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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 48 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.
Poetic Identity and Mindful Literacy in EFL Classroom: A Way to Invent Freedom in Language Learning Kadek Sonia Piscayanti; Entika Fani Prastikawati; Lorie Mae Coloquit
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3646

Abstract

The research of poetic identity and mindfulness in EFL context has been an impactful wave in recent years. The learning explores how the students reveal and construct their identity in the form of poetry. Poetry is the representation of deepest voices in the personal context of the learners. With mindful learning, the learners achieve their personal freedom to express their deepest voices. Through this mindfulness-based poetic identity learning in EFL poetry classroom, a personal point of view is deeply investigated through the poetry. This is qualitative research which explores the combined methodology of poetic identity of Iida’s theory, narrative inquiry, and poetry theory. The subject were 28 students in poetry class who were taught in mindfulness-based learning with focus on poetic identity writing and narrative inquiry, equipped with poetry journal assessment. The findings reveal that poetry could elevate meaning making, respect deepest voices, builds language identity, and boosts language authenticity. This research deepens the perspectives that literacy learning can be best taught by mindfulness-based learning and poetic identity writing, through which freedom in language learning is experienced and sensed in the meaningful way.
Language Use in Multilingual Class: A Case of the English Department Students Ariana Nur Rohmah; Oluwakemi Dorcas LAWAL
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3647

Abstract

In an Indonesian context, in which linguistic diversity occurs with high intensity, this study examined the use and preferences of languages by multilingual students in an English Department. Based on the definition of multilingualism, this study aims to characterize the languages employed by students in various contexts and explore their preferences for embedded languages within a classroom interaction. Using purposive sampling, 25 sixth-semester students were enrolled in a descriptive survey design. A structured questionnaire was used as a data collection tool, and data were analyzed using percentage-based descriptive statistics. The findings show that, though all participants were multilingual, their use of those languages depended on context. Javanese is used the most at home and in social environments, while Bahasa Indonesia is mainly spoken on campus. Most students would mix up both English and Bahasa Indonesia in classroom context instead of using it fully. The findings also suggest that, based on their perceived limited English proficiency, students favor bilingual ones. They choose foreign languages based on several factors such as language anxiety, willingness to communicate and international posture. This suggests that English departments need to make greater efforts to increase exposure to English and also create environments in which students can use the language more consistently in an academic context.
Shaping Teacher Identity through Microteaching: Experiences of Pre-Service EFL Teachers Januari Rizki Pratama Rusman; Lina Aris Ficayuma; Nailul Author Restu Pamungkas
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3659

Abstract

This present study aims to investigate how microteaching experiences construct pre-service EFL teachers' teacher identity particularly in private university contexts. Using a qualitative case study design, the participants of the research were composed of 34 pre-service teachers who took English-Language Education programs and participated in a microteaching course. Data collection included reflective journals, semi-structured interviews, classroom observations and document analysis and thematic analysis was used to analyze the data. Teacher identity was found to be constructed through an ongoing and multi-dimensional process characterized by the emergence of self-consciousness, the negotiation of confidence and anxiety, feedback matters, pedagogical beliefs and teaching practices, social interaction or contextual factors. Microteaching was commonly cited as both a site for practicing teaching skills and a space where identities are forged, contested, reflected upon and reformulated. Indeed, the study depicts reflective practice, collaborative learning and supportive feedback as their emerging themes to facilitate identity development. In contrast, the particular institutional situation and self-reported data limit your study. It is suggested that future research scope should encompass longitudinal and mixed-methods approaches to investigate the development of teacher identity across varying phases of teacher education and settings. This study adds to the growing body of literature surrounding teacher identity by offering a nuanced look at how microteaching plays a role in shaping pre-service EFL teachers’ professional identities.
Rethinking Mother Tongue Instruction After RA 12027: An Ilokano-Based Translanguaging Approach for Multilingual K–3 Learners Leonardo Tejano
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3660

