Journal of Language Intelligence and Culture
Journal of Language Intelligence and Culture is a peer-reviewed journal on language and culture. This journal encompasses original research articles and review articles related to English and Arabic encompasses:Language education Studies, Cross Cultural Awareness in English and Arabic Language Teaching, English Language Teaching (ELT), Arabic Language Teaching (ALT), English Literature, Arabic Literature, English Language Skills Studies (Listening, Speaking, Reading, and Writing), English Language Component Studies (Vocabulary, Grammar, and Pronunciation-Spelling system), Linguistic studies, Applied linguistics studies, Study of turats, Sociolinguistics, Psycholinguistics, Discourse Analysis, Pragmatics, Language Learners Characteristics, and Curriculum development within Language Learning.
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<![CDATA[Improving Reading Comprehension of Explanation Texts through Chunking Technique ]]>
<![CDATA[Yuliana, Febi Dwi]]>;
<![CDATA[Mardiyana, Yeni]]>;
<![CDATA[Musrifah, Musrifah]]>;
<![CDATA[Suryaningrum, Christine Wulandari]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.628
<![CDATA[This research uses the chunking technique to enhance students' reading comprehension of explanation texts. The study was performed as Classroom Action Research (CAR) with eleventh-grade students from a high school in Jember. It was done in two stages following the Kemmis and McTaggart approach, which includes planning, acting, observing, and reflecting. During the first stage, students learned the chunking technique through individual tasks. Results indicated that their reading comprehension had improved, as shown by a rise in average scores from 53.6 in the pre-test to 69.2 in the post-test. Still, some students found it hard to utilize the technique independently. In the second stage, cooperative learning and the Teaching at the Right Level (TaRL) approach were introduced to boost involvement and understanding. Students were grouped based on their skills and worked on explanation texts suited to their level. Consequently, the average score rose to 82.2. The results suggest that the chunking technique significantly enhances students' understanding of explanation texts, especially when paired with collaborative and differentiated teaching. It also encourages greater participation and self-assurance. This study concludes that chunking is an effective method for teaching reading, especially when adjusted to fit students' requirements and enhanced by organized group activities.]]>
<![CDATA[Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes ]]>
<![CDATA[Nor, Hidayah]]>;
<![CDATA[Sarita, Erma]]>;
<![CDATA[Rahayu, Puji Sri]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.642
<![CDATA[Mind Mapping has gained recognition as a visual learning strategy that enhances comprehension and engagement. Yet, its application in dialogic collaborative learning within English Language Education remains underexplored. This study explores students’ perceptions of Mind Mapping as a collaborative learning tool, highlighting its pedagogical potential and challenges in higher education. Conducted at Antasari State Islamic University Banjarmasin, the research involved six English Language Education students from the 2022 cohort. Data were gathered through in-depth semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model to identify key themes. Findings reveal that students view Mind Mapping as a productive tool that simplifies complex material, promotes dialogic interaction, and fosters creativity and critical thinking through deeper content engagement. However, three main challenges emerged: (1) differing preferences for digital versus manual mapping, (2) unequal participation among group members, and (3) excessive focus on visual aesthetics over content depth. The study concludes that effective integration of Mind Mapping in collaborative learning requires teacher facilitation, explicit guidance, and a balanced emphasis on both form and meaning. These insights contribute to research on collaborative learning in English Language Education and offer practical implications for educators seeking to incorporate visual tools in EFL contexts.]]>
<![CDATA[Improving Reading Comprehension of Explanation Texts through Chunking Technique ]]>
<![CDATA[Yuliana, Febi Dwi]]>;
<![CDATA[Mardiyana, Yeni]]>;
<![CDATA[Musrifah, Musrifah]]>;
<![CDATA[Suryaningrum, Christine Wulandari]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
Show Abstract
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Download Original
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Original Source
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DOI: 10.35719/jlic.v7i2.628
<![CDATA[This research uses the chunking technique to enhance students' reading comprehension of explanation texts. The study was performed as Classroom Action Research (CAR) with eleventh-grade students from a high school in Jember. It was done in two stages following the Kemmis and McTaggart approach, which includes planning, acting, observing, and reflecting. During the first stage, students learned the chunking technique through individual tasks. Results indicated that their reading comprehension had improved, as shown by a rise in average scores from 53.6 in the pre-test to 69.2 in the post-test. Still, some students found it hard to utilize the technique independently. In the second stage, cooperative learning and the Teaching at the Right Level (TaRL) approach were introduced to boost involvement and understanding. Students were grouped based on their skills and worked on explanation texts suited to their level. Consequently, the average score rose to 82.2. The results suggest that the chunking technique significantly enhances students' understanding of explanation texts, especially when paired with collaborative and differentiated teaching. It also encourages greater participation and self-assurance. This study concludes that chunking is an effective method for teaching reading, especially when adjusted to fit students' requirements and enhanced by organized group activities.]]>
