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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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Exploring Vocational High School Students’ Perceptions of Picture Series in Learning Descriptive Texts Romi, Audrey Ananda; Farid Noor Romadlon; Nurcahyo, Agung Dwi
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.v3i2.2587

Abstract

The ability to write descriptive texts in English remains a challenge for many EFL learners, particularly at the secondary vocational level, where students often struggle with generating ideas, organizing content, and using accurate vocabulary. Visual media such as picture series can serve as effective learning aids by stimulating imagination, guiding idea development, and making writing tasks more engaging. This study explores students’ perceptions of using picture series to support descriptive text writing in an eleventh-grade vocational high school in Kudus, Indonesia. Employing a descriptive qualitative design, the study collected data through questionnaires and semi-structured interviews with 30 students. The findings reveal that the majority of students perceive picture series as helpful in clarifying the stages of writing, expanding vocabulary, and reducing difficulties in composing descriptive texts. Students also reported that picture series enhanced their motivation and made writing activities more enjoyable. However, some challenges were noted, including dependence on visual aids and limited opportunities to develop writing autonomy. Overall, the study concludes that picture series are perceived positively as an instructional medium, with potential to foster students’ writing skills when used strategically in classroom practice. The results suggest that EFL teachers should integrate picture-based tasks with guided writing activities to balance support and independence in learning.
EFL in a Multilingual Nation: Balancing Bahasa Indonesia and English in the Elementary Classroom Coloquit, Lorie Mae; Makmuroh, Umniyyatul
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.v3i2.2888

Abstract

Indonesia’s multilingual landscape poses both opportunities and challenges for English language learning in primary education, where Bahasa Indonesia serves as the main instructional language alongside the introduction of English. Grounded in Vygotsky’s Sociocultural Theory and Translanguaging Theory, this study explored how fifth-grade students and their teacher at SD Hj. Isriati Baiturahman 1 Semarang navigate the interplay between Bahasa Indonesia and English in the classroom. Using a qualitative case study design, data were collected through classroom observations, interviews, and document analysis. Findings revealed that students used Bahasa Indonesia as a cognitive and emotional scaffold to support English comprehension, while English was employed primarily for structured classroom tasks and oral practice. Translanguaging emerged as a natural learning strategy that facilitated meaning-making, confidence, and participation. Students demonstrated positive attitudes toward bilingual instruction, perceiving it as both supportive and empowering. The study concludes that balanced bilingual practices enhance engagement, promote additive bilingualism, and nurture linguistic identity among young learners. The implication highlights the need for EFL teachers and policymakers in Indonesia to embrace multilingual pedagogy that integrates Bahasa Indonesia strategically to foster inclusive, meaningful, and culturally responsive English learning.

Page 5 of 5 | Total Record : 42

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