cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
educalingua@upgris.ac.id
Phone
-
Journal Mail Official
educalingua@upgris.ac.id
Editorial Address
Faculty of Language and Arts Education Campus 4 Universitas PGRI Semarang Jalan Gajah Raya No 40, Sambirejo, Gayamsari, Semarang, 50166, Central Java, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
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 42 Documents
 1   2   3   4   5 
The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts Kristian Wijaya; Adeseko Sunday Olaifa; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.581

Abstract

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.  
Formative Assessment Implementation: Does it Enhance EFL Students’ Learning Motivation? Salsabila Artristiyani Summa Ekasuci; Siti Lestari; Raveenthiran Vivekanantharasa
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.848

Abstract

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.
Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia Moses Adeleke Adeoye; Entika Fani Prastikawati; Lulut Widyaningrum
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.1114

Abstract

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.
Vlog Portfolio as a Technique of Speaking Assessment in Islamic Boarding School Farid Noor Romadlon; Rasheed Balwas
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.1184

Abstract

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
EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning Adelia Oktaviana Zulfa
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.1214

Abstract

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.
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.

Page 2 of 5 | Total Record : 42

 1   2   3   4   5 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): November Vol. 3 No. 1 (2025): April Vol. 2 No. 2 (2024): November Vol. 2 No. 1 (2024): April Vol. 1 No. 1 (2023): November