<![CDATA[Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes ]]>
<![CDATA[Nor, Hidayah]]>;
<![CDATA[Sarita, Erma]]>;
<![CDATA[Rahayu, Puji Sri]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
Show Abstract
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Original Source
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DOI: 10.35719/jlic.v7i2.642
<![CDATA[Mind Mapping has gained recognition as a visual learning strategy that enhances comprehension and engagement. Yet, its application in dialogic collaborative learning within English Language Education remains underexplored. This study explores students’ perceptions of Mind Mapping as a collaborative learning tool, highlighting its pedagogical potential and challenges in higher education. Conducted at Antasari State Islamic University Banjarmasin, the research involved six English Language Education students from the 2022 cohort. Data were gathered through in-depth semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model to identify key themes. Findings reveal that students view Mind Mapping as a productive tool that simplifies complex material, promotes dialogic interaction, and fosters creativity and critical thinking through deeper content engagement. However, three main challenges emerged: (1) differing preferences for digital versus manual mapping, (2) unequal participation among group members, and (3) excessive focus on visual aesthetics over content depth. The study concludes that effective integration of Mind Mapping in collaborative learning requires teacher facilitation, explicit guidance, and a balanced emphasis on both form and meaning. These insights contribute to research on collaborative learning in English Language Education and offer practical implications for educators seeking to incorporate visual tools in EFL contexts.]]>
<![CDATA[Improving EFL Students’ Listening and Critical Thinking Skills through Higher-Order Thinking Questions ]]>
<![CDATA[Ramadhana, Diba]]>;
<![CDATA[Firdaus, Iqbal]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.653
<![CDATA[This study explores the effectiveness of higher-order thinking skills (HOTS) questions in fostering critical thinking among EFL learners in a Listening for Academic Purposes (LAP) class. While academic listening inherently involves cognitive processes such as inference, evaluation, and analysis, EFL instruction often focuses on lower-order comprehension tasks. To address this gap, the study implements HOTS-based questioning strategies within a Classroom Action Research (CAR) framework, promoting reflective teaching and continuous improvement. The research was conducted with six intermediate EFL students over two cycles, incorporating academic audio materials, structured HOTS questions, and student-centered discussions. Data were collected through observation checklists, student reflection sheets, and pre- and post-tests. Findings indicate that students initially struggled with higher-order questions but showed significant improvement in both critical thinking and listening performance after receiving appropriate scaffolding and practice. The post-test results and classroom observations revealed increased engagement, deeper analysis, and more thoughtful responses. This study concludes that integrating HOTS questions into LAP instruction can effectively enhance critical thinking skills in EFL learners. It also highlights the value of reflective teaching practices in adapting instructional strategies to meet learner needs. Implications are offered for language teachers, curriculum designers, and future researchers aiming to enrich listening pedagogy through critical thinking development.]]>
<![CDATA[Analyzing Speech Acts in Peer Interaction Among EFL High School Students ]]>
<![CDATA[Rafiah, Hafidatur]]>;
<![CDATA[Khodijah, Siti]]>;
<![CDATA[Madeeyoh, Na-a]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.634
<![CDATA[This study explores the use of speech acts among high school students during peer discussions in an English as a Foreign Language classroom. It aims to identify the types of illocutionary acts students produce and understand how they employ language to negotiate meaning and express ideas in peer interaction. The research was conducted at MAN 1 Jember with four students from the Bina Insan Cendekia program, using a qualitative descriptive design. The previous research was conducted at elementary scholl or junior high school, and in this study researcher conducted in senior high choll to fulfill the gap in this field. Data were collected through audio recordings, observations, and transcripts of peer discussions on the topic of mental health. The analysis, based on Searle’s speech act theory, revealed that assertive acts were most frequently used, followed by expressive, directive, and commissive acts, while declarative acts were absent. Students used assertive acts to share experiences and state opinions, expressive acts to convey emotions and reactions, and directive acts to maintain the flow of conversation. Commissive acts were rare and typically appeared in supportive or empathetic responses. The results highlight the significance of topic relevance and peer familiarity in encouraging authentic language use. This study contributes to understanding pragmatic competence in EFL settings and supports the use of peer discussion as a valuable strategy for enhancing speaking skills and meaningful communication in the classroom.]]>
