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International Journal of Language and Ubiquitous Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 30267102     EISSN : 30308372     DOI : 10.70177/ijlul
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Language and Ubiquitous Learning (IJLUL) is a peer-reviewed academic journal devoted to issues related to foreign and second language teaching/learning and how Ubiquitous Learning can be used to enhance language teaching and learning. Its primary goal is to disseminate scholarly information on issues related to language teaching research. Particular Attention is paid to problems associated with foreign and second language instruction. IJLUL publishes articles and book reviews in English. Articles which have a sound theoretical base with a visible practical application which can be generalised will be prioritised. There will be 4 issues per year of IJLUL a year, appearing in the months of Macrh, June, September, and December. Published in both hardcopy and softcopy, IJLUL utilises Open Journal System (OJS) to allow it to reach a wider audience from different parts of the globe. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the IJLUL follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 11 Documents
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Search results for , issue "Vol. 2 No. 4 (2024)" : 11 Documents clear
Innovation in United Kingdom Teaching Methodology in the Digital Era Kurnia Putra, Dede; Zaki, Amin
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1381

Abstract

Background. Digital technology has had a significant impact on various sectors, including education. In the UK, many schools have started to adopt technology as an integral part of their teaching methods. However, there is still a gap in understanding the effectiveness and long-term impact of these technological innovations on student learning outcomes. Purpose. This study aims to explore and evaluate the impact of the use of technology in teaching in schools in the UK. The focus is on understanding how technology affects student learning outcomes, classroom participation, and teachers' readiness to integrate technology into the learning process. Method. The research approach used is mixed-methods, which combines quantitative and qualitative data. Quantitative data was obtained through questionnaires distributed to teachers and students in 30 schools in the UK, while qualitative data was collected through in-depth interviews with teachers to understand their experiences in using technology. Results. The results showed that schools that intensively adopted technology experienced an increase in student learning outcomes by 15%. Student participation is also increasing, especially in classrooms that use interactive digital tools. Teachers who have received special training show increased confidence in the use of technology. Conclusion. Technological innovations in teaching have proven to be effective in improving learning outcomes and student participation. However, there is still a gap in access to technology in rural areas that requires further attention.
The Influence of Slang on the Decline of Language Literacy in the Young Generation of Indonesia: Language Literacy Putri Paino, Novhira; Lubis, M. Joharis; Masniari Hutagalung, Surya
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1460

Abstract

Background. The increasing use of slang among Indonesian youth has raised concerns about its impact on language literacy and formal communication skills. Purpose. To examine the influence of slang on language literacy decline among Indonesian youth and its implications for formal language skills, social identity, and intergenerational relations. Method. A mixed-method study was conducted in Jakarta, Surabaya, and Medan, employing in-depth interviews, surveys, and social media content analysis. Data were collected from 150 respondents to assess slang usage patterns and their impact on formal language capabilities. Results. The study revealed that 80% of frequent slang users struggled with formal language in academic settings, while 65% reported diminished essay-writing abilities. Additionally, 70% identified slang as integral to their social identity, though 60% experienced communication difficulties with older generations. Social media platforms significantly influenced slang adoption, with 90% of respondents regularly using slang on Instagram and TikTok. Conclusion. The findings demonstrate a significant correlation between frequent slang usage and declining formal language literacy among Indonesian youth. This trend affects academic performance and intergenerational communication, highlighting the need for balanced language education strategies that preserve formal literacy while acknowledging youth linguistic identity.
Development of the Socioecopreneur for Children (MSC) Module as an Effort to Support Sustainable Main Tourism Destination Programs at Public Elementary School( SDN) 04 Kampung Bajo Torosiaje Jenli Abbas, Moh.; Maulidyawanti Moonti, Gusfin; Samad, Pratiwi; Suryani Munir, Fairus
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1493