Abstract

Republic Act No. 12027, enacted on October 10, 2024, discontinued the mandatory implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in Philippine public schools, relegating regional languages to the status of ‘auxiliary media’ beginning School Year 2025–2026. Yet this legislative shift does not alter the multilingual realities of Ilokano-speaking children in the Ilocos Region. Grounded in translanguaging theory and utilizing a descriptive survey design with thematic analysis, this study examined the language backgrounds, translanguaging practices, and functional languaging roles of K–3 learners across selected schools in Ilocos Norte, involving 136 surveyed learners, 73 individual interviews, 43 teachers, and 18 parents across eight focus group discussions. Five characteristics of learner translanguaging and four distinct roles of Ilokano were identified: (1) fluidity of language use, (2) Ilokano dominance in informal interaction, (3) metalinguistic awareness, (4) translanguaging for cognitive scaffolding, and (5) identity-bound language loyalty. Four distinct roles of Ilokano were likewise established: Ilokano as (1) main language of expression, (2) consolidator of linguistic features, (3) metalinguistic comparator, and (4) organizer of ideas, with particular pedagogical significance residing in its role as a cognitive scaffold that bridges L1-based meaning-making with formal L2 academic output. Drawing on these empirical findings, the study proposes the Ilokano-Based Translanguaging Approach (IBTA)—a theoretically grounded, multi-stranded pedagogical framework that mobilizes learners’ full multilingual repertoire while positioning Ilokano as both instructional anchor and object of language revitalization. The IBTA is structured around teacher preparation, instructional materials development, and teaching strategy, offering a statutory-compliant, evidence-based model for embedding Ilokano-based multilingual pedagogy within the MATATAG Curriculum under the post-RA 12027 policy environment.
Transforming Lexical Learning: VARK Strategies and the Role of Wayground Platform in English Language Teaching Jafar Sodiq; Theresia Cicik Sophia Budiman; Ajeng Setyorini
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3669

Abstract

This article explores the transformative potential of VARK (Visual, Aural, Read/Write, Kinesthetic) strategies and the digital platform Wayground in enhancing lexical learning in English language teaching. It discusses the role of Wayground platform by using the VARK strategies and to know students’ perception in using Wayground platform in Lexical Studies course in English Education Study Program. The design of this study is qualitative descriptive by exploring the role of Wayground platform integrating with VARK learning style in Lexical Studies course in English Education Study Program.  The results of this study show that the VARK strategies can be beneficial to be implemented in Lexical Studies course by applying the Wayground platform. Seven themes are elaborated based on the students’ perception of the role of Wayground platform integrated with the VARK learning style in Lexical Studies course. The study synthesizes current research to establish a framework for educators on the effective implementation of these strategies in the classroom.
Integrating Technology in Microteaching: Pre-Service EFL Teachers’ Digital Pedagogical Development Yuvita Yuvita; Miasnikova Kseniia; Maria Yosephin Widarti Lestari
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3687

Abstract

This study investigates the ways pre-service EFL teachers can achieve digital pedagogical competence through technology-integrated microteaching. Based on the increasing relevance of digital skills in teacher formation, this study aims to verify how microteaching enables technological integration and which factors condition this expansion. This study used a qualitative case study design with 23 pre-service EFL teachers at Universitas Pancasakti Tegal. Data were gathered through reflective journals, semi-structured interviews, classroom observations, videotaping and teaching documents and analysed with thematic analysis.The findings suggest a gradual development in participants' digital pedagogical awareness from merely using technology towards more pedagogically purposeful integrators. Also, technology use increased creativity in teaching and provided opportunities for building confidence through practice and reflection. Nonetheless, this development was affected by multiple elements such as technological hurdles, commentary from peers and lecturers, cooperative learning, and institutional assistance. The finding also shows the cognitive, emotional, social and contextual dimensions that shapes the digital pedagogical competences. It suggests that microteaching creates a productive space for reflective and experiential learning on the topic of technology integration, and that teacher education programs should create supportive environments to further develop pre-service teachers’ digital competence

Page 5 of 5 | Total Record : 48

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