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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 4 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2025)" : 4 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.

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