Abstract

Background. Bajo Village of Torosiaje is part of the selected DSP based on its tourism potential to boost the economy through the tourism industry. The main issue that arises is waste management. Poor waste management has led to the accumulation of waste along several roads leading to the tourist sites in Kampung Bajo Torosiajegies. Purpose. The development of this modul aim to foster children’s growth of the tourism industry in Bajo Torosiaje including in the awareness of social, envoronmental and economic sustainability as well as mproving human resource quality, setting it apart from other programs. Method. The methodology employs a Research and Development (R&D) approach based on the 4D model by Thiagarajan, focusing on a Socioecopreneurship Business Plan. This plan includes business planning materials and socioecopreneurship activities, incorporating socioecopreneur character values tailored for elementary school students. Results. The ecopreneurship-based learning approach significantly boosted students' entrepreneurial interest and environmental literacy. Interest scores increased from 69 to 72, while the percentage of students with low interest dropped from 27% to 3%. Additionally, 80% of students expressed satisfaction with the approach, indicating enthusiasm for utilizing local resources. Conclusion. These findings reflect a stronger understanding of sustainability among students and greater readiness to become environmentally conscious young ecopreneurs.
Integration of Augmented Reality Technology in Moral Learning in Islamic Religious Education Heriady, Heriady
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1511

Abstract

Background. The advancement of digital technology requires the world of education to innovate in learning methods, including in the field of Islamic Religious Education (PAI) which teaches moral values. Moral learning, which is often abstract, requires an approach that can effectively improve students' understanding and internalization. The integration of Augmented Reality (AR) technology in moral learning is considered to be able to answer this challenge by presenting a more interactive and contextual learning experience, relevant to the learning style of the current digital generation. Purpose. This study aims to evaluate the effectiveness of the use of AR in moral learning in PAI, especially in improving students' understanding and practice of moral values. The main focus of the research is to see the extent to which AR technology can contribute to building a deep and practical understanding of moral concepts. Method. The study used an experimental design with a quantitative approach, involving 100 junior high school students who were divided into an experimental group and a control group. The research instruments include moral comprehension tests, attitude questionnaires, and qualitative interviews to explore students' learning experiences while using AR technology. The data were analyzed using descriptive and inferential statistics. Results. The results showed that students who studied with AR experienced a significant increase in understanding and internalizing moral values compared to the control group. Students in the experimental group had higher comprehension and engagement scores, which showed the effectiveness of AR in moral learning. AR technology has succeeded in contextualizing moral learning with in-depth and applicative interactive simulations. Conclusion. The conclusion of this study confirms that AR can be an effective tool in moral learning in PAI. AR integration offers a relevant and applicable approach, allowing students to understand and practice moral values in a deeper way.
Strengthening English Language Learning through Artificial Intelligence-Based Mobile Applications: A Comparative Study in Formal and Informal Contexts Nurmala, Ira; Reza, Ali; Apriansyah Hutagalung, Carli; Pattiasina , Petrus Jacob; Malintang, Jimmy
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1764

Abstract

Background. AI-based mobile applications are revolutionizing language learning by offering personalized, adaptable tools. Their impact differs across various learning environments, prompting the necessity for a comparative study to understand these variances better. Purpose. This study aims to compare the effectiveness of AI-based mobile applications for English language learning in formal classroom settings versus informal self-study environments. The goal is to determine how these tools perform across different contexts and identify the optimal conditions for their use. Method. A comparative study was conducted involving high school and university students in formal educational settings and adult learners in informal self-study settings. Over three months, participants utilized AI-based language learning applications. Data collection involved pre- and post-tests to measure learning outcomes, alongside surveys and interviews to gauge user experiences and preferences. Results. Analysis revealed significant improvements in both learning environments, with formal settings showing a 12% increase in test scores and informal settings an 8% increase. Students in formal settings more frequently engaged with interactive features, whereas informal learners gravitated towards self-study tools. Engagement and interaction levels were notably higher in formal educational settings compared to informal ones. Conclusion. AI-based mobile applications significantly enhance English language learning, particularly in structured, formal environments. The findings underscore the importance of tailoring these tools to fit different learning contexts. While both formal and informal settings benefit from these applications, formal education environments seem to leverage their interactive features more effectively, resulting in higher engagement and better learning outcomes. This study highlights the need for educators and developers to consider context-specific strategies to maximize the benefits of AI-based language learning tools.
The Role of Augmented Reality in English Language Learning: Increasing Engagement and Cultural Immersion Danial, Haris; Karimah, Saidatul; Mafruhah, Anisatul; Karomi Safari, M. Ubaidillah; Chai, Nong
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1765

