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Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara Jl. Kampus ISDIK Kie Raha, Kelurahan Sasa, Kecamatan Ternate Selatan (North Maluku, Indonesia)
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Langua: Journal of Linguistics, Literature, and Language Education
Published by Institut Sains dan Kependidikan Kie Raha Maluku Utara
ISSN : -     EISSN : 26231565     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Langua: Journal of Linguistics, Literature, and Language Education (ISSN 2623-1565) was established in 2018 and managed by English Education Program of Institut Sains dan Kependidikan (ISDIK) Kie Raha Ternate, Indonesia (formerly STKIP Kie Raha Ternate). In 2020, this journal was accredited by Indonesian National Journal Accreditation (Arjuna) by the Indonesian Ministry of Education and Culture. This journal is accredited as a fifth level (of six levels) Science and Technology Index (Sinta 5th). To increase the quality of this journal as a journal providing meaningful, useful, and responsible scientific and academic information, many attempts are afforded in terms of publication and management of the journal. Among the attempts is to set a clear scope and focus of the journal described as follows. As the name suggests, this journal focuses on publishing articles discussing topics around linguistics, literature, and language education. Since 2018, this journal has published many articles with topics narrowed to English linguistics, English literature, and English language education. However, start from 2024, we decide to consider other languages as well, as long as they are written in English. Additionally, the topic should be limited to the following foci: Theoretical linguistics; Applied linguistics; Systemic functional linguistics; Literature analysis; Second language acquisition; Foreign language teaching and learning; Language testing; Computer-assisted language learning; Artificial intelligence and language pedagogy; Language and Higher-Order Thinking Skills (HOTS); Language learning models and strategies; Language teacher development; Language curriculum and material development; Language and neuro-psychology; and Language therapy;
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 99 Documents
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Beyond the classroom: a phenomenological inquiry into the challenges of English language learning for non-ELT students at UII DALWA Kuzairi Kuzairi
Jurnal Langua Vol 8 No 1 (2025): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17270435

Abstract

This study investigates the challenges of English learning faced by non-ELT students at Universitas Islam Internasional Darullughah Wadda'wah (UII DALWA). Situated in a unique trilingual environment dominated by Arabic and Indonesian, these students encounter distinct barriers. Through unstructured interviews with 20 participants from various non-ELT programs, the research identifies and categorizes these challenges into four main areas. The findings indicate that Linguistic-Cognitive Difficulties, such as limited vocabulary, grammar anxiety, and pronunciation issues, are the most prevalent challenges. These are closely followed by Affective-Psychological Barriers, including anxiety and fear of making mistakes. Furthermore, Socio-Cultural and Motivational Factors, such as perceiving English as irrelevant to Islamic identity, and Contextual-Environmental Constraints, like limited exposure and practice opportunities, significantly hinder proficiency. The study concludes that these challenges are deeply interconnected, creating a cyclical barrier to language acquisition. It recommends developing tailored pedagogical strategies that integrate Islamic content to boost motivation and address the specific needs of this student population, suggesting avenues for further research into effective interventions.
Innovative Techniques for Teaching English in Elementary Schools: Perspectives from Young Learner Educators Muhammad Dalimunte; Sholihatul Hamidah Daulay; Afanin Nabila; Ahmad Husein Nst
Jurnal Langua Vol 8 No 1 (2025): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21164330

Abstract

English is one of the most important languages needed nowadays. English has been introduced to children since childhood. An English teacher must be able to teach English to the children he teaches. The purpose of this study is to find out what techniques are used by teachers in teaching English to children in Indonesia. The method used by the author in this study is a literature review. This method uses several journals or books and then summarizes the results found in the journal and book collections. The results of this study indicate that the techniques often used by teachers to teach English to children in Indonesia include learning with games and songs.
Gender Representation in English Textbooks for Nusantara Kids: A Critical Discourse Analysis Study Indah Pesona Aisyah; Radinda Rosaria Ramdani; Salma Fathiyah Rahadatul Aisyi; Hapid Ali
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21221376

