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IJLHE: International Journal of Language, Humanities, and Education
Published by STKIP PGRI Bandar Lampung
ISSN : 29634520     EISSN : 29860369     DOI : https://doi.org/10.52217/ijlhe.v5i2.1027
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
IJLHE: International Journal of Language, Humanities, and Education is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. IJLHE Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 358 Documents
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Historical Anthropology of Bamyan during Ancient Time: A Review of Buddhism Historical Monument in Bamyan- Afghanistan Samimi, Shirali
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1754

Abstract

Bamiyan is a Historical province and this area have more historical monument in Afghanistan. The location of this province is in central Afghanistan and was one commercial and meditation center of Buddhism during the Silk Road trade, it is a famous valley and is surrounded by mountains. Religion placed and more important for philosopher, merchants, pilgrims, and savants during the Kushan Empire and ancient world, during the Silk Road trade in this site there was amassing wealth, popular doctrine and power. When Buddhism came to Afghanistan the mountain of Bamiyan was the proper cave and niche of Buddhist meditation, the caravan of India during the Silk Road visited Bamyan caves and donated Buddha sculptures, they brought artists, craftsmen, engineers, and monks from India to Bamyan for construction of Buddhism architecture and oil painting of two big sculpture and also the wall painting of the caves in Bamyan valley. According to our ancient Sanskrit literature, Vedic and also post-Vedic, Persia now Afghanistan was part of the Indian subcontinent since hoary antiquity and continued to be so up to the 10th century A.D. when Islam spread in the east, especially in Afghanistan and forgotten Buddhism religion from Afghanistan that the second capital of Buddhism was Bamiyan and there are much more monuments of Buddhism and also stupa, Bodhisattvas and sculpture of Buddha such as Salsal and Shamamah the symbol of Buddhism religious, the population of Bamiyan converted to Islam religious.
Teaching English to Second-Grade Dyslexia-Prone Students: Perspectives of Y-Generation Parents on Foreign Language Learning in Elementary School Alexandra, Natasha Filya; Artini, Luh Putu; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1769

Abstract

The aim of this research is to describe the knowledge from parents of the second-grade elementary school students who potentially dyslexic and to describe how parents support their second-grade elementary school children who potentially dyslexic in learning English. This research was conducted using qualitative methods in the form of a case study. Data collection was carried out using interview and observation. The findings showed that none of the parents had prior knowledge of dyslexia, although they were aware of their children’s difficulties that were attributed to dyslexia. Parents expressed frustration in teaching their children, often yelling or ignoring their children. Two of the Y-Generation parents in the study used YouTube and flashcards to teach, but one parent simply used her knowledge. These results highlight the need for educational programs to increase parents’ awareness of dyslexia and improve their teaching strategies. Strengthening collaboration between parents and educators is essential to fostering inclusive learning environments that enhance the literacy skills of children who are potentially dyslexic.
AI and Gamification: Exploring the Integration of Generative AI in Interactive English Language Learning Apps S, Kartika
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1772

Abstract

The rapid growth of artificial intelligence (AI) is reshaping education by providing innovative tools for enhancing learning experiences. In language education, AI-powered platforms, such as Generative AI, offer dynamic, real-time interactions that improve user engagement and learning outcomes. Despite the growing interest, limited research exists on integrating AI with gamification in language learning apps. This study aims to fill this gap by examining the impact of Generative AI and gamification on English language acquisition. A mixed-methods design was employed, combining quantitative and qualitative data collection approaches. The research utilized pre- and post-surveys, standardized quizzes, and semi-structured interviews to assess user engagement, motivation, and language learning improvements. A sample of 100-150 participants from UIN Raden Intan Lampung's Faculty of Syari'ah was selected to evaluate the AI-enhanced gamified system. The findings revealed a significant increase in user engagement, with a 35% improvement in session duration and a 28% rise in weekly usage frequency. Learning outcomes showed improvements in vocabulary acquisition, grammatical accuracy, and speaking fluency. The AI’s personalized feedback mechanism was highly rated, although some challenges with speech recognition and consistency in AI responses were identified. These results highlight the potential of combining Generative AI with gamification to enhance language learning experiences. The study implies that further refinement of AI features and regular content updates are necessary to sustain user engagement and optimize long-term learning outcomes.
Older By Sasha Sloan Perspective Semiotic Roland Barthes and Islamic Family Law Fauzan, Ahmad; Syauqi, Muammar
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1777

