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Mukhlash Abrar
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Langue
Published by Universitas Jambi
ISSN : -     EISSN : 29885728     DOI : https://doi.org/10.22437/langue.v1i2.
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Langue (Language and Education) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. The aim of this journal publication is to provide a platform for the international scholars, academicians and researchers to share the research findings and conceptual ideas in the fields of language and education. The journal publishes research articles and reviews in the area of language and education, including Teaching English to the Speakers of Other languages (TESOL), Teaching English as Foreign language (TEFL), Language Skills, Second Language Acquisition (SLA), Multilingualism, Curriculum Design and Development, Applied Linguistics, Teaching English for Young Learners (TEYL), English for Specific Purposes (ESP), Phonology, Morphology, Syntax, Semantics and Pragmatics and Language Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 50 Documents
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Exploring the Role of English Reading in Enhancing Vocabulary Alias, Muhammad; Juhri, Muhammad; Juliardi, Juliardi; Syahputra, Muhammad Raihan Ihsan; Pratama, Irwin Harja; Subroto, Gatot
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.46092

Abstract

Vocabulary development has an important role in English language learning, especially in supporting reading comprehension and oral communication. This research tries to explore the impact of reading English on vocabulary mastery among students and learners in informal housing environments. Using a quantitative descriptive approach, data were collected from 53 participants through a Likert-scale questionnaire distributed via Google Forms. The questionnaire examined four key variables: interest in reading, reading comfort, vocabulary improvement, and motivation. The findings indicate that most students show high interest and comfort in reading English texts. A significant majority agreed that reading helps them learn and retain new vocabulary. Additionally, reading activities were found to enhance students’ motivation to engage further with English learning. These results support existing literature that extensive reading positively influences vocabulary acquisition. Furthermore, the study highlights the importance of promoting English reading habits outside formal education environments. It is recommended that educators, parents, and communities provide accessible reading materials to foster vocabulary growth and language learning motivation among learners. By encouraging reading as a regular practice, even in informal settings, learners can develop a stronger foundation in vocabulary that benefits their overall English proficiency.
Perceptions of Informatics Students’ Toward the Implementation of English for Specific Purposes (ESP): Informatics Students’ Voice Fitria, Tira Nur
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.46406

Abstract

This study explores informatics students' perceptions of the implementation of English for Specific Purposes (ESP) using a quantitative approach. Survey results presented in multiple tables highlight the critical importance of English language proficiency in the informatics field. Respondents consistently view English as essential for accessing global information and securing career opportunities in Information Technology (IT). Many students recognize that strong English proficiency enhances the promising career prospects in the informatics field. They rely on English for accessing technical literature and materials crucial to their studies, recognizing its broader role in facilitating research and international collaboration. Despite this recognition, practical engagement with English outside of formal classes is limited, although most find the existing English materials sufficient. Career readiness in terms of English proficiency varies among respondents, emphasizing the need for improved preparation for related exams and practical applications. In academic settings, English is pivotal for comprehending technical content and fostering interactions with peers and educators. However, challenges persist in understanding complex technical texts and adapting to academic writing standards in English. Recommendations from respondents include integrating more English-focused resources into curricula to better prepare students for the global demands of the IT industry. Overall, the surveys reveal a consensus on the necessity of enhancing English language skills for effective communication, academic success, and career advancement. English lecturers are encouraged to design ESP materials that are more aligned with the specific needs of informatics students.
TPACK Practice in Indonesia: Implementation, Learning Outcome, and TPACK Literacy Adelya, Deana; Ammade, Salasiah; Maming, Khadijah
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.46541

Abstract

This study investigates the practice of Technological Pedagogical Content Knowledge (TPACK) in Indonesia, focusing on three key dimensions: implementation, learning outcomes, and teacher literacy. In response to the evolving demands of 21st-century education, this research aims to explore how Indonesian educators integrate technology within pedagogical and content frameworks. Using a qualitative literature review method, the study analyzed 53 scholarly articles published between 2016 and 2024. The findings suggest that TPACK implementation in Indonesia shows growing trends, particularly in the contexts of online and blended learning. Teachers who effectively applied TPACK strategies reported improved student engagement, motivation, and academic performance. However, several challenges remain, including limited access to digital infrastructure, inconsistent professional training, and varying levels of TPACK literacy among educators. The study highlights that while the framework holds promise, its sustainable application requires systemic support through policy, training, and institutional readiness. These insights contribute to the discourse on digital pedagogy in developing contexts and emphasize the importance of enhancing teacher competencies to align with future education demands.
Students' Perceptions Students' Perceptions in Using Quizizz Application in Reading Comprehension For Grade 8th Junior High School: Students' Perceptions in Using Quizizz Application Ummi Khalsum, Juriah
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.30200

