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International Journal of Multilingual Education and Applied Linguistics
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30468302     EISSN : 30468779     DOI : 10.61132
Core Subject : Health, Science, Education, Art, Social,
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences
Social Science Education, Language and Literature, Sports and Health, Mathematics and MIPA, Technology and Vocational Studies, Education and Arts
Arjuna Subject : Umum - Umum
Articles 68 Documents
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The Representation of Sexual Violence and Women's Resistance in the Novel Obsessive Loves by Shireishou Jarmini Jarmini; Wiyatmi Wiyatmi; Anwar Efendi; Hartono Hartono
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 1 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i1.281

Abstract

This study explores the representation of sexual violence and women's resistance in Shireishou's novel Obsessive Loves. Utilizing a qualitative approach with content analysis, the research examines how the narrative addresses the psychological trauma of the victims and the patriarchal social structures that perpetuate sexual violence. Drawing on Freudian and Lacanian psychoanalytic theories alongside Walby’s feminist perspectives and the concept of rape culture, the study identifies and interprets critical excerpts from the novel. The findings reveal that Obsessive Loves portrays sexual violence as a systemic issue tied to power dynamics within patriarchal structures, reflecting deep psychological impacts such as PTSD and dissociation. The novel also highlights women's resistance as a form of empowerment and recovery, emphasizing the importance of solidarity and social support. This research contributes to feminist literary studies by demonstrating how fiction serves as a powerful medium for critiquing patriarchal norms and advocating for social change.
Colloquial Language Use in Public Informational Signs Ni Ketut Alit Ida Setianingsih; Ketut Santi Indriani
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.385

Abstract

The presence of colloquial expressions in public signage commonly referred to ba- hasa gaul has increasingly become a linguistic hallmark in various tourism and recreational ar- eas in Indonesia. This study investigates the use of informal language on public signage at Pantai Kelan, Bali, and analyzes such linguistic choices that reflect social dynamics, youth identity, and evolving modes of communication in public space. Grounded in sociolinguistic perspectives, the research highlights the role of signage as not only a medium of information, but also a space for constructing shared meaning and fostering engagement through culturally resonant expressions. This qualitative research employed observational and documentation methods. It focused on twelve public signs installed at Pantai Kelan. Data were collected through field observations, photographic documentation, and subsequent transcription and analysis of the linguistic forms. The analysis fo- cused on identifying dominant lexical patterns, stylistic choices, and communicative functions of the language used. The signs were then interpreted with reference to their potential cultural, social, and interactional implications within the broader framework of linguistic landscape studies. The findings indicate that the use of bahasa gaul in signage serves multiple purposes: capturing atten- tion, expressing local identity, evoking humor, and connecting with a predominantly young and digital-native audience. Rather than being perceived as informal or inappropriate, such language use contributes to the effectiveness of public communication in specific contexts. The study con- tributes to the growing body of literature on language in public space and emphasizes the impor- tance of cultural relevance and sociolinguistic awareness in designing public signage that is both meaningful and impactful
Motivation of Students Learning Indonesian as a Foreign Languag in BIPAS: An In-Country Learning Program at Udayana University in Bali Anak Agung Sagung Shanti Sari Dewi; Ni Luh Ketut Mas Indrawati; Ketut Artawa; Ni Luh Nyoman Seri Malini
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.386