Abstract

This study investigates gender representation in the English textbook "Nusantara Kids for Grade 5 SD/MI," officially published by Indonesia's Ministry of Education, Culture, Research, and Technology under the Merdeka Curriculum. Employing Fairclough’s (1995) Critical Discourse Analysis (CDA) framework, this qualitative research examines character frequency, assigned roles, specific character traits, and embedded ideological messages in the textbook's texts, dialogues, and illustrations. The findings reveal a consistent male-centered pattern. Male characters appear more frequently (58%) than female characters (37%). Furthermore, male characters are predominantly assigned professional and public roles, such as doctors or community leaders, while female characters are overwhelmingly confined to domestic tasks like cooking and childcare. Regarding character traits, males are depicted with competence, agency, and leadership, whereas females are attributed nurturing qualities like patience and kindness. Consequently, the textbook's ideological messages normalize male centrality and authority, positioning women in supportive or peripheral roles. Although minor attempts at gender balance exist, they fail to overcome the prevailing male dominance. These subtle representational patterns reinforce patriarchal norms, critically impacting young learners during their formative gender identity development. Finally, this study explicitly recommends that textbook developers, policymakers, and educators adopt more inclusive practices to foster gender-equitable English language education in Indonesia
A Corpus-Based Critical Discourse Analysis of Gender Representation in ELT Textbooks Adela Rifa Anbiya; Fadillah Meigiansyah Rizqie; Luthfi Luqmansyah; Nazmara Azka Hidayat; Hapid Ali
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21221680

Abstract

This study examines the representation of gender in My Next Words Grade 4, a government-mandated compulsory English textbook for elementary students in Indonesia. While prior research has explored gender bias in EFL materials, quantitative critical discourse studies on textbooks introduced under the new Kurikulum Merdeka at the primary level remain scarce. This research employs corpus-assisted critical discourse analysis (CDA) to identify and quantify gender-related references, including pronouns, character names, and visual cues denoting social and domestic roles. Data were processed using AntConc software to examine the frequency of male and female references and their collocational patterns. The findings reveal unequal visibility and role distribution between genders among the textbook's characters, with stereotypical representations persisting despite government efforts to promote gender parity in educational media. Female characters are predominantly associated with domestic activities, while male characters are more frequently depicted in active, public-sphere roles. These results highlight the ideology embedded in official learning materials and underscore the need for curriculum developers to design more balanced, nondiscriminatory gender representations, essential for fostering equitable gender perceptions among young learners. This study contributes empirical insight into ongoing efforts to align Indonesia's educational materials with national gender equality policies.
Dubbing Method and Learning Videos for Improving Students' English Speaking Skills Erni Widiya Sari; Maulidiyyatul Uswah
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21275456

Abstract

This study investigates the effectiveness of the dubbing method combined with learning videos in improving students' English speaking skills, with particular attention to vocabulary, grammar, and pronunciation. The research employed a descriptive, pre-experimental design involving a single group assessed before and after the intervention. Participants were 44 second-semester students majoring in English Language and Literature at Bung Hatta University. Data were collected through observation, interviews, and recordings, and were categorized into five proficiency levels: unsatisfactory, fair, good, very good, and excellent. The pre-test results showed that most students fell into the fair and good categories, with seven students classified as unsatisfactory and none reaching the excellent level. After the dubbing technique was implemented using short instructional videos, the post-test results indicated significant improvement: no students remained in the unsatisfactory category, the number of students in the very good category rose from three to seventeen, and one student achieved the excellent category for the first time. These findings demonstrate that the dubbing method, supported by educational videos, effectively enhances students' speaking accuracy, fluency, vocabulary mastery, and pronunciation. Further research involving a larger and more diverse sample, along with a control group, is recommended to strengthen and generalize these findings.
Using Quizlet to Enhance Technical English Vocabulary among Undergraduate Physics Students S Syamsia; Mahdi Ahmad
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21323844

