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LinguaScopes: International Journal of Language Education
Published by Madiha Press
ISSN : -     EISSN : 30633184     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
LinguaScopes: International Journal of Language Education is an academic platform dedicated to fostering deep understanding, innovative research, and advancements in the field of language education. This journal is published by Synergizejournal in collaboration with Research and Community Services Center of STIT Tanggamus. The journal aims to present the latest contributions in the development of language teaching methods, curricula, and language education policies on an international scale. LinguaScopes encourages the exchange of ideas and collaboration among academics, education practitioners, and researchers dedicated to advancing our understanding of language learning processes. LinguaScopes welcomes multidisciplinary research contributions that encompass, but are not limited to, the following areas: - Language Teaching Methods: Innovations in language teaching approaches, strategies, and learning technologies. - Curriculum Development: Design, implementation, and evaluation of effective language education curricula. - Second Language Education: Learning strategies and challenges in the context of second language acquisition. - Teaching Materials Development: The creation and assessment of teaching materials suitable for language learners. - Language Education Policies: Evaluation and analysis of language education policies at the national and international levels. - Technology-enhanced Learning: The use of technology in language learning and its impact on learning outcomes.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 21 Documents
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Empowering Students' Writing Abilities through Interactive Comics: A Vocabulary Achievement Puspitasari, Ema; Habibul Umam, Lukman; Rosdiani Nasution , Liah
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

Writing is one of the most challenging language skills, requiring strong vocabulary, grammar, and organization. However, many students struggle due to limited vocabulary and lack of engaging instruction. This classroom action research aimed to improve students’ narrative writing through the use of interactive comics. Conducted in two cycles at SMKN 1 Pekalongan with 17 eleventh-grade students, the study followed the stages of planning, action, observation, and reflection. Data were collected through tests, observations, and documentation. In Cycle I, students’ average score increased from 59.12 (pre-test) to 64.62 (post-test), with 37.5% of students reaching the minimum mastery criterion (≥70). In Cycle II, the average score rose to 83.70, with 88.2% of students achieving the target. Observations also showed a significant increase in student participation and engagement. The use of interactive comics not only enhanced vocabulary acquisition in context but also helped students generate ideas and structure their writing more effectively. The findings suggest that comic media is a valuable tool to support vocabulary development and improve students’ writing performance. It also enhanced classroom interaction and teacher performance, making the learning process more dynamic and student-centered.
A Comparative Theoretical Analysis of Language Acquisition Models in Children Under Five Pradana, Sandi
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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This comparative theoretical analysis investigates major language acquisition models to understand how children under five acquire language. Early language development is crucial for cognitive and social growth, yet existing literature lacks a focused comparative analysis of these models for this specific age group. This study aims to describe dominant theoretical models, analyze their core assumptions, mechanisms, and relevance to early childhood language development, and evaluate their strengths and limitations. Employing qualitative library research and comparative analysis, data was collected from seminal works by Skinner (behaviorist), Chomsky (nativist), Piaget (cognitive), Vygotsky (social interactionist), and Tomasello (usage-based), alongside peer-reviewed journals and scholarly books from 1960 to 2025. Findings indicate that no single model fully explains all facets of language acquisition in young children. Behaviorism highlights environmental reinforcement, nativism emphasizes innate linguistic structures, cognitive theory links language to general intellectual development, social interactionism stresses the role of social context and scaffolding, and usage-based models focus on pattern-finding and communicative intentions. The comparative approach reveals complementary strengths, suggesting that integrated, multidimensional frameworks are most effective for understanding and supporting early language development.
Enhancing the Students’ Achievement of Simple Future Tense by Using Song Hartiwi, Juni
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
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Abstract

This study aims to determine whether songs can assist students in improving their achievement y in the Simple Future Tense. The subject of the research is second semester EFL students at Bandar Lampung University. The research results reveal that students' skills in the Simple Future Tense significantly improve after the intervention. This suggests that songs may serve as an efficient resource for mastering Simple Future Tense.
The Efficacy of Hijaiyah Letter Picture Media in Early Arabic Language Acquisition Fauziyyah, Eva; Ratna Sari, Selvi
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
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This study investigates the efficacy of Hijaiyah Letter Picture Media in enhancing early Arabic language acquisition among young children (4-6 years old) within a quasi-experimental design. Building upon the challenges of conventional teaching methods, which often lead to low engagement and retention, this research hypothesizes that interactive visual media can significantly improve letter recognition, pronunciation, and word association. Findings from a simulated intervention demonstrate substantial improvements in the experimental group compared to a control group, evidenced by pre-test and post-test scores. The results align with constructivist and cognitive theories of learning, emphasizing active knowledge construction and multisensory engagement, and underscore the critical role of well-designed visual aids in fostering early language proficiency and motivation.
Identifying Classroom Teachers’ Challenges in Teaching Bahasa Indonesia Vocabulary in Elementary School Rizki, Sarita; Najichah, Amalia Fajriyyatin; Uminar, Ajeng Ninda; Purwanti, Elly
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
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This study identifies and analyzes the obstacles faced by elementary classroom teachers in teaching Bahasa Indonesia vocabulary. Utilizing a qualitative descriptive research design, data was gathered through semi-structured interviews and classroom observations of two experienced teachers. Thematic analysis of the collected data revealed a range of interconnected challenges. Key findings indicate that teachers struggle with insufficient pedagogical training for vocabulary instruction, limited access to engaging teaching resources, and significant time constraints within the curriculum. Furthermore, obstacles related to student motivation and the wide variation in students' prior knowledge were found to impede effective learning. The report concludes that current vocabulary instruction is often insufficient, contributing to a persistent "vocabulary gap" among students. The findings provide crucial insights for educators and policymakers, emphasizing the need for targeted professional development, improved resource allocation, and a curriculum that better supports foundational language skills.
A Meta-Synthesis Analysis of the Use of Audio-Visual Media in Early Childhood Language Learning: A Comparative Study Anggraini, Wardah
LinguaScopes: International Journal of Language Education Vol. 2 No. 1 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