Abstract

Student motivation is crucial to success in learning a foreign language. This study focuses on analyzing the motivation of students studying Indonesian as a foreign language in the Bipas in-country learning program at Udayana University in Bali. Specifically, the study is aimed at investigating the motivations of foreign students learning Indonesian in the program, and whether students' learning motivation shifts by the end of the course. The study involved 38 foreign students and five Indonesian lecturers during the Spring 2024 semester as respondents, and applied an explanatory sequential mixed methods design which consists of two phases, namely a quantitative phase and a qualitative phase to collect data. The results show that, despite strong support from the Balinese community for using the Indonesian language, students' motivation shifted from instrumental to integrative at the end of the course. Integrative motivation, which is prevalent, is defined as a desire to connect with the culture and community. Instrumental motivation ,on the other hand,  such as the expectation that learning Indonesian will open up career opportunities or improve social status, remains relatively low. To increase overall motivation, the learning programme should combine the two types of motivation, strengthening the sense of social connection and emphasising the practical value and tangible benefits of learning Indonesian.
Improvement of Inspirational Story Writing Skills with a Savi Approach (Somatic, Auditory, Visual, Intellectual) in Grade IX Students of State Junior High School 1 Paliyan, Gunungkidul Regency Warra Mahardhika; Esti Swastikasari
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.387

Abstract

This study aims to improve the inspirational story writing skills of ninth grade students at SMP Negeri 1 Paliyan, Gunungkidul Regency, through the SAVI (Somatic, Auditory, Visual, Intellectual) approach. The background of this research is the students’ low ability to express ideas coherently, meaningfully, and attractively in the form of inspirational stories. The SAVI approach is expected to make the learning process more enjoyable, active, and meaningful by involving various student learning styles. This research employs a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of the research were 32 ninth-grade students. Data were collected through observation, interviews, documentation, and writing skill tests. The data were analyzed using both qualitative and quantitative descriptive methods to assess the improvement in students’ writing skills. The results of the study indicate that the SAVI approach effectively enhances students’ inspirational story writing skills. In the first cycle, students showed initial improvements, though they had not yet reached the success criteria. After revisions in the second cycle, students' writing skills significantly improved and met the expected indicators. The improvements were evident in aspects such as text structure, language use, and idea development. Therefore, the SAVI approach is effective in teaching inspirational story writing.
Improving English Speaking Skill By Structured Dialogue through Problem Based Learning (PBL) Imam Mudofir; Alief Sutantohadi; Halim Ahmad Faizin; Muhyiddin Aziz; Eda Maaliah; Yulius Harry Widodo; Moh. Farid Maftuh
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.388

Abstract

In this study, which began with an initial speaking score of 60.5, the main objective was to enhance students’ English-speaking skills through structured dialogue by applying Problem-Based Learning (PBL). The research was conducted using a Collaborative Classroom Action Research approach, which followed four key stages: planning, action, observation, and reflection. These stages were carried out in distinct cycles, with each cycle consisting of two meetings. Data were collected through several instruments, including structured dialogue tasks to measure speaking performance, questionnaires to evaluate students’ perceptions of PBL practice, and field notes to capture classroom dynamics. The participants of this study were fourth-semester students of the D3 English Study Program at the State Polytechnic. The findings indicated a significant improvement in students’ English-speaking performance across the two cycles. In Cycle I, the total score achieved was 1,500, with an average of 75 and a success percentage of 70%. In Cycle II, the total score increased to 1,700, with an average of 85 and a success percentage of 90%. This shows a substantial enhancement not only in terms of numerical achievement but also in students’ active engagement and confidence during structured dialogue activities. Furthermore, the effectiveness of the PBL approach in facilitating learning also improved notably. In Cycle I, the average effectiveness score was 6.4, while in Cycle II, it rose to 9.4. These findings suggest that integrating structured dialogue with PBL provides an effective strategy to foster students’ speaking proficiency. It also highlights the potential of collaborative classroom action research in promoting reflective teaching practices and sustained learning improvement.
The Impact of Stereotypes in Cross Cultural Communications between PMM and PNM Students Moh. Farid Maftuh; Imam Mudofir; Muhammad Isa
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.392

