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Educalingua Journal
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 30321247     DOI : https://doi.org/10.26877/educalingua
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): April" : 6 Documents clear
Dynamic Assessment Strategies for Enhancing Reading Comprehension and Student Motivation Farisyah, Ulfi; Jamiu Temitope Sulaimon; Sodiq, Jafar
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i1.1673

Abstract

This study explored the impact of dynamic assessment on students’ reading comprehension and motivation in an Indonesian vocational school. English language teaching in Indonesia faces challenges due to diverse student backgrounds and limited support, which often affects learners' proficiency, especially in reading and speaking. A pre-experimental design was used, involving pre-tests, post-tests, and questionnaires to gather data from 35 students. The data were analyzed using SPSS version 25 and quantitative methods. Results showed a noticeable improvement in students’ reading comprehension scores, increasing from a mean of 82 to 89. Students also reported higher motivation, confidence, and engagement in reading activities. These improvements were linked to the personalized and interactive features of dynamic assessment. The study concludes that dynamic assessment is a promising alternative to traditional assessment methods, as it supports individualized learning and enhances student outcomes in reading comprehension and motivation within vocational education contexts.
The Role of Self-Regulated Motivation in Fostering EFL Learners’ Academic Writing Skills Kristian Florensio Wijaya; Marshinel Shiwani Nelson; Jade Jatuporn
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i1.1841

Abstract

This study highlights the importance of fostering strong self-regulated motivation in EFL learners before engaging them in complex academic writing tasks. Drawing from educational psychology, it emphasizes how motivation plays a key role in navigating the challenges of academic writing. This small-scale library research aimed to explore how self-regulated motivation supports the development of academic writing skills among EFL learners. Through thematic analysis of 25 relevant studies, the research identified two key findings: (1) self-regulated motivation helps EFL learners become more organized in their writing process, and (2) it contributes to better academic writing outcomes. Overall, the study reinforces the need for educators to prioritize motivation in academic writing instruction.
3Ps-Based Game for Teaching Vocabulary to Young Learners Hakim, Abdul Malik; Egar, Ngasbun; Musarokah, Siti
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i1.1853

Abstract

This study highlights the importance of building strong self-regulated motivation in EFL learners before engaging them in academic writing tasks. Motivation plays a vital role in helping learners handle the challenges of academic writing and develop effective learning strategies. This small-scale library research aimed to explore how self-regulated motivation supports the improvement of EFL learners’ writing skills. A thematic analysis was conducted on 25 studies related to self-regulated motivation and academic writing to ensure the relevance and reliability of the findings. The results revealed two main outcomes: (1) self-regulated motivation helps learners become more organized in their writing process, and (2) it enables them to achieve better academic writing outcomes. These findings emphasize the need for educators to promote self-regulation in writing instruction to support learners’ long-term academic growth.
Parental Perspectives on Children's Second Language Learning: Insights, Challenges, and Expectations Setiawan, Anjar; Rusiana, Rusiana; Jingwangsa, Piyada
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i1.1863

Abstract

This study investigates how parents support their children's second language (L2) learning in Indonesian bilingual and English-enriched primary schools, using Vygotsky’s Sociocultural Theory and the concept of parental involvement. Involving 27 parents, the research used interviews and observations to explore how their motivations, attitudes, and practices influence children’s L2 development. The findings highlight three key parental roles: motivator, learning facilitator, and resource provider. Most parents showed positive attitudes toward bilingualism and were eager to help their children learn English. However, differences in socioeconomic status, education, and language skills influenced how actively and effectively they could be involved. The study emphasizes the importance of strengthening home-school collaboration and suggests inclusive strategies to help all parents—regardless of background—support their children’s language learning in multilingual contexts.
Empowering Young Minds: The Impact of Philosophy for Children (P4C) and Picture Storybooks on EFL Learners’ Anxiety and Reading Comprehension Sutono, Agus; Padera, Mark Philip C.
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/1gp5ft34

Abstract

This study examines how combining Philosophy for Children (P4C) and picture storybooks can reduce English learning anxiety and improve reading comprehension among Indonesian EFL students. Based on Vygotsky’s sociocultural theory and affective pedagogy, the approach addresses both emotional and cognitive aspects of learning. Using a quasi-experimental mixed-methods design, 121 fourth-semester English Department students were divided into experimental and control groups. The experimental group received lessons that used philosophical dialogue and visual storytelling to encourage critical thinking and emotional involvement. Results showed that this approach significantly lowered students' anxiety and improved their reading comprehension and motivation. Qualitative data also revealed that students felt safer and more engaged, which helped them connect personally with the texts. The study shows that student-centered, interdisciplinary teaching can support both language learning and emotional well-being. It offers useful insights for EFL teachers and curriculum developers aiming to create more meaningful and supportive learning environments.
The Language of Companionship: A Critical Stylistic Examination of True and False Friendship in Niyi Osundare’s Poetry OSENI, Abdullateef Babatunde
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/z4wqd145

Abstract

Friendship, a central theme in human relationships, has been a subject of poetic exploration across cultures. Niyi Osundare, a renowned Nigerian poet, examines the dual nature of friendship in his poems Friendship Blue, One Side and Friendship Blue, Another Side from the collection Random Blues. This study employs the Critical Stylistics (CS) approach, developed by Jeffries (2010), to analyse how Osundare’s linguistic and stylistic choices shape the representation of false and true friendship. This research uncovers the ideological underpinnings of these poems by examining Osundare’s use of naming and description, representing actions/events/states, and comparing and contrasting. Through qualitative textual analysis, the study investigates how language constructs opposing depictions of deceptive and genuine friendships. Findings reveal that Friendship Blue, One Side employs negative imagery, contrasting metaphors, and descriptive language to depict false friends as exploitative and deceitful. Conversely, Friendship Blue, another side, portrays true friends using positive and valuable imagery, emphasising trust and loyalty. The study highlights how Osundare’s poetic style not only critiques hypocrisy in relationships but also celebrates sincere companionship. The conclusion affirms that linguistic choices in poetry are potent tools for ideological expression, allowing Osundare to influence readers' perception of friendship. This research contributes to Critical Stylistics and African poetry studies by demonstrating the effectiveness of CS tools in uncovering deep-seated ideologies within poetic texts. It also provides insights into how language shapes human relationships in literature.

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