Abstract

Lyrics in music are a form of communication that need to be interpreted. Uncovering their meaning naturally requires a method called semiotics. Analyzing the lyrics of “Older” by Sashara is essential to grasp the message intended. This study is a literature review discussing the song “Older” from Roland Barthes' semiotics perspective and Islamic family law within the concept of a sakinah family. The denotative meaning of “Older”s lyrics relates to aging. The connotative meaning suggests that aging should be accompanied by maturity in facing life, especially in family life. The myth in the song pertains to the dynamics of family life. The Islamic family law perspective is used as a specific framework within the social approach to Muslim communities. This song offers an illustration of how to realize a sakinah (happy) family when interpreted wisely and learned from the song.
The Correlation Between Students' Learning Technique and Students' Mathematics Achievement Sigamura, Radha Krisnamurti; Herawati
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1781

Abstract

This study addresses a critical gap in STEM education literature by empirically investigating the underexplored relationship between structured learning techniques and mathematics achievement in Indonesian engineering education—a context with limited prior research despite documented pedagogical challenges. Using a quantitative correlational design, we examined 100 engineering students at Musi Rawas University through triangulated data collection: structured interviews (14-item protocol), observational checklists (10-point behavioral scale), and institutional academic records. Participants were purposively sampled and categorized into structured (n=68) and unstructured (n=32) learners based on a validated 10-point analytical rubric (inter-rater reliability κ=0.87). Data analysis employed Pearson correlation, t-tests, and regression modeling. Findings revealed a robust positive correlation between structured techniques (concept mapping, scheduled reviews) and mathematics achievement (r = .79, p < .001), accounting for 62.4% of variance (R² = .624). Structured learners significantly outperformed peers (84.1 vs. 61.5; t(98) = 12.6, p < .001), with concept mapping identified as the highest-impact strategy (β = .42). Notably, cramming demonstrated significant negative correlations (r = −.67, p < .01). These results substantiate cognitive load theory while highlighting the 32% prevalence of ineffective techniques—a key pedagogical concern. The study implies that embedding structured strategy training (e.g., concept mapping scaffolding) into engineering curricula could elevate mathematics performance by 20–30%. Limitations include single-institution sampling and self-reporting biases, warranting future multi-institutional validation. This research provides actionable evidence for optimizing STEM learning processes in Indonesian contexts
Exploring the Concept of Children as a Fitnah in Islamic Family Law: A Deeper Understanding Luthfi, Moh.; Musdatulia, Musarika; Fauzan, Ahmad; Baihaqi, Yusuf
IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 2 (2024): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v7i2.1782

Abstract

In marriage, the presence of a child is one of the greatest blessings granted by Allah SWT to a husband and wife. The arrival of a child can be a source of joy and comfort for the parents, and the child can also be a adornment for both parents. However, it is important to recognize that a child can also become a fitnah for the parents, as mentioned in Q.S. at-Tagābun verse 15. When examining the verses concerning fitnah in the Qur'an, we find that there are many different meanings of fitnah, which may vary significantly when compared to its definition in the Indonesian Dictionary. This study aims to explore the understanding of the concept of "Children as Fitnah" from the perspective of Islamic Family Law. This research is based on the analysis of relevant Qur'anic verses and hadiths, as well as their application in Islamic family law. Furthermore, this article also examines the views of several Tafsir lecturers at UIN Raden Intan Lampung, who refer to various Tafsir interpretations. This study is qualitative in nature, utilizing a descriptive writing technique. The data sources include primary data from the thoughts of Tafsir lecturers referring to various Tafsir interpretations, and secondary data from journals and books related to this concept and its impact on parenting patterns and parental responsibilities in a modern context. The research findings highlight the importance of understanding the rights and responsibilities of each family member and instilling key values in the family, particularly to children from an early age. These include teaching faith and belief, encouraging kindness and affection, promoting regular worship, setting a good example, and providing halal and ṭoyyib sustenance to the family.
Enhancing English Reading Comprehension through Gamified Digital Platforms Sari, Anita
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1801

