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Faculty of Language and Arts Education Campus 4 Universitas PGRI Semarang Jalan Gajah Raya No 40, Sambirejo, Gayamsari, Semarang, 50166, Central Java, Indonesia
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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 42 Documents
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Listening and Speaking Pedagogical Approaches towards the Development of Innovative Macro Skills among English Teachers in Binakayan National High School: A Narrative Study Estavillo, Shiela E.
Educalingua Journal Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.453

Abstract

A child becomes able to speak after getting enough exposure to the language through listening. This only proves that listening and speaking are the most important skills to be developed first among all skills. But, despite this truth of importance, for many years, these two skills do not receive any priority in language teaching and testing. Hence, this study aims to analyze the listening and speaking pedagogical approaches of Binakayan National High School English teachers, their impact to their profession as language teachers through their response to the challenges, and their contribution for the development of innovative macro skills. This research is a narrative study using a purposive sampling with pre-set criteria for the prospect respondents. Data gathering was done through interviews, self-made questionnaires which underwent content validation, and focus group discussion as research instruments. In data analysis, transcribing/inductive coding and thematic analysis were utilized in getting the emerging ideas of the study. The study ‘s findings and results state that Binakayan National High School English teachers apply listening and speaking pedagogical approaches in their instructional plan through task-based and interactive teaching and learning approaches, they respond to challenges of these approaches gracefully which lead them become more dedicated to their profession as language teachers, and enumerating the pedagogical approaches they apply in their English classroom, still they need more technical assistance on the development of strategies and techniques towards innovative macro skills.
The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts Wijaya, Kristian; Olaifa, Adeseko Sunday; Adeoye, Moses Adeleke
Educalingua Journal 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? Ekasuci, Salsabila Artristiyani Summa; Lestari , Siti; Vivekanantharasa, Raveenthiran
Educalingua Journal 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 Adeoye, Moses Adeleke; Prastikawati, Entika Fani; Widyaningrum, Lulut
Educalingua Journal 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; Balwas, Rasheed
Educalingua Journal 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 Zulfa, Adelia Oktaviana
Educalingua Journal 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.
Linguistic Crossroads: How do Indonesian Mother Tongues Shape English Language Acquisition? Yazidi, Rachid EL; Amrizal
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.2301

Abstract

The influence of the mother tongue on second language acquisition has been widely studied, yet its specific impact on Indonesian learners of English remains underexplored. Grounded in the theoretical framework of language transfer and contrastive analysis, this study examines how the Indonesian language affects English pronunciation, grammar, and vocabulary acquisition. The research employed a qualitative approach, analyzing the linguistic patterns of Indonesian EFL learners through phonological, syntactic, and lexical perspectives. Findings indicate that phonological interference leads to sound substitution and syllable epenthesis, while syntactic transfer results in grammatical errors such as auxiliary omission and incorrect word order. Additionally, lexical interference causes misinterpretations due to false cognates and direct translations. These findings highlight the persistent influence of the mother tongue in shaping English proficiency. The study suggests that increasing exposure to authentic English input and employing explicit linguistic instruction can mitigate these challenges. Future research should explore intervention strategies and assess the long-term impact of language transfer. The study contributes to a deeper understanding of second language acquisition in multilingual contexts and offers pedagogical insights for EFL teachers in Indonesia.
Empowering EFL Learners’ Writing Skills through the Employment of Automated Peer Feedback Wijaya, Kristian; Iliasu, Samuel Femi; Obi, Sabina Nwakaego
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.1964

Abstract

Effective feedback provision is essential for enhancing EFL learners’ writing proficiency. Therefore, second language educators need to explore more varied and productive approaches to delivering writing feedback that supports learners’ continuous development. In this regard, the integration of automated peer feedback has emerged as a significant innovation in modern second language writing instruction. It enables learners to acquire richer insights, linguistic knowledge, and writing competencies through digitally mediated peer commentaries. This library-based study employed thematic analysis to examine 30 previously published studies on automated peer feedback. The analysis allowed the researcher to identify recurring themes and interpret relevant findings systematically. The main objective of this investigation was to explore how automated peer feedback empowers EFL learners’ writing skills. The findings revealed that automated peer feedback enhances learners’ writing development by fostering student-centered engagement and collaborative learning environments.
Students’ Perceptions toward the Use of Podcast Video in Speaking Class Lestari, Yunda; Devana , Trisilia; Rasheed, Abdul
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.2852

Abstract

This research aimed to find out students’ perception toward the use of podcast video in speaking class. This research was a case study. The participants were the second semester students of Speaking for Social Intercultural Class of English Department Study Program at Universitas Baturaja in the academic year of 2024/2025 with the total number of participants are 24 students. The data were collected through close-ended questionnaire and analyzed by percentage analysis and presenting data using tables. The result of the study showed that (1) Students had a good attitude toward the usage of podcast video in speaking class because podcast video is simple to utilize. Podcast video may help them learn to talk, and they are willing to use podcast video as an alternate method of learning to speak. Podcasts video can also motivate them since they attracted their interest. The podcast video's content and pronunciation of the native speaker could help them improve their talents. Furthermore, podcast video was easy to access; (2) The perception problems expressed by students regarding the use of podcast video in speaking class revealed that the length of the podcast is too long for them. Thus, they may get bored and lose their interest when watching a podcast video
Between Trust and Skepticism: Comparative Perceptions of ChatGPT in Academic Writing among EFL Learners in Indonesia and the Philippines Antonio, Joemar; Ma'mun, Nadiah
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.2858

Abstract

This study investigates the comparative perceptions of Indonesian and Philippine EFL students regarding the use of ChatGPT in academic writing, focusing on the interplay between trust and skepticism. Employing a quantitative comparative research design with complementary qualitative inputs, data were collected from 232 university students using a structured questionnaire consisting of 20 closed-ended items analyzed quantitatively and two open-ended items analyzed qualitatively. Descriptive statistics and comparative analysis revealed that both groups perceived ChatGPT positively as a tool that improves writing quality, coherence, and confidence. However, students also expressed ethical concerns about plagiarism, overreliance, and authenticity. Filipino students tended to exhibit higher trust due to greater digital familiarity, while Indonesian students demonstrated stronger skepticism rooted in institutional and moral caution. The findings highlight the coexistence of trust and critical awareness, emphasizing the need for AI literacy education that integrates technological proficiency with ethical reflection. The study contributes to global discussions on AI-assisted writing by contextualizing the phenomenon within Southeast Asian educational settings.

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