Abstract

Background. Augmented reality (AR) is increasingly being integrated into education, enhancing learning experiences through interactive and immersive environments. In language learning, AR holds promise for increasing engagement and cultural immersion. Purpose. To investigate the impact of AR on English language learning, comparing engagement and cultural immersion in formal and informal contexts. Method. Mixed-methods approach involving middle school, high school, and university students. Participants were divided into experimental (AR) and control (traditional methods) groups. Data were collected through pre- and post-tests, surveys, and interviews to measure language proficiency, engagement, and cultural awareness. Results. Significant improvements were observed in both learning contexts. In formal settings, there was a 17% increase in test scores, while informal settings saw a 13% increase. Formal learners exhibited higher engagement and cultural awareness, with 80% reporting high engagement compared to 70% in informal settings. Formal learners frequently utilized interactive features, enhancing their learning experience, whereas informal learners showed a preference for independent study tools offered by AR applications. Conclusion. AR significantly enhances English language learning, particularly within formal educational environments. The study highlights AR's potential to boost student engagement and cultural understanding, suggesting that tailored approaches are necessary to optimize its use across different learning contexts. The findings indicate that while both formal and informal settings benefit from AR, the structured environment of formal education leverages the technology's interactive features more effectively, leading to greater student engagement and improved learning outcomes. These insights are valuable for educators and developers aiming to integrate AR in language learning, emphasizing the need for context-specific strategies to maximize its educational benefits.
Integration of Artificial Intelligence and Big Data in Arabic Language Learning: A New Paradigm for Personalization Sutisna, Dede; Al-Fahim, Omar
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1766

Abstract

Background. The integration of Artificial Intelligence (AI) and Big Data in education holds the promise of personalizing learning experiences and improving learning outcomes. The Arabic language, with its unique linguistic structure and complexities, poses specific challenges that these technologies could address. This study explores how AI and Big Data can be leveraged to enhance Arabic language learning, focusing on their potential to improve personalization and effectiveness across both formal and informal learning environments. Purpose. This research aims to investigate the impact of AI and Big Data on Arabic language learning, with an emphasis on the personalization of learning experiences and the enhancement of learning outcomes in both formal and informal educational settings. Method. A mixed-methods approach was employed, involving students from schools, universities, and language learning centers. Participants were divided into two groups: an experimental group utilizing AI and Big Data tools, and a control group relying on traditional teaching methods. Data were collected through pre- and post-test assessments, surveys, and interviews to evaluate learning outcomes and levels of student engagement. Results. The findings indicate a notable improvement in learning outcomes in both formal and informal settings. In formal learning environments, students demonstrated a 22% increase in test scores, while in informal settings, the increase was 18%. Engagement levels were higher in formal settings, with 85% of learners reporting high involvement, compared to 75% in informal settings. Conclusion. AI and Big Data significantly enhance Arabic language learning, particularly in formal educational contexts. The study underscores the importance of tailoring AI and Big Data applications to suit different learning environments for optimal effectiveness. These technologies offer a promising avenue for improving both the personalization and efficacy of language learning.
Virtual Classroom in the Hand: Adapting an E-Learning Platform for English Language Learners Latifah, Nur; Joshi, Nikhil; Kusumaning Tyas, Novita; Fitriani, Nining; Oktaviana, Ariana
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1767