Abstract

This study aims to describe how stereotypes occur in cross-cultural communication between PMM and PNM students and to examine their impacts on students’ achievement and interaction. A descriptive qualitative approach was employed, with data collected through observation, interviews, and questionnaires to capture both behavioral and perceptual aspects of communication. The findings reveal several key points. First, initial interactions shaped expectations and assumptions about each other’s behavior and culture. Second, stereotypes often caused miscommunication, misunderstandings, and confusion in interpreting messages. Third, they influenced group dynamics, including cooperation, participation, and conflict resolution. Fourth, students’ perceptions of identity, both personal and cultural, played a role in shaping their interactions. Fifth, the study identified both positive and negative impacts. Positive effects included enhanced Javanese language skills, increased cultural awareness, strengthened group identity, and cognitive shortcuts that facilitated understanding of others. Negative effects involved communication gaps, misinterpretation, discrimination, cultural barriers, and language difficulties. Overall, the study highlights that stereotypes in cross-cultural communication are a double-edged sword: while they can provide quick cognitive frameworks for understanding others, they can also impede effective communication and collaboration. These findings emphasize the importance of cultural sensitivity, awareness, and reflective practices in multicultural student interactions to maximize learning and minimize conflicts.
Improving The Students’ Speaking Skills in Formal Contexts Using Youtube Videos Muhyiddin Aziz; Yulius Harry Widodo; Dian Palupi; Imam Mudofir; A’thi Fauzani Wisudawati; Rizka Maulina Wulandari; Ita Permatasari; Alisya Yuke
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i4.403

Abstract

This classroom action research (CAR) aims to improve students’ English-speaking skills in formal communication contexts. The study focuses on second-semester students of the Business and Professional Communication Study Program at Politeknik Negeri Madiun in the 2024/2025 academic year. The main problem addressed is the students’ low ability to speak English formally and fluently. The objective is to determine whether watching YouTube videos can enhance students’ formal speaking performance. The research employed both qualitative and quantitative methods. Qualitative data were obtained from students’ performance scores before and during the implementation, while quantitative data were gathered through observations, questionnaires, and interviews to compare pre-test and post-test results. The intervention used several active viewing techniques, including active viewing, freeze framing and prediction, silent viewing, and reproduction activity. The findings indicate a consistent improvement in students’ speaking abilities across all research cycles. The average scores increased from 61.1 in the pre-test, to 63.6 in post-test Cycle I, 66.6 in Cycle II, and 70.0 in Cycle III. These results demonstrate that integrating YouTube videos with active viewing techniques effectively enhances students’ formal speaking competence. In conclusion, the use of interactive video-based learning can significantly support the development of English-speaking skills in formal contexts for vocational students.
A Self-Reflective Study on the Importance of Learning English for Educational and Career Development: Experiences of a Business English Lecturer Rostina Rostina
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i4.410

Abstract

This study explores the role of English in supporting the academic and professional development of management students, based on the lecturer’s reflections as both lecturer and researcher. As English becomes increasingly important in global education and employment, many students are required to read academic materials, complete assignments, and communicate using English. This study focuses on how English for Specific Purposes (ESP), especially Business English, helps students build discipline-related skills and prepare for real workplace communication. Using an autoethnographic approach, the researcher collected data from self-interviews, reflective teaching journals, and informal student feedback over one semester. Thematic analysis was used to identify patterns in the lecturer’s experiences and observations. The findings show that English supports students’ academic growth by helping them understand textbooks, research articles, and business case studies. Students gained confidence in reading and presenting academic information after completing guided tasks. The results also indicate that ESP based on activities such as email writing, meeting simulations, and presentations strengthened students’ employability skills. These tasks helped students feel more prepared for internships and early career responsibilities. Additionally, the study highlights the importance of reflective teaching. By analyzing classroom challenges and student needs, the lecturer was able to improve teaching strategies, select more authentic materials, and provide better support for learners. This research shows that integrating ESP with employability goals can create meaningful learning experiences for management students. When English teaching is connected to real professional contexts, students develop both language proficiency and practical communication skills. The study also encourages lecturers to use reflection as a tool to enhance teaching quality and better support students’ academic and career preparation.

Page 7 of 7 | Total Record : 68

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