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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 264 Documents
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The Development of Matching Card Book in Improving Students’ Vocabulary Mastery Febrianti, Nissa; Shofiyuddin, Muh
Journal of Language Intelligence and Culture Vol. 7 No. 1 (2025): 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.v7i1.640

Abstract

Vocabulary is a crucial element in mastering English language; however, many students struggle to learn it due to ineffective learning methods and lack of interesting media. This study aims to create an engaging Matching Card Book as an interactive print-based learning resource aimed at improving vocabulary mastery among seventh-grade students. This research employs the Research and Development (R&D) method, utilizing the ADDIE model, which encompasses the stages of Analysis, Design, Development, Implementation, and Evaluation. This media has received validation from both material and media experts with the result of “very feasible” both in terms of content and design. To test the effectiveness of the media quasi-experimental design was employed that included a non-equivalent control group. The findings showed that the Matching Card Book significantly improved students’ vocabulary scores with the experimental group (average post-test 87.31) outperforming the control group (average post-test 75.31). The implication of this study suggests that interactive and visually engaging media can bridge the gap in vocabulary learning and serve as an effective alternative especially in educational environments that have limited technological resources. The Matching Card Book is proven to be an interesting, easy to use, and effective media in improving students' vocabulary mastery and promote more active student participation in English learning.
Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes Nor, Hidayah; Sarita, Erma; Rahayu, Puji Sri
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): 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.v7i2.642

Abstract

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.
Skopos Theory and Cultural Preservation in the Short Film Tilik (2018) Paramita, Niken; Sampurna, Riza Adi
Journal of Language Intelligence and Culture Vol. 7 No. 1 (2025): 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.v7i1.649

Abstract

This study explores how Javanese cultural values are translated into English subtitles in the short film Tilik (2018). Javanese communication relies on speech levels that mark hierarchy and on politeness strategies that avoid conflict, both of which are challenging to render in English. Using a qualitative case study of 427 subtitle lines, the data were transcribed, annotated, and analyzed to identify translation strategies. The findings show that clarity and accessibility were prioritized for global viewers: speech levels were simplified into polite forms, and indirect expressions were made more direct. At the same time, some culture-specific terms were preserved, and pauses or hesitations were represented with punctuation to mimic interactional style. These results suggest that subtitling is not merely linguistic transfer but cultural negotiation, balancing fidelity to local identity with international readability. The study highlights the importance of socio-cultural awareness in subtitler training and contributes to research on subtitling in marginalized languages.
Improving EFL Students’ Listening and Critical Thinking Skills through Higher-Order Thinking Questions Ramadhana, Diba; Firdaus, Iqbal
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): 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.v7i2.653

Abstract

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.

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