Abstract

Background. The development of digital technology has changed the paradigm of foreign language education, but existing e-learning platforms are still not fully able to accommodate the diversity of individual needs of students. Purpose. This study aims to develop and test the effectiveness of adaptive e-learning platforms that are able to dynamically adjust learning content based on students' characteristics, learning styles, and English language skills. Method. The results showed a significant increase in English language competence in the experimental group with an average score increase of 23.2 points. Statistical analysis revealed a positive correlation between content personalization and learning motivation (p<0.01). Adaptive platforms have been proven to be effective in lowering language anxiety and increasing students' confidence. Results. The conclusion of the study confirms the transformative potential of adaptive technology in foreign language education. A platform that integrates artificial intelligence, psychological approaches, and innovative pedagogical is able to create a personalized and meaningful learning experience. Conclusion. The study concludes that mobile-compatible e-learning platforms can effectively support ELLs, providing an engaging and accessible learning environment that enhances language proficiency. Further research is recommended to explore long-term retention rates and the impact of additional personalized features.
Ubiquitous Learning and Multicultural Competence: Improving Cross-Cultural Communication Skills Lekahena, Vabio; Frets. Pessireron, Marcus; Thi Lan, Tran; Makulua, Korlina; Liline, Lidya J.
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1769

Abstract

Background. In the era of globalization, cross-cultural communication skills have become increasingly essential due to the rise in intercultural interactions. As societies become more interconnected, the ability to effectively communicate and collaborate across cultures is vital. This research emphasizes the importance of fostering multicultural competence and enhancing cross-cultural communication skills through technology-based learning programs. Purpose. The study aims to explore how ubiquitous learning can improve multicultural competence and cross-cultural communication skills. It seeks to understand the impact of technology-driven learning on enhancing participants' ability to navigate and engage in diverse cultural contexts. Method. A mixed-methods design was employed, combining quantitative surveys and qualitative interviews. The participants included students from various cultural backgrounds. The quantitative data were collected through pre- and post-intervention surveys to assess changes in cross-cultural communication skills, while qualitative data were gathered through interviews to capture in-depth insights into the participants' experiences and perceptions of the learning program. Results. The results demonstrated a significant improvement in participants' cross-cultural communication skills, with scores increasing from 65 before the intervention to 82 after the intervention. The qualitative analysis revealed positive themes, such as increased cultural understanding and greater self-confidence in interacting with people from diverse backgrounds. Conclusion. The study concludes that a holistic and collaborative learning approach can have a profound impact on improving multicultural competence. The research highlights the effectiveness of technology-based learning in fostering cross-cultural communication skills and making educational curricula more inclusive and relevant to the needs of participants in a multicultural environment. This study contributes to the development of more inclusive educational programs that better equip students to engage in global and multicultural contexts.
Learning Pattern Analysis through Learning Analytics: Improving Language Learning in Ubiquitous Contexts Safar, Muh.; Santos, Luis
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1770

Abstract

Background. The increasing use of technology in education, particularly application-based learning, has the potential to enhance language learning. Effective language acquisition relies on analyzing learning patterns to improve student engagement and outcomes. With the growing role of learning analytics, this research explores how technology can be applied to understand and improve language learning in a broader context. Purpose. The study aims to analyze language learning patterns through learning analytics and explore how technology can contribute to enhancing language learning in various contexts. Specifically, it focuses on identifying how different learning behaviors and engagement levels influence language proficiency. Method. A quantitative research approach was used, collecting data from 200 learners who utilized language learning applications. The data were analyzed to identify patterns in user engagement and learning behaviors, focusing on the relationship between time spent on different types of learning materials and language proficiency outcomes. Results. The findings reveal that learners who spent more time engaging with conversation and writing materials generally showed better language skills. In contrast, students with basic language proficiency were found to focus more on grammar and vocabulary materials. This suggests that more advanced learners benefit from interactive, communicative tasks, while beginners need a focus on foundational elements like grammar and vocabulary. Conclusion. The study concludes that language learning is more effective when it involves social and contextual interaction, rather than relying solely on passive methods like memorization. These findings offer valuable insights for the design of language learning applications that are more adaptive to student preferences, encouraging more personalized and engaging learning experiences. The research highlights the importance of considering different learning patterns to enhance the overall effectiveness of language learning technology.

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