<![CDATA[The Effectiveness of Digital Literacy to Improve Students’ Reading Comprehension and Critical Thinking ]]>
<![CDATA[Aisyah, Noor]]>;
<![CDATA[Khadijah, Sitti]]>;
<![CDATA[Azmi, Aulia]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.650
<![CDATA[This study examines whether integrating digital literacy–based activities into English for Academic Purposes (EAP) instruction enhances undergraduate students’ academic reading skills and critical thinking. Addressing a gap in the literature where academic reading and critical thinking are often treated as separate outcomes and digital literacy is frequently reduced to tool use, this study conceptualizes digital literacy as a pedagogical framework that supports higher-order engagement with academic texts. Eight sessions of digitally enhanced EAP instruction were implemented in an experimental class (n = 44), focusing on students’ abilities to critically access, evaluate, and construct meaning from academic readings, while the other class (n = 45) received conventional EAP instruction. The results revealed that the experimental group achieved significantly greater gains than the control group in both academic reading (U = 596.50, p = 0.001) and critical thinking (U = 253.00, p < 0.001). These findings suggest that digital literacy functions as a mediating pedagogical approach that deepens students’ engagement with academic texts and fosters higher-order reasoning. Conceptually, the study extends EAP instructional models by demonstrating that academic reading and critical thinking can be developed simultaneously through integrated digital literacy practices. The study recommends that EAP instructors systematically embed digital literacy–oriented activities to strengthen students’ academic literacy.]]>
<![CDATA[Grammatical Cohesion in Jo March’s Utterances in Little Women: A Textual Analysis ]]>
<![CDATA[Al-Fath, Tastrid Nur]]>;
<![CDATA[Zulianti, Hajjah]]>;
<![CDATA[Febriyanti, Febriyanti]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.651
<![CDATA[This study aims to analyze the use of grammatical cohesion in Jo March’s dialogues of the Little Women movie, focusing on how frequent the types can occur as well as its function to convey meaning. This study addresses the gap by focusing how cohesive devices are used to shape Jo March’s way of speaking and the way she expresses her character. The data were collected from Jo’s utterances from the script, while the content analysis by Ary et al., was employed to analyze the data. The writer checks the data validity using peer debriefing and theory triangulation using Paltridge’s and Halliday’s theory. Several types the writer found from the script are reference, conjunction, substitution, and ellipsis. The results indicate that conjunctions were the most frequent types from the script, with 46%. Followed by reference with 26%, ellipsis 17%, and substitution 11%. These numbers show that Jo tends to speak quickly and connect her ideas closely together. The references help her link one idea to another, while ellipsis and substitution reveal her natural, informal way of talking. In other words, the function of each grammatical cohesion types is to create unity and clarity in a text by linking its elements, avoiding unnecessary repetition, and making the flow of contents easier to follow.]]>
<![CDATA[Linguistic Features of Banyuwangi Traditional Culinary Terms and Osing Cultural Identity ]]>
<![CDATA[Aminulloh, Aminulloh]]>;
<![CDATA[Rastitiati, Ni Kade Juli]]>;
<![CDATA[Pradana, Wayan Radita Yuda]]>;
<![CDATA[Yanyan, Bi]]>;
<![CDATA[Subayil, Subayil]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v7i2.654
<![CDATA[Culinary language helps express and preserve cultural identity; however, the linguistic features of Banyuwangi traditional culinary terms and their links to Osing culture remain underexplored. This study analyzes the phonological, morphological, semantic, and pragmatic characteristics of these terms and examines how they function as markers of Osing identity. Using a qualitative descriptive design, the research combines semi-structured interviews, participant observation in traditional food settings, and document analysis of local recipe books and menus. The findings demonstrate that these terms constitute a robust yet flexible lexicon with basic sound symbolism, wide use of compounding, many descriptive meanings and lots of metaphorical creativity that enhance memorability, oral transmission and change. While showing these words being pragmatically deployed as semiotic resources in actions localizing identity and voicing community pride, also participates in cultural branding of Banyuwangi as different by combining them with Indonesian or English classifiers to create hybrid tourism labels. Linking a detailed formal analysis of terms for foods with identity-oriented socialist, this study cries out for linguistics and provides a valuable lexical resource for classroom teaching about cultural difference in local-content and intercultural curricula as well as its contribution to local culture heritage and tourism program.]]>
