with varying degrees of intercultural integration, and content analysis identified gaps in the representation of cultural narratives. Quantitative data were analyzed statistically, and qualitative data underwent thematic coding.The findings show that students with limited intercultural exposure often rely on regional dialects or English, struggling with formal Malay. Conversely, classrooms that incorporated intercultural learning materials—including digital storytelling, folklore, and historical narratives—demonstrated higher participation and improved fluency. Instructors criticized rote learning methods and emphasized the need for immersive, culturally enriched instruction. The study concludes that integrating intercultural learning materials, multimedia tools, and experiential learning strategies can enhance Malay language acquisition. These findings provide valuable implications for curriculum development, underscoring the role of culturally responsive pedagogy in fostering meaningful and sustainable language learning within a globalized educational landscape.
Revitalizing the School Literacy Movement: Strategies for Strengthening Literacy Culture in Senior High Schools of Bangka Belitung Islands Taufiq, M. Aries; Herza, Herza; Pangestu, Fajar Agung; Harianto, Harianto; Fa, Jong Li; Manalu, Herland Franley
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.129

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah/GLS), launched nationally in 2015, aims to cultivate a reading and writing culture among Indonesian students. In the post-pandemic era, however, its implementation faces new challenges and calls for revitalization. This qualitative descriptive study explored the implementation of GLS in senior high schools in the Bangka Belitung Islands, focusing on (a) current practices and challenges, (b) the roles of principals, teachers, and students, and (c) strategies for strengthening literacy culture. Data were collected from 8 senior high schools through semi-structured interviews with 42 participants (principals, teachers, and students) and classroom and school environment observations. Then, the data were analyzed using a thematic analysis approach. Findings showed that while schools continued routine activities, such as the 15-minute reading program and the creation of reading corners, challenges persisted, including limited resources, uneven stakeholder engagement, and barriers specific to archipelagic contexts. Some schools, however, displayed strong leadership and community participation. To revitalize GLS, this study recommends integrating digital and print literacy resources, enhancing teacher capacity, promoting student-centered projects, and fostering collaboration with families and local communities. Unlike previous studies that primarily focused on policy-level implementation, this study provides contextual insights into literacy practices in an archipelagic region, highlighting the importance of geographically responsive strategies for literacy development. These findings underscore the need for contextualized, sustainable approaches to literacy development and provide guidance for policymakers, educators, and stakeholders in advancing literacy culture in Indonesia’s post-pandemic education landscape.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Asrifan, Andi; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.
Using AI Tools in Thesis Writing: Perspectives from EFL Students and Lecturers Jaya, Sinarman; Melati; Ahmad, Norkhairi
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.104

Abstract

Digital writing tools have become increasingly common in academic settings, yet their impact on the thesis writing process, especially in English as a Foreign Language (EFL), remains underexplored. This study examined the use of digital writing tools in thesis writing from the perspectives of EFL students and lecturers at four universities in Bengkulu, Indonesia. A mixed-methods approach was used, combining quantitative data from surveys with qualitative insights from semi-structured interviews. The instruments, which included a student survey and a lecturer interview protocol, were validated through expert review and pilot testing before being administered. The survey involved 200 undergraduate students. Additionally, 20 students and 8 lecturers participated in interviews. Data were analyzed using descriptive statistics to quantify student perceptions and experiences, while thematic analysis was applied to the qualitative interview data to identify key themes. The findings revealed that students found AI writing tools useful across various stages of the thesis writing process, particularly for idea generation and language refinement. However, concerns arose regarding overdependence, ethical issues, and insufficient institutional support. Lecturers acknowledged the benefits and challenges AI tools present to academic integrity and writing development. This study offered a more comprehensive understanding of how digital tools influenced academic writing in EFL contexts. It highlighted the need for clear institutional policies and pedagogical strategies to guide their use. Future research could examine the long-term impacts and cross-contextual applications of AI writing tools in the academic setting.
Student Perceptions of the Implementation of Project Based Learning (PjBL) in English Learning for Non English Program Student Dony Efriza; Yelia; Teguh Adimarta
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.64