Abstract

Mastery of technical English vocabulary is essential for undergraduate physics students because it enables them to comprehend scientific literature, laboratory manuals, and other academic resources written in English. However, many students experience difficulties in learning and retaining technical vocabulary through conventional teaching methods. This study aimed to investigate the effectiveness of Quizlet in enhancing undergraduate physics students' mastery of technical English vocabulary. A quantitative pre-experimental design employing a one-group pre-test–post-test approach was used. The participants were 15 undergraduate students from the Physics Study Program at Institut Sains dan Kependidikan (ISDIK) Kie Raha, selected through purposive sampling. Data were collected using a 30-item multiple-choice technical vocabulary test administered before and after the implementation of Quizlet. The treatment was conducted over three meetings consisting of a pre-test, Quizlet-assisted vocabulary instruction, and a post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test. The mean score increased from 62.45 in the pre-test to 75.29 in the post-test. This indicated a statistically significant improvement in students' technical English vocabulary mastery. These findings suggest that Quizlet is an effective digital learning platform for supporting technical vocabulary acquisition in English for Specific Purposes (ESP) courses, particularly for undergraduate physics students.
The Effects of Foreign Language Anxiety and Speech Disfluencies on EFL Speaking Performance among Indonesian Junior High School Students Frizka Rizty Audiya; Indah Puspitasari; Dwi Rahayu
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21454739

Abstract

Although previous studies have separately investigated speaking anxiety and speech disfluencies, little is known about their combined quantitative contribution to speaking performance among junior high school EFL learners. This study aimed to examine the effect of anxiety, speech disfluencies, and their simultaneous effect on the English-speaking skills of eighth-grade learners. A quantitative correlational design was used with 54 students selected via cluster sampling. Anxiety was measured using FLCAS, disfluency was classified into five types, and speaking skills were assessed using an adapted rubric. All students experienced anxiety, mostly at a moderate level, while repetition and silent pauses were the most frequent disfluencies. Anxiety had a significant negative partial effect on speaking skill, while disfluency showed a more dominant effect. Both variables jointly accounted for 87.1% of the variance in speaking skill, indicating a strong combined effect. These findings highlight the importance of addressing both anxiety and disfluency in speaking instruction. The findings provide practical implications for English teachers in designing anxiety-reducing and fluency-oriented speaking instruction.
The Role of Memory in Helping Children Learn Grammar Independently: A Library Research Finasyifa Afidah; Iqna Mayzatus Shima; Buntara Adi Purwanto
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21468392

Abstract

Grammar acquisition is a crucial component of children's language development that involves complex cognitive processes. This library research investigates the contribution of memory systems, particularly working memory and long-term memory, to children's independent grammar learning. Employing a qualitative descriptive approach, the study synthesizes findings from books, scholarly journal articles, and previous research to examine how working memory facilitates the processing of complex grammatical structures, how declarative and procedural long-term memory support the storage and automatization of grammatical knowledge, and how memory-based learning strategies encourage autonomous learning. The findings reveal that working memory capacity plays an essential role in enabling children to process complex grammatical patterns, whereas long-term memory, especially procedural memory, contributes to the automatic use of grammar through repeated exposure and active encoding. Strategies such as repetition, categorization, visual imagery, and retrieval practice are identified as valuable approaches for strengthening children's independent grammar learning, although their effectiveness is influenced by the quality of the encoding process. Overall, this study contributes to psycholinguistic research while providing practical insights for developing independent learning materials that accommodate children's cognitive and memory capacities.
Lilo's Psychosocial Development in Disney's Lilo & Stitch (2025): An Eriksonian Perspective Fernanda Dimas Renaldi; Mufida Nadira Yuni Pureka; Indah Puspitasari
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21482448

Abstract

This study aims to analyze Lilo's psychosocial development in the movie Lilo & Stitch (2025) based on Erik Erikson's psychosocial development theory. Despite numerous studies applying Erikson's theory, little attention has been paid to how family attachment and cultural values interact to facilitate children's psychological recovery in contemporary live-action movies. This study employed a descriptive qualitative approach using content analysis. Data were collected through repeated observation of the movie, identification and coding of relevant scenes and dialogues, and classification based on Erikson's psychosocial development stages. The findings reveal that Lilo represents six of Erikson's eight psychosocial stages, with Identity versus Role Confusion emerging as the most dominant stage, followed by Trust versus Mistrust and Industry versus Inferiority. The analysis further demonstrates that parental loss, social rejection, and emotional relationships with Nani and Stitch significantly influence Lilo's psychosocial development. At the same time, the Hawaiian cultural philosophy of ohana serves as a protective framework that supports emotional recovery and identity formation. This study contributes to literary psychology by demonstrating that integrating family attachment and the cultural value of ohana enriches Erikson's psychosocial framework for interpreting children's psychological development in contemporary live-action movies.

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