Educalingua Journal
Educalingua is an international and interdisciplinary peer-reviewed journal publishing original research on the intersections of language education, literature, linguistics, and culture in global and local contexts. The journal encompasses a variety of topics examining how the language issues impact individual and group language learning and intersect with literature, linguistics and culture. Although articles are written in English, the journal welcomes studies dealing with languages other than English as well.
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<![CDATA[The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts ]]>
<![CDATA[Kristian Wijaya]]>;
<![CDATA[Adeseko Sunday Olaifa]]>;
<![CDATA[Moses Adeleke Adeoye]]>
<![CDATA[ Educalingua Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i2.581
<![CDATA[One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers. ]]>
<![CDATA[Formative Assessment Implementation: Does it Enhance EFL Students’ Learning Motivation? ]]>
<![CDATA[Salsabila Artristiyani Summa Ekasuci]]>;
<![CDATA[Siti Lestari]]>;
<![CDATA[Raveenthiran Vivekanantharasa]]>
<![CDATA[ Educalingua Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i2.848
<![CDATA[This study aims to determine the implementation of formative assessment in English teaching to enhance student motivation. The research design of this study is a qualitative descriptive research design. The subjects in this research were 30 class X students at SMA Indonesia Semarang. The instruments used in this research were observation, interviews, and open and closed questionnaires adopted and adapted from Theodoridis & Kraemer (2020). The collected data was then analyzed using descriptive qualitative and closed questionnaires using SPSS 21. The research showed that before implementing formative assessments such as quizzes, discussions, and Google forms in learning English, students experienced various obstacles, including lack of vocabulary, understanding, self-confidence, etc. However, everything changes when this type of assessment is implemented where students show significant results as seen from students being able to understand the learning, increasing students' vocabulary in speaking English, making learning more interesting and not boring. From the above, it can be said that students are very motivated which shows a result of 82.1% in this research.]]>
<![CDATA[Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia ]]>
<![CDATA[Moses Adeleke Adeoye]]>;
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Lulut Widyaningrum]]>
<![CDATA[ Educalingua Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i2.1114
<![CDATA[This article examines the complexities of language issues in the context of Indigenous language learning in Indonesia, a nation with over 700 living languages. Indigenous languages are at risk of extinction due to socio-political and economic factors. The research examines the role of language policies, educational practices, and community engagement in preserving and revitalizing Indigenous languages. It highlights the challenges Indigenous communities face in accessing quality language learning resources and the impact of globalization on language transmission. The discourse surrounding Indigenous language learning in Indonesia reveals the importance of these languages in cultural identity and heritage. In Indonesia, many Indigenous languages are classified as endangered, and there is an urgent need to address the barriers to effective language learning. The Indonesian government's language policy has historically prioritized the national language, Bahasa Indonesia, often marginalizing Indigenous languages. This policy environment creates significant challenges for Indigenous language learners, who may find themselves without adequate resources or support. Schools in many regions do not offer Indigenous language programs; when they do, the curriculum often lacks cultural relevance. Discourse analysis reveals that Indigenous communities often possess rich linguistic resources and knowledge that can contribute to language teaching. Collaborative efforts between educators, community leaders, and linguists can create a more inclusive language learning environment. Initiatives such as language nests, immersion programs, and local storytelling can enhance the learning experience by making it culturally relevant and engaging. By fostering a discourse that values and promotes linguistic diversity, Indonesia can work towards preserving and revitalizing Indigenous languages.]]>
<![CDATA[Vlog Portfolio as a Technique of Speaking Assessment in Islamic Boarding School ]]>
<![CDATA[Farid Noor Romadlon]]>;
<![CDATA[Rasheed Balwas]]>
<![CDATA[ Educalingua Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i2.1184
<![CDATA[English holds great significance in Indonesia, particularly within Islamic boarding schools (Pesantren). Despite its introduction in primary schools, surveys reveal that the majority of graduates face common communication issues, such as inadequate speaking abilities and a dearth of interaction skills. Communicating in English for a second language speaker is a difficult task due to a variety of reasons associated with the fear of speaking English, such as language anxiety, restricted vocabulary, and a lack of exposure to the language, as argued by the researcher. This paper aims to offer an elaboration of vlog portfolio as a technique in teaching and assessing speaking in Islamic boarding schools. A vlog portfolio can be an alternate strategy for students in promoting their progress of speaking performance]]>
