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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 367 Documents
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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.
Duolingo Dominance in Mobile-Assisted Language Learning: A Survey of User Preferences, Skill Targets, and Device Trends Falahi, Kamil
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.v8i1.1812

Abstract

The proliferation of mobile technology has transformed foreign language learning, offering flexible solutions for learners with time or accessibility constraints. This study investigates user preferences for mobile applications in language acquisition, examining application choices, targeted language skills, usage frequency, and device accessibility. Through a quantitative survey of 75 learners (aged 13–60) across Indonesia, results reveal that 84% leverage mobile apps for language learning, with Duolingo emerging as the dominant platform (67.6%). Participants primarily aimed to improve all core language skills (66.6%), engaged daily (41.2%), and dedicated 15–30 minutes per session (44.4%). Smartphones were the preferred access point (52.3%), particularly among working professionals (62.6% of respondents). The findings highlight mobile apps as critical tools for democratizing language education and underscore the need for enhanced speaking-focused features in future designs
Encouraging Student Question-Asking in Primary Classrooms: Teachers’ Strategies, Behaviors, and Assessment Techniques Arviana, Nerisha
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.v8i1.1814

Abstract

This qualitative study explores the strategies, assessment techniques, and classroom behaviors that primary school teachers employ to encourage student question-asking, a critical component of active and meaningful learning. Drawing on semi-structured interviews with nine classroom teachers selected via purposive sampling, the study adopts a phenomenological approach to understand how educators foster inquiry in their daily practices. The findings reveal ten key themes that reflect teacher efforts to promote question-asking, including encouraging active participation, addressing diverse learning styles, enabling students to formulate their own questions, and overcoming student shyness. Teachers reported using visual aids, storytelling, group discussions, drama, peer questioning, and feedback techniques tailored to individual learners. Additionally, teacher behaviors—such as verbal encouragement, maintaining eye contact, and empathetic listening—were found to cultivate supportive learning environments conducive to curiosity and self-expression. The study concludes that student questioning is influenced by the alignment of instructional strategies with students’ cognitive and affective needs. It recommends sustained professional development focused on inquiry-based pedagogy to expand students’ questioning capacities and support the formation of democratic, student-centered classrooms.
Swear Words Used by Japanese: A Descriptive Qualitative Study Ariantari, Pande Kadek Dea; Budasi, I Gede; Ramendra, Dewa Putu
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.v8i1.1815

Abstract

This study explores the use of swear words in the Japanese language, focusing on their forms, references, and communicative functions. The aim is to identify the types of swear words used by native speakers, analyze their morphological structures, and understand the meanings and roles they play in social interaction. A descriptive qualitative approach was used, employing interviews and document analysis as primary data collection methods. Instruments included the researcher as the key instrument, supported by document analysis sheets and interview guides. Data were collected from three native Japanese speakers, supplemented with related texts and online sources. The study identified 41 Japanese swear words categorized into 14 monomorphemic words, 17 polymorphemic words, 13 phrases, and 6 clauses. The references of these words varied, including sex (4), excrement (4), animals (4), mental illness (2), and death (3). Functionally, the swear words were used to express emotions (15), show aggression (12), deliver insults (20), emphasize a point (1), and establish group identity or solidarity (3). The findings reveal the complexity of swearing in Japanese, showing that such expressions play an important role in emotional release, group belonging, and social confrontation. This study enhances the understanding of Japanese sociolinguistics and pragmatics.
The Hindi Swear Words Used by Indians: A Descriptive Qualitative Study Dharmasanti, Ni Made Utari; Budasi, I Gede; Ramendra, Dewa Putu
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.v8i1.1816

Abstract

This research aims to (1) identify swear words used by Indians, (2) analyze their forms, (3) examine their functions, and (4) explore their references. It employs a qualitative descriptive method and was conducted in Nusa Penida, Klungkung Regency, Bali. Data were collected through document analysis and interviews with three informants selected based on specific criteria. The researcher acted as the main instrument, supported by an analysis sheet and interview guides. The findings reveal a total of 33 Hindi swear words. In terms of form, 15 are monomorphemic, 12 polymorphemic, 3 noun phrases, and 3 independent clauses. Regarding function, 18 swear words are used to discredit others, 7 to provoke, and 8 to provide emotional catharsis. As for references, the words relate to sex activity (8), excrement (2), animals (4), personal background (4), bodily functions (8), and death (1). These results show that Hindi swear words are varied in structure, purpose, and reference, reflecting both the emotional intensity and cultural context in which they are used. This study enhances the understanding of Indian sociolinguistics by demonstrating how swearing serves not only as verbal aggression or expression, but also as a reflection of societal values, interpersonal dynamics, and cultural identity.
Mandarin Swear Words Used by Chinese: A Descriptive Qualitative Study Hayuni, Nyoman Tri; Budasi, I Gede; Ramendra, Dewa Putu
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.v8i1.1817

Abstract

Swear words, while often considered taboo, have played a significant role in human communication. This study aimed to identify the Mandarin swear words used by Chinese speakers, analyze their forms, references, and functions. The research was conducted using a descriptive qualitative design. Primary data were collected through document analysis and interviews. The researcher acted as the main instrument, supported by document analysis sheets and interview guides. Three informants were selected based on predetermined criteria. The data were analyzed descriptively using the theory of Miles and Huberman (1984). The results of the study showed that there were 34 Mandarin swear words used by Chinese speakers. In terms of form, 13 were classified as words, consisting of 1 monomorphemic word and 12 polymorphemic words; 12 were phrases, and 9 were clauses. With regard to their references, five categories were identified: sex (5), excrement (2), animal names (2), mental illness (3), and personal background (5). Furthermore, five functions of Mandarin swear words were found: expressing emotion (8), drawing attention (5), social group identity (2), aggression (18), and regressive (1). These findings highlight the various ways in which swear words are employed in Mandarin, revealing their communicative purposes and sociolinguistic relevance.
Integrating Assessment Tools and Practices in EFL Classrooms: A Multidimensional Approach Aligned with CEFR Standards ZA, Asep Ahmad; Ratmo
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.v8i1.1823

Abstract

This study critically examines the evolving role of assessment and evaluation in Teaching English as a Foreign Language (EFL), emphasizing a paradigm shift from summative judgment to a continuous, formative process integral to instruction. Through qualitative content analysis of theoretical literature and practical frameworks, the research synthesizes multidimensional assessment practices that align with the Common European Framework of Reference for Languages (CEFR). It explores diverse assessment tools—including written exams, oral tests, multiple-choice questions, performance tasks, checklists, and analytic rubrics—and evaluates their efficacy in measuring integrated language skills (listening, speaking, reading, writing). Findings reveal that imbalances in skill development often stem from isolated assessment methods, leading to communicative inadequacies (e.g., comprehension without production). The study advocates for contextually authentic, CEFR-aligned strategies that bridge receptive and productive competencies, such as combining reading with written responses or listening with oral tasks. Additionally, it underscores the distinction between assessment (systematic observation) and evaluation (criterion-referenced judgment), highlighting the need for balanced tool selection to enhance reliability and reduce anxiety. Practical implications include leveraging checklists for skill-specific benchmarks, analytic rubrics for performance clarity, and iterative feedback for writing development. The research concludes that holistic, integrated assessment designs are essential for fostering balanced language proficiency and achieving meaningful educational outcomes in global EFL contexts.

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