This meta-synthesis systematically investigates the dual impact of audio-visual media on early childhood language development, drawing from 100 studies published over the last 10-15 years. The research analyzes existing literature to identify general patterns of both positive and negative effects. Findings consistently show that high-quality, age-appropriate audio-visual content, particularly when accompanied by active adult mediation, significantly enhances vocabulary acquisition, narrative comprehension, and learning motivation. Conversely, excessive or passive media consumption without interaction poses considerable risks, including potential speech delays, attention span issues, and reduced social interaction. This study concludes that audio-visual media can be a valuable supplementary tool if used thoughtfully and responsibly. Its impact is highly contingent on content quality, duration, and the presence of adult guidance, emphasizing the critical need for informed practices among educators and parents.
Listening Anxiety among English Foreign Language Students in the English Language Education Study Program at Universitas Negeri Gorontalo Wantogia, Widya Agustina; Bay, Indri Wirahmi; Husain, Nurlaila
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
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This study aims to identify the levels of listening anxiety experienced by fourth-semester students from the 2023 cohort of the English Language Education Study Program at the Faculty of Letters and Culture, Universitas Negeri Gorontalo. The primary focus of this research is to classify students' listening anxiety into three categories: low, moderate, and high, particularly in academic listening contexts. Listening skills are crucial in English as a Foreign Language (EFL) learning, especially at the university level, but research addressing listening anxiety at Universitas Negeri Gorontalo remains limited. This study stands out as the first to examine listening anxiety within the 2023 cohort, thus offering valuable insights to fill the existing research gap. The study applies a descriptive quantitative approach using a survey method. The research instrument used is a 33-item questionnaire adapted from the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000), rated on a five-point Likert scale. The total population consisted of 131 students, with 110 students completing the questionnaire and included in the final sample. Data were collected online via Google Forms to facilitate distribution and participation. The analysis employed descriptive statistical techniques to calculate frequencies and percentages for each anxiety category. The results indicate that most students fall into the moderate to high anxiety categories. These findings offer a comprehensive understanding of listening anxiety among EFL students at Universitas Negeri Gorontalo and are expected to serve as a reference for future research while aiding lecturers in recognizing students’ affective conditions in English language learning.
Designing Needs-Based Arabic Learning Modules for First-Year Students at STIT Pringsewu Supriyanti, Ika; Aulia, Maya
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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This study investigates the design of a needs-based Arabic learning module for first-year students at STIT Pringsewu through a descriptive qualitative case study approach. Using in-depth interviews, classroom observations, and document analysis, key student themes emerged, such as high anxiety in speaking, reliance on the mother tongue for grammar, and a marked preference for multimedia input. Lecturer perspectives highlighted the importance of nahw mastery, time constraints, and student motivation. Analysis revealed gaps between curriculum intentions and classroom practice. The resulting conceptual module directly addresses these needs by integrating video dialogues, scaffolded grammar exercises, and affective support strategies. Expert review further refined the module to fit the cultural and instructional context of STIT Pringsewu. This research contributes a robust framework for curriculum improvement and suggests future studies to develop and test the module in real classrooms.
When Words Fail: The Causes and Intervention Models for Student Public Speaking Fear Pradana, Sandi; Hartiwi, Juni; Puspita, Emma; Alhummaira, Satwika
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
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Abstract

Public speaking fear, or glossophobia, constitutes a significant and widespread barrier to communication competence and socioeconomic integration for adult English as an Additional Language (EAL) learners, intensified by the effects of Foreign Language Anxiety (FLA). This Systematic Literature Review (SLR) employed the PRISMA framework to synthesize empirical evidence published between 2015 and the present (36 studies) regarding the causes and interventions for this phenomenon. Findings confirm that anxiety is driven by the dynamic interaction of psychological factors (fear of negative evaluation, low self-efficacy) and linguistic factors (L2 proficiency deficits, accent anxiety). Intervention models based on Cognitive-Behavioral Therapy (CBT), particularly when combined with Virtual Reality (VR) exposure, demonstrated the highest efficacy in producing large and sustained reductions in anxiety. The results advocate for adopting multi-modal, integrated curricula that systematically address both psychological resilience and linguistic insecurity within a supportive, low-stakes learning environment.
Exploring Pedagogical Challenges Faced by EFL Teacher Candidates: A Qualitative Analysis in the English Laboratory Rahmawati, Widya; Puspitasari, Ema; Karim, Samuel; Fahmi, Fahmi
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
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Abstract Teacher candidates play a strategic role in ensuring the quality of future educational systems, yet many continue to encounter significant challenges during their teaching practicum, particularly related to pedagogical competence. This study investigates the pedagogical obstacles faced by EFL teacher candidates during their teaching performance in the English Laboratory of Muhammadiyah University of Metro. Using a descriptive qualitative design, data were collected through observation, interviews, and document analysis involving 12 assistants and 5 key informants. The findings reveal that teacher candidates commonly struggle with selecting appropriate teaching methods, managing students’ diverse learning abilities, and utilizing instructional media effectively. Moreover, the mismatch between chosen teaching strategies and students’ learning conditions often leads to ineffective learning processes. This study highlights the importance of strengthening pedagogical competence, including mastery of teaching methods, classroom management, and instructional media integration, to improve the teaching readiness of future teachers. The implications emphasize the need for more comprehensive pedagogical training and ongoing mentorship during teaching practicum programs.

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