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i-Plural
Published by Nexus Publishing NXP
ISSN : -     EISSN : 30472202     DOI : https://doi.org/10.63011/ip.xxxx.x
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
The International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) is an esteemed international, peer-reviewed, and open-access journal dedicated to exploring pedagogical language, literature, and cultural studies. Our primary objective is to publish conceptual and research articles that delve into the application of language studies, literature studies, and cultural studies, emphasizing their significance in teaching and the experiences of language in education. Diverse Coverage: i-Plural covers a broad spectrum of topics, including but not limited to assessment and testing in language learning and education, applied linguistics methodologies and issues, classroom language teaching concerns, cultural aspects in language, language education, language curriculum development and implementation, effective methods for language teaching, diversity/multiculturalism, language in higher education context, language competences, language learning and identity, literacy, bilingualism, bilingual education, and translation and interpretation (simultaneous/consecutive interpretation). Additionally, we focus on teacher training in language education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 36 Documents
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The Effectiveness of Using Beginner-Level Indonesian Language Textbooks to Improve Vocabulary Understanding for Arabic Speakers Mohammad Ahsanuddin; Nurul Murtadho; Nur Anisah Ridwan; Norasyikin Osman; Najma Auliya' Maulidah Ahsan
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.41

Abstract

The purpose of this study was to describe (1) a beginner-level Indonesian language textbook for Arabic speakers, (2) the effectiveness of a beginner-level Indonesian language textbook to improve Arabic speakers' vocabulary comprehension. This study was a type of experimental research before the experiment involving a single-group pretest-posttest design. The results showed that (1) this beginner-level BIPAR book consists of five chapters covering important topics in daily life, such as introductions, family, daily activities, traveling, and food and drinks, (2) The pretest results showed that the average initial ability of participants was below the expected standard (average score of 48.07 with the highest score of 87 and the lowest score of 20). However, after learning using the BIPAR book, the posttest results showed a significant increase with an average score of 84.20 (the highest score of 100 and the lowest score of 67). This increase reflects the effectiveness of the textbook in improving participants' understanding. The results of the statistical test using the paired sample t-test method showed a significant difference between the pretest and posttest scores. With a t-count value of -9.668 which is greater than the t-table, and a significance value of 0.000, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. This shows that the use of the BIPAR Beginner Level textbook has a significant influence in improving the language skills of training participants.
Analysis of Student's Coping Strategies in German Language Learning Anxiety at Senior High School 3 Yogyakarta Nur Rohmah, Evita Aulia; Iman Santoso
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.42

Abstract

This study aims to identify the coping strategies used by students at SMA Negeri 3 Yogyakarta, a PASCH school, in dealing with anxiety during German language learning. Foreign language learning anxiety is an obstacle that can affect the learning process and students’ academic performance. This research employed a descriptive qualitative approach with a case study method. The research subjects included all students enrolled in German language classes, specifically students from class XI IPA 3 and class XII IPA 4. Data were collected through interviews, observations, and questionnaires involving both students and the German language teacher. The data were analyzed through the stages of data reduction, data display, and conclusion drawing.The results indicate that students apply coping strategies consisting of problem-focused coping, such as reviewing materials, seeking additional resources like learning apps, and asking for help from teachers or peers, as well as emotion-focused coping, such as positive thinking, accepting mistakes as part of the learning process, and engaging in relaxation activities like listening to music or other calming routines. Problem-focused coping was found to be more effective in improving students’ understanding and learning outcomes compared to emotion-focused coping. These findings highlight the importance of implementing interactive teaching methods, providing positive affirmation from teachers, and fostering a supportive learning environment to reduce students’ anxiety and enhance their confidence and motivation in learning German.
Emotion Exploration of Students at State University of Malang in Sprachkompetenz Deutsch II Course Laksono, Aisyah Intan; Sobara, Iwa
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.43