Abstract

This study investigates the effectiveness of integrating gamification tools—specifically Quizizz, Kahoot, Pear Deck, and Nearpod—in improving English reading comprehension among first-year students at Universitas Pamulang, Indonesia. Utilizing a pre-experimental design with pretest and posttest assessments, the research measured students’ proficiency in literal, inferential, and critical comprehension aligned with the KET-Cambridge international exam format. A census sample of 27 students participated in a semester-long intervention where gamified activities were embedded into classroom instruction. Results revealed significant improvements: while 57.14% of the experimental group achieved “Outstanding” posttest scores, none remained at the “Beginning” level. Qualitative and quantitative data highlighted enhanced vocabulary acquisition, engagement, and familiarity with exam structures, supported by real-time feedback and interactive elements. The findings align with prior research on gamification’s role in fostering motivation and academic performance. This study underscores the potential of gamified tools to transform traditional language pedagogy, particularly in contexts requiring alignment with global standards. Recommendations include broader adoption of such tools in higher education and further exploration of their applicability across language skills.
Learner Autonomy Through Teacher Agency in Language Education: A Synthesis of Contemporary Research Andri, Dafitri; Azis, Kholil
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1802

Abstract

This qualitative literature review synthesizes contemporary research (2020–2024) on the interplay between learner autonomy and teacher agency in language education. Findings reveal learner autonomy as a multifaceted construct encompassing cognitive (metacognitive awareness), affective (motivation), and behavioral (self-regulation) dimensions, essential for lifelong language learning. Crucially, teacher agency emerges as the cornerstone for fostering autonomy, with educators adopting dynamic roles—facilitator, guide, evaluator, instructional designer—to empower students. Structural barriers (e.g., rigid curricula, exam-oriented systems), cultural constraints, and institutional limitations impede implementation, yet teachers’ professional freedom, reflective practices, and context-sensitive pedagogies bridge theory-practice gaps. The study identifies systemic challenges, including learner dependence, time constraints, and inadequate teacher training. Implications call for educational policies prioritizing decentralized decision-making, tailored professional development, and flexible curricula. Future research should employ mixed-method designs to explore socio-cultural mediators of autonomy. Sustainable frameworks must position teacher agency and learner autonomy as interdependent pillars to cultivate self-directed learners in globalized contexts.
A Comparative Study of English Language Teachers’ Motivational Strategies in State and Private Primary Schools Iyehezkiel
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1803

Abstract

This study investigates the differences in motivational strategies employed by English language teachers in state and private primary schools in Indonesia. Grounded in Dörnyei’s L2 Motivational Self System and Henry’s three-level model of language learning motivation, the research aims to examine both the perceived importance and frequency of use of specific motivational strategies in classroom settings. Using a survey-based quantitative method, data were collected from 200 English teachers across 32 primary schools in Tangerang Selatan during the 2024–2025 academic year. Two questionnaires, adapted from Dörnyei and Csizér’s (1998) framework, assessed teachers’ beliefs and practices regarding 30 motivational strategies. Results from independent samples t-tests indicate no significant difference between the two groups in terms of the importance attributed to motivational strategies. However, private school teachers reported significantly more frequent use of diverse, student-centered strategies, particularly those involving authentic materials, group work, and cultural content. The findings highlight the impact of institutional resources, class size, and teacher autonomy on motivation practices. Implications suggest the need for increased support for state school teachers through resource provision and professional development focused on motivational pedagogy.
Linguistic Landscape Analysis on Public Signs in Semarapura High Schools: Languages and Scripts Distribution Pradnyani, Ni Wayan Rasti; Paramarta, I Made Suta; Swandana, I Wayan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1810

Abstract

This research analyzed the distribution of languages and scripts on public signs of high schools in Semarapura, at SMA Negeri 2 Semarapura and SMK Negeri 1 Klungkung. Data were collected through observation, photographs, and interviews with principals, teachers, and students using a qualitative descriptive method. A total of 78 signs were collected. The findings showed that most signs were monolingual, with Bahasa Indonesia as the dominant language (71.79%). Bi-script signs using Indonesian with Balinese script, represent 10.26%, while English monolingual signs were relatively rare (2.56%). Bilingual signs were identified, with 7.69% in Indonesian-English and 11.54% in English-Indonesian. Unfortunately, there is no multilingual signs were found. The use of Bahasa Indonesia was the most common on the school signs, which followed national language rules like Law No. 24 of 2009 and Presidential Regulation No. 63 of 2019. The use of Balinese script showed that the schools also followed the local language rule, Bali Governor Regulation No. 80 of 2018. Based on the interviews, the choice of language and script was based on how well the message could be understood, students needed, and efforts to preserve local culture. English was used mainly for academic or international purposes.

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