<![CDATA[EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning ]]>
<![CDATA[Adelia Oktaviana Zulfa]]>
<![CDATA[ Educalingua Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i2.1214
<![CDATA[Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.]]>
<![CDATA[The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts ]]>
<![CDATA[Wijaya, Kristian]]>;
<![CDATA[Olaifa, Adeseko Sunday]]>;
<![CDATA[Adeoye, Moses Adeleke]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v2i2.581
<![CDATA[One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers. ]]>
<![CDATA[Formative Assessment Implementation: Does it Enhance EFL Students’ Learning Motivation? ]]>
<![CDATA[Ekasuci, Salsabila Artristiyani Summa]]>;
<![CDATA[Lestari , Siti]]>;
<![CDATA[Vivekanantharasa, Raveenthiran]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v2i2.848
<![CDATA[This study aims to determine the implementation of formative assessment in English teaching to enhance student motivation. The research design of this study is a qualitative descriptive research design. The subjects in this research were 30 class X students at SMA Indonesia Semarang. The instruments used in this research were observation, interviews, and open and closed questionnaires adopted and adapted from Theodoridis & Kraemer (2020). The collected data was then analyzed using descriptive qualitative and closed questionnaires using SPSS 21. The research showed that before implementing formative assessments such as quizzes, discussions, and Google forms in learning English, students experienced various obstacles, including lack of vocabulary, understanding, self-confidence, etc. However, everything changes when this type of assessment is implemented where students show significant results as seen from students being able to understand the learning, increasing students' vocabulary in speaking English, making learning more interesting and not boring. From the above, it can be said that students are very motivated which shows a result of 82.1% in this research.]]>
<![CDATA[Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia ]]>
<![CDATA[Adeoye, Moses Adeleke]]>;
<![CDATA[Prastikawati, Entika Fani]]>;
<![CDATA[Widyaningrum, Lulut]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v2i2.1114
<![CDATA[This article examines the complexities of language issues in the context of Indigenous language learning in Indonesia, a nation with over 700 living languages. Indigenous languages are at risk of extinction due to socio-political and economic factors. The research examines the role of language policies, educational practices, and community engagement in preserving and revitalizing Indigenous languages. It highlights the challenges Indigenous communities face in accessing quality language learning resources and the impact of globalization on language transmission. The discourse surrounding Indigenous language learning in Indonesia reveals the importance of these languages in cultural identity and heritage. In Indonesia, many Indigenous languages are classified as endangered, and there is an urgent need to address the barriers to effective language learning. The Indonesian government's language policy has historically prioritized the national language, Bahasa Indonesia, often marginalizing Indigenous languages. This policy environment creates significant challenges for Indigenous language learners, who may find themselves without adequate resources or support. Schools in many regions do not offer Indigenous language programs; when they do, the curriculum often lacks cultural relevance. Discourse analysis reveals that Indigenous communities often possess rich linguistic resources and knowledge that can contribute to language teaching. Collaborative efforts between educators, community leaders, and linguists can create a more inclusive language learning environment. Initiatives such as language nests, immersion programs, and local storytelling can enhance the learning experience by making it culturally relevant and engaging. By fostering a discourse that values and promotes linguistic diversity, Indonesia can work towards preserving and revitalizing Indigenous languages.]]>
<![CDATA[Vlog Portfolio as a Technique of Speaking Assessment in Islamic Boarding School ]]>
<![CDATA[Farid Noor Romadlon]]>;
<![CDATA[Balwas, Rasheed]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v2i2.1184
<![CDATA[English holds great significance in Indonesia, particularly within Islamic boarding schools (Pesantren). Despite its introduction in primary schools, surveys reveal that the majority of graduates face common communication issues, such as inadequate speaking abilities and a dearth of interaction skills. Communicating in English for a second language speaker is a difficult task due to a variety of reasons associated with the fear of speaking English, such as language anxiety, restricted vocabulary, and a lack of exposure to the language, as argued by the researcher. This paper aims to offer an elaboration of vlog portfolio as a technique in teaching and assessing speaking in Islamic boarding schools. A vlog portfolio can be an alternate strategy for students in promoting their progress of speaking performance]]>
<![CDATA[EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning ]]>
<![CDATA[Zulfa, Adelia Oktaviana]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v2i2.1214
<![CDATA[Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.]]>