Abstract

Technology has positive effects on education, including active learning in the classroom, collaborative learning, creative learning, and evaluative learning. This is also helped by the expansion of information and communication technology (ICT), which offers several advantages for the development of pupils' language abilities, especially in reading. This study aims to determine the students' perceptions based on students'in using Quizizz Application in reading comprehension at SMPN 23 Tanjung Jabung Timur, Jambi province. The researcher used a quantitative research with descriptive method and employed questionnaire to collect the data.  The subjects of this research are 58 students at SMPN 23 Tanjung Jabung Timur. The findings showed that most students have positive perceptions toward Quizizz as an assessment tool. They agreed that Quizizz made them have new experiences in reading comprehension in the English class because the get new information, this Quizizz has complete and flexible features is easy to use, makes students understand the reading comprehension material better. The problems met by students in using Quizizz such as students are disturbed by notifications from other applications when doing exercises through Quizizz, afraid of being constrained by an unstable network, time limits for working on questions that are displayed and according to students' perceptions, not all reading comprehension matches using Quizizz.
English Teachers’ Perception of Using Rewards in the Classroom at a Public Elementary School in Jambi Raninsah, Rezeki; Volya, Duti; Safitri, Nyimas Triyana; Hadiyanto, Hadiyanto; Abrar, Mukhlash
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.32412

Abstract

This study portrayed the English teachers' perceptions of using rewards in teaching English at the elementary school level. It aimed to investigate why English teachers use rewards in their teaching. The study employed a qualitative research approach, with data collected through interviews. It was conducted at a public elementary school in Jambi, where three English teachers from the school were selected as participants, and the data was gathered through interviews. The findings illustrated a gap between teachers' theoretical understanding and their practice in implementing rewards as a way to motivate students to learn. The results showed that teachers do partially understand the concept of 'reward' in theory. In line with these findings, the study revealed that rewards can help improve several aspects of student learning, such as self-confidence, motivation, and enthusiasm for learning. The study also includes several recommendations for stakeholders and other teachers.
Enhancing Literacy: The Reading Development of Grade School Learners Balaquidan, Recy DG; Caballero, Alex; Quitolbo, Ruben Pandi
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.48656

Abstract

The research studied how parent learning action cells (PLACs) can improve reading skills for non-readers and struggling readers using different teaching methods. It aimed to see how PLACs affect vocabulary, comprehension, and fluency. The mixed-methods approach of the study highlighted strategies parents can use, like phonics, sight words, and comprehension techniques. Results showed that students improved their reading skills after PLACs, and there was a strong link between parents' participation and post-assessment scores. Parents noted that their child felt more confident in reading, improved comprehension, better understanding of reading strengths and weaknesses, a desire to continue reading together, and the importance of spending time reading with their child.
The Potential of ChatGPT as a Substitute for Human Teachers: Insights from Tunisian EFL Learners' Perspectives Najeh, Leila
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.49199

Abstract

Artificial intelligence (AI) has brought about various language robots, with ChatGPT being among the most sophisticated due to its human-like linguistic capabilities and adaptability. This raises the idea of using ChatGPT in foreign language learning. Starting from the premise that positions ChatGPT as a mediator between language and learner, functioning as a “ghost teacher” offering a peaceful and secure learning space, this study explores the attitudes of Tunisian students of English towards ChatGPT as a “Foreign Language Teacher” and digital assistant. Forty-five third-year English students at Tunisian universities completed a Likert-scale questionnaire consisting of thirty-one items covering phonology, morphology, syntax, semantics, and pragmatics. A scale ranging from 'Strongly Disagree' to 'Strongly Agree' was used to assess their attitudes toward integrating ChatGPT in language learning effectively and meaningfully. Results indicate generally positive attitudes toward using ChatGPT, particularly in aspects like syntax, phonology, and morphology. However, learners show hesitation regarding its usefulness in pragmatics and semantics, where AI may struggle with deeper, context-sensitive language levels and cultural nuances. These attitudes are shaped by several factors, especially students' technological familiarity and the structure of the education system. Learners with regular exposure to digital tools and online environments tend to be more receptive to AI integration. In contrast, those from rural or under-resourced areas often express skepticism due to limited access and training. Moreover, the nature of the academic system, whether teacher–centered or learner-centered, influences perceptions of AI's usefulness in education and its potential role in personalized learning.
An Analysis of Error in Undergraduate Students' Argumentative Essay Writing Fatimah, Ariyani; Hasbullah, Hasbullah; Dabamona, Miftahulfadlik
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.50247