Abstract

Project Based Learning (PjBL) is a learning model that uses a project approach. This research is a descriptive research. The instrument of this research is survey which developed by some indicators; motivation, interest, real-world, learn more lecture, very beneficial, and enjoyble. The survey distribute by useing google form in collecting data. The sample of this research is economic education students of FKIP Jambi University batch 2023 who take English courses. The results of data analysis stated that students' perceptions of the implementation of project based learning (PjBL) were very positive. These study shows that 62% of students respond strongly agree and 38% of students respond agree in conducting Project Based Learning (PjBL). Most students strongly agree that PjBL serve real-world project and it useful for their life. This aspect influence motivation, interest, and enjoyble in learning. These results conclude that Project Based Learning (PjBL) has a positive impact on the English learning process for non-English program students which providing real-life English project.
Integrating Ecocritical Values in Kaba Minangkabau into Literary Criticism Learning Nofrahadi Nofrahadi; Mohamad Hafrison; Rizaldy Hanifa; Suhailee Sohnui; Riki Muhamanda
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/5sn7fg33

Abstract

The global environmental crisis demands educational innovations that can foster ecological awareness among students. Literature, especially kaba Minangkabau, contains values of nature conservation that can be utilized as a learning resource. This study aims to integrate the values of ecocriticism in kaba Minangkabau into literary criticism learning in higher education to produce contextual, locally-based learning that supports the implementation of Merdeka Belajar Kampus Merdeka (MBKM) and perguruan tinggi berdampak. The research approach used was qualitative with a case study design. Data were collected through in-depth interviews, focus group discussions, classroom observations, and documentation studies of 6 lecturers and 18 students from UNP, Unes, and UPGRISBA. Data analysis was conducted using an interactive model. The results showed that lecturers and students were highly interested in using kaba, but were constrained by the limited availability of ecocritical textbooks. Content analysis of the seven kabareveals four main themes of ecocriticism, namely depictions of nature, natural disasters/devastation, the relationship between humans and nature, and the author's attitude. This research produced a textbook model that combines literary criticism theory, ecocritical analysis guidelines, kaba case studies, and reflective activities in accordance with CPMK, thereby strengthening students' ecological literacy and encouraging pro-environmental awareness and action.
Using AI Tools in Thesis Writing: Perspectives from EFL Students and Lecturers Sinarman Jaya; Melati; Norkhairi Ahmad
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.104

Abstract

Digital writing tools have become increasingly common in academic settings, yet their impact on the thesis writing process, especially in English as a Foreign Language (EFL), remains underexplored. This study examined the use of digital writing tools in thesis writing from the perspectives of EFL students and lecturers at four universities in Bengkulu, Indonesia. A mixed-methods approach was used, combining quantitative data from surveys with qualitative insights from semi-structured interviews. The instruments, which included a student survey and a lecturer interview protocol, were validated through expert review and pilot testing before being administered. The survey involved 200 undergraduate students. Additionally, 20 students and 8 lecturers participated in interviews. Data were analyzed using descriptive statistics to quantify student perceptions and experiences, while thematic analysis was applied to the qualitative interview data to identify key themes. The findings revealed that students found AI writing tools useful across various stages of the thesis writing process, particularly for idea generation and language refinement. However, concerns arose regarding overdependence, ethical issues, and insufficient institutional support. Lecturers acknowledged the benefits and challenges AI tools present to academic integrity and writing development. This study offered a more comprehensive understanding of how digital tools influenced academic writing in EFL contexts. It highlighted the need for clear institutional policies and pedagogical strategies to guide their use. Future research could examine the long-term impacts and cross-contextual applications of AI writing tools in the academic setting.
Revitalizing the Malay Language in Higher Education: A Study of Intercultural Learning Materials in Rokan Hulu Eripuddin; Rosatiqah Binti Yahya; Fazlina Shasa Binti Abdullah
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.106