Abstract

This research aims to find out the various positive and negative emotions experienced by students, and the factors that cause these emotions to appear in the context of learning. The method used in this research is descriptive qualitative, with data collection techniques using a questionnaire adapted from the Achievement Emotions Questionnaire (AEQ) and interviews. The results of this study show that most students tend to feel positive emotions when learning in class and receiving grades/results. Meanwhile, they dominantly feel negative emotions when facing exams. The focus of this study is on students taking Sprachkompetenz Deutsch II, which has not received much attention in previous studies. However, this study has not explored academic experiences in other courses, which may give rise to different emotional dynamics. The findings of this study contribute to understanding the role of students' emotions in Sprachkompetenz Deutsch II and can serve as a reference for teachers to design teaching methods that are more sensitive to students' emotions.
Dynamic Pedagogy for Critical Thinking: A Narrative Inquiry in Digital EFL Reading Iswati, Henny; Munir, Ahmad; Adi Nugroho, Him’mawan
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.49

Abstract

This study aimed to capture the dynamic pedagogy of two Indonesian EFL lecturers to scaffold students’ critical thinking in digital reading. Driven by Clandinin’s (2000) narrative inquiry model, this study employed semi-structured interviews to investigate the development of teaching practices, student engagement with digital technology, and the promotion of dialogic teaching processes. This study found through thematic analysis that there were three main components of dynamic pedagogy: (a) Temporal scaffolding, namely, developing critical thinking via sequenced tasks designed to increase task difficulty progressively; (b) Mediating spaces, namely, creating critical spaces through digital media, including online platforms such as Google Docs and Padlet; and (c) Relational feedback - developing critical thinking via dialogic interaction to promote metacognitive thinking. Although uneven digital expertise and institutional support were difficult, the participants were flexible and shaped their pedagogy to account for the (critical) literacy demands of the students. This research contributes to the literature on EFL digital pedagogy by highlighting the teacher’s role in facilitating critical thinking as an ongoing, complex, and contextually bound process. There are also pedagogical implications, such as integrating digital skills instruction, providing iterative feedback to students on their digital sources (both online and offline), and offering professional development in digital critical literacy pedagogy.
Feminist Defiance in My Brilliant Career: Female Independence and the Rejection of MarriageFeminist Defiance in My Brilliant Career (1901): Female Independence and the Rejection of Marriage Ratnaningsih, Herin; Jiasheng , Zhang
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.50

Abstract

This article examines Miles Franklin’s novel My Brilliant Career (1901) through a feminist and postcolonial lens, focusing on Sybylla Melvyn’s rejection of marriage and her efforts to achieve artistic autonomy amid the limitations of British settler colonialism. The novel subverts the Victorian ideals of womanhood- domestic, passive, and submissive—by featuring Sybilla, who defies patriarchal and colonial expectations. Drawing on the theories of Woolf and Spivak, this analysis highlights how Sybylla’s refusal to surrender her intellectual and economic independence to the institution of marriage reveals that feminist ambitions are inextricably intertwined with the formation of national identity in the Australian colonial context. Her struggle to define herself beyond the role of wife or daughter criticizes the doctrine of coverture and exposes gendered exclusions in the Australian literary canon. The study argues that My Brilliant Career articulates a proto-feminist spirit that not only defies colonial legacies but also demands a rereading of Australian national identity through the lens of women’s autonomy and resistance. Keywords: Australian colonial context, feminist, My Brilliant Career, rejection of marriage.
Awadhi Proverbs: Mapping Culture Through Conceptual Metaphor Theory Zuhair Ahmad
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i2.52

Abstract

This study explores the proverbs of the Awadhi dialect as rich socio-cognitive and cultural texts that encapsulate the lived realities, moral frameworks, and conceptual worldviews of rural communities in Eastern Uttar Pradesh. Far beyond ornamental expressions, Awadhi proverbs function as linguistic vessels for transmitting collective memory, regulating social conduct, and navigating everyday experiences tied to caste, gender, kinship, agriculture, and ritual life. Anchored in conceptual metaphor theory (Lakoff & Johnson, 1980) this qualitative-descriptive research employs native speaker insights and empirical observation to uncover how these proverbs act as cognitive schemas and cultural scripts. By analyzing the ways in which language encodes social hierarchies, behavioral norms, and embodied metaphors, the study reveals how proverbs not only reflect but also shape the socio-cognitive patterns of Awadhi speakers. The metaphorical framing of social roles portraying lower castes as inherently inferior and women as naturally subordinate reveals how everyday language encodes and normalizes social hierarchies, disguising systemic inequality in the familiar guise of folk wisdom. The research positions Eastern Awadhi proverbs as dynamic tools of thought and tradition central to the maintenance of cultural identity and the vernacular imagination.

Page 4 of 4 | Total Record : 36

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