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Journal of Language Intelligence and Culture
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27161277     EISSN : 27161269     DOI : https://doi.org/10.35719/jlic.v2i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 183 Documents
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Animated Videos and Reading Engagement in EFL Classrooms: Insights from an Islamic Senior High School Context Prastika, Erika; Hayuningtyas, Nina
Journal of Language Intelligence and Culture Vol. 8 No. 1 (2026): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v8i1.644

Abstract

Utilizing a qualitative case study design, this research investigated the strategic implementation, cognitive affordances, and systemic challenges of utilizing Animated Videos (AV) in reading instruction. The study engaged an English teacher and five eleventh-grade students, selected via purposive sampling. Data gathered through classroom observations and semi-structured interviews were analyzed using Miles, Huberman, and Saldana’s framework (data condensation, display, and conclusion drawing), with validity maintained through source and method triangulation. The findings reveal that a structured three-tier framework (pre-, whilst-, and post-viewing) transforms AV from mere entertainment into a vital cognitive tool. Rather than just increasing passive motivation, the visual-linguistic integration of AV enhanced language intelligence by reducing cognitive load, allowing learners to anchor abstract textual concepts in concrete situational contexts. Pedagogically, this shifted the instructional dynamic from lecture-heavy decoding to advanced guided questioning. However, systemic challenges persist in optimizing video-text alignment and managing cognitive drift during transitions. Ultimately, this study extends discussions on socio-cognitive development in language education by demonstrating how multimodal scaffolding can systematically cultivate sustained textual engagement and comprehension.
A Feminist Stylistic Analysis of Ava Max’s “Kings & Queens” Audrey, Nazzaura Kayla; Syafiq, Muhammad; Ginting, Grace Chelvia; Rangkuti, Rahmadsyah
Journal of Language Intelligence and Culture Vol. 8 No. 1 (2026): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v8i1.659

Abstract

This research investigates the linguistic construction of feminist meanings in Ava Max's song "Kings & Queens," focusing on the restricted relevance of Sara Mills' feminist stylistics to current popular music lyrics. Instead of viewing empowerment as a thematic result, the research examines how particular linguistic selections convey gendered roles and power dynamics. Employing a descriptive qualitative method, the analysis implements Sara Mills' framework at three tiers: (1) word choice (e.g., gender-specific nouns and judgmental terms), (2) syntactic arrangements (e.g., distribution of agency and modality), and (3) discourse structures (e.g., placement of voice and intended audience). The results suggest that empowerment in the song is not only claimed but built through a deliberate redistribution of agency, with female references taking on roles usually designated for male authority. Moreover, metaphorical frameworks like monarchy ("queen," "throne") serve as both representations of authority and as rhetorical instruments that subvert traditional gender hierarchies. At the discourse level, the lyrics depict women as both narrators and collective subjects, thus complicating the binary of subject/object representation outlined in Mills' model. These findings indicate that modern pop lyrics can reshape feminist stylistic patterns by merging personal agency with group identity. The research enhances theoretical understanding by broadening feminist stylistics beyond conventional literary works and showing how popular music conversations address gender using complex linguistic techniques instead of explicit ideological assertions.
Fa‘āliyyatu Istikhdāmi al-Infūghrāfīk fī Tanmiyati Isti‘ābi Qawā‘idi an-Naḥwi li al Ṭullābi Muqit, Abdul; Alamsyah, Muhammad
Journal of Language Intelligence and Culture Vol. 8 No. 1 (2026): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v8i1.663

Abstract

This study aims to examine the effectiveness of infographic-based instructional media in enhancing students’ understanding of Arabic grammar rules. Employing a quantitative approach with a quasi-experimental design, this study involved two eighth-grade classes at Dar al-Istiqamah Islamic Boarding School during the 2025/2026 academic year. The experimental group (n = 13) received infographic-based instruction, while the control group (n = 14) underwent conventional instruction. Data collected via pre- and post-tests, observations, interviews, and documentation were analyzed using IBM SPSS Statistics 25. The findings revealed a statistically significant difference between the post-test scores of the two groups, demonstrating that students taught with infographic-based media achieved significantly higher grammar comprehension than those in the conventional group. These results suggest that infographic-based media effectively reduce cognitive load by presenting structured, visual linguistic information, offering a scalable solution for educators to modernize nahw pedagogy in traditional religious educational settings.

Page 19 of 19 | Total Record : 183

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