Abstract

This study aims to examine the impact of intercultural learning materials on student engagement, language retention, and proficiency in Malay. Using a mixed-methods design, data were collected from 120 students and 10 instructors in Rokan Hulu Regency through surveys, interviews, classroom observations, and material analysis. The surveys explored students’ linguistic challenges and cultural exposure, while interviews gathered instructors’ perspectives on pedagogy. Observations assessed engagement in classrooms with varying degrees of intercultural integration, and content analysis identified gaps in the representation of cultural narratives. Quantitative data were analyzed statistically, and qualitative data underwent thematic coding.The findings show that students with limited intercultural exposure often rely on regional dialects or English, struggling with formal Malay. Conversely, classrooms that incorporated intercultural learning materials—including digital storytelling, folklore, and historical narratives—demonstrated higher participation and improved fluency. Instructors criticized rote learning methods and emphasized the need for immersive, culturally enriched instruction. The study concludes that integrating intercultural learning materials, multimedia tools, and experiential learning strategies can enhance Malay language acquisition. These findings provide valuable implications for curriculum development, underscoring the role of culturally responsive pedagogy in fostering meaningful and sustainable language learning within a globalized educational landscape.
Enhancing English Scientific Writing through Team-Based Project: EFL Students' Perspectives in Higher Education Tri Wintolo Apoko; Silih Warni; Bambang Yudi Cahyono; Faizahani Ab Rahman
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/def2x342

Abstract

Team-based project (TBP) is an innovative learning model that promotes students' active participation and collaborative knowledge construction in English language learning. Nevertheless, limited research has examined how TBP facilitates English scientific writing among English as a Foreign Language (EFL) students in higher education. This study investigated EFL students' perceptions of the implementation of TBP in generating English scientific writing. A mixed-methods design was employed involving 62 undergraduate students enrolled in a Scientific Writing course at a reputable private university in Jakarta, Indonesia. Quantitative data were collected through a 20-item Likert-scale questionnaire and analysed using descriptive statistics (means, standard deviations, and percentages), while qualitative data were gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that students perceived TBP positively across four dimensions: English scientific writing development (M = 3.85), creativity (M = 3.95), learning motivation (M = 3.87), and learning opportunities (M = 4.00), indicating high levels of agreement with the effectiveness of TBP. Interview data further showed that collaborative planning, peer feedback, and shared problem-solving enabled students to produce higher-quality scientific writing and increased their confidence in academic writing. The study recommends integrating TBP into Scientific Writing course to strengthen students' academic writing competence and collaborative learning experiences.
Revitalizing the School Literacy Movement: Strategies for Strengthening Literacy Culture in Senior High Schools of Bangka Belitung Islands M. Aries Taufiq; Herza Herza; Fajar Agung Pangestu; Harianto Harianto; Jong Li Fa; Herland Franley Manalu
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.129

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah/GLS), launched nationally in 2015, aims to cultivate a reading and writing culture among Indonesian students. In the post-pandemic era, however, its implementation faces new challenges and calls for revitalization. This qualitative descriptive study explored the implementation of GLS in senior high schools in the Bangka Belitung Islands, focusing on (a) current practices and challenges, (b) the roles of principals, teachers, and students, and (c) strategies for strengthening literacy culture. Data were collected from 8 senior high schools through semi-structured interviews with 42 participants (principals, teachers, and students) and classroom and school environment observations. Then, the data were analyzed using a thematic analysis approach. Findings showed that while schools continued routine activities, such as the 15-minute reading program and the creation of reading corners, challenges persisted, including limited resources, uneven stakeholder engagement, and barriers specific to archipelagic contexts. Some schools, however, displayed strong leadership and community participation. To revitalize GLS, this study recommends integrating digital and print literacy resources, enhancing teacher capacity, promoting student-centered projects, and fostering collaboration with families and local communities. Unlike previous studies that primarily focused on policy-level implementation, this study provides contextual insights into literacy practices in an archipelagic region, highlighting the importance of geographically responsive strategies for literacy development. These findings underscore the need for contextualized, sustainable approaches to literacy development and provide guidance for policymakers, educators, and stakeholders in advancing literacy culture in Indonesia’s post-pandemic education landscape.

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