Abstract

The main objective of this research is to know the common errors that the students in the batch 2020 of the English Education Department of Tarbiyah Faculty at IAIN Sorong made in Argumentative essay Writing. Theoretically, this research intends to identify, define, classify, and finally explain the cause of errors. The writer used the qualitative method in this research, where the researcher analyzed the students’ writing to know the types of errors they make most in their writing grammatically and to know the causes of errors. After that, the writer described the number of errors that the students made. For this research, the writer analyzed each student's writing, finds out and classifies the errors he or she made, and lists them in tables. Furthermore, from those errors, the writer concluded what the causes of those errors are. After analyzing the data, the researcher found that there are four types of errors made by the students to Dulay's Theory. First, the errors of Omission with a percentage of 39%, followed by Addition with a percentage of 19%, the errors of misformation with a percentage of 41%, and the last misordering with a percentage of 2% of 100% from all errors made by the students.
English Instruction Practices of Pre-service Physical Education Students at Dehasen University Bengkulu Putra, Aziiz Rahman; Pradana, Ami; Putra, Dhanu Ario; Dewa, Barata Harsena
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.51889

Abstract

Grounded in Pedagogical Content Knowledge (PCK) and Second Language Acquisition (SLA) principles, this study examines the English instruction practices of pre-service Physical Education (PE) teachers at Dehasen University Bengkulu during action-based lessons, focusing on instruction types, adaptive strategies, and challenges. A descriptive qualitative design was applied with 18 final-year PE students selected through purposive sampling. Data were collected via classroom observations, semi-structured interviews, and lesson plan analysis, and analyzed thematically. Findings show that teachers primarily used verbal commands, such as “Pass the ball!”, “Run to the cone”, and “Stretch your arms”, often supported by visual demonstrations, gestures, and combined verbal-gestural strategies, particularly during fast-paced drills. Adaptive techniques, including vocabulary simplification (“Kick” instead of “Perform a kick”), repetition (“Jump twice, jump twice”), pausing, and selective code-switching (using Indonesian for clarification), facilitated student comprehension. Challenges included limited English proficiency, fast-paced activities, and balancing classroom management with instruction delivery. The study underscores the importance of reflective practice, multimodal instruction, and targeted pre-service training, providing insights for effective English instruction in EFL PE contexts.
Moral sovereigntism: A co-instantiation appraisal analysis of President Prabowo Subianto’s UN address Nainggolan, Bernard Richard; Hutagalung, Erwin Efendi; Norawati, Rosinta
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.52491

Abstract

The rise of “post-Western” political discourse presents a significant rhetorical puzzle: how do nationalist leaders perform sovereign strength while simultaneously adhering to the multilateral norms of institutions like the United Nations? This article investigates this “sovereigntist’s dilemma” through a case study of Indonesian President Prabowo Subianto’s 2025 UN General Assembly address. While previous research using Systemic Functional Linguistics (SFL) has analyzed Appraisal systems in isolation, this study argues that such fragmentation misses the functional unity of political rhetoric. Employing a rigorous “co-instantiation” methodology, we mapped the simultaneous bundling of evaluative resources across the speech (N=335). The findings reveal a dominant “rhetorical trialectic” comprising Attitude: Judgement (26.9%), Engagement: Contraction (23.9%), and Graduation: Force (21.5%). We argue that this specific configuration constructs a stance of “moral sovereigntism,” wherein the speaker co-opts the language of global morality to justify nationalist capacity. By reframing national strength not as a threat to multilateralism but as the only vehicle for achieving it, the speech resolves the ideological contradiction. This study contributes a replicable methodological protocol for analyzing the bundled nature of political stance.

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