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SeLEC
Published by CV Media Publikasi Cendekia Indonesia
ISSN : -     EISSN : 31093760     DOI : https://doi.org/10.56303/selec.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Studies in Language, Education, and Culture (SeLEC) is peer-reviewed and open-access academic journal published by Media Publikasi Cendekia Indonesia, Indonesia. The journal aims to provide a forum for the exchange of ideas and research findings among scholars, educators, and practitioners working in the fields of language, education, and cultural studies. It accepts original research articles, literature reviews, and case studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 9 Documents
 1 
Rethinking Engagement: VAK Learning Style Responses to Flipped Classroom Environments Chairunnisa, Edelwis; Saehu, Andang; Nadhir, Ahmad
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.395

Abstract

This study aims to investigate the impact of the flipped classroom method on students' learning engagement, especially visual, auditory and kinesthetic learning styles, considering their learning styles such as visual, auditory, and kinesthetic (VAK). Specifically, it compares students' engagement levels when learning occurs at home versus in the college classroom. Using a mixed-methods design, data were collected from 30 college students (aged 18-24) through a questionnaire consisting of 14 closed-ended and 1 open-ended question. The findings revealed that visual learners showed consistent positive engagement in both settings, with a preference for visual materials that supported their learning. Auditory learners demonstrated higher engagement during in-class sessions with live discussions, while kinesthetic learners exhibited higher engagement during hands-on activities in the classroom. The findings suggest that the flipped classroom model is particularly effective for visual learners, both at home and in the classroom. This research provides implications for educators to design inclusive flipped classroom experiences by incorporating learning media and activities tailored to diverse learning styles, ensuring effective engagement both at home and in the classroom.
Digital Gamification for Vocabulary Growth: Evaluating Educaplay for EFL Learners in a Boarding School Setting Aidil Akbar Rahman; Muallim, Muajiz
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.403

Abstract

This study examines the use of Educaplay, a gamified digital platform, to enhance vocabulary acquisition among EFL students at Zubdatul Asrar NU Boarding School in Parepare. Recognizing the limitations of traditional vocabulary instruction, the research explores how interactive, game-based learning can support engagement and retention. A pre-experimental one-group pretest-posttest design was employed with 42 randomly selected students. Vocabulary tests were administered before and after six sessions using Educaplay activities, and a student questionnaire was used to assess learner perceptions. The results showed a significant improvement in vocabulary mastery, with mean scores increasing from 55.71 to 94.48. Questionnaire data revealed high levels of student motivation and satisfaction with the learning process. These findings suggest that digital gamified tools like Educaplay can effectively support vocabulary development in EFL contexts, offering an engaging and inclusive alternative to traditional methods.
A Systematic Review of Wordless Picture Book Interventions for Supporting Young Learners’ Second Language Skills Muhammad Maghfur Fahrur Rozzi
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.412

Abstract

Wordless picture books (WPBs) are increasingly recognized as effective tools for enhancing reading comprehension and language acquisition among young learners in second language education. This study explores their integration into primary education settings, emphasizing their ability to foster creativity, develop narrative skills, and support vocabulary growth. By relying solely on illustrations, WPBs encourage learners to construct meaning, engage with visual cues, and interact with stories in open ended ways. The findings highlight diverse methodological approaches, including qualitative and quantitative studies, which reveal the potential of these books to promote bilingual literacy and reduce language barriers.  Despite the promising potential of WPBs, significant gaps remain in the current literature, particularly in the areas of teacher perspectives, cultural adaptations, and the integration of modern technologies. Future research should specifically address these gaps. WPBs. Additionally, there is a need to investigate how emerging technologies, such as augmented reality (AR) or interactive digital platforms, can enhance the learning experience with WPBs. Focusing on these aspects will allow researchers to optimize the integration of WPBs in second language classrooms, making them more accessible and effective for a wide range of learners.
Emotional Experiences on Teacher Identity Construction of EFL Novice Teachers Fika Nurul Fadillah; Abdul Halim
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.445

Abstract

The objective of this study is to portray novice teachers’ emotional experiences contributing to their teacher identity construction during their first years of teaching at school. This narrative study focuses on three EFL novice teachers’ narratives of the negative and positive emotional experiences they encountered as new teachers. Using a narrative framework in analyzing the data, three main themes emerge from the narrative, i.e., emotional experiences during being pre-service teachers, emotional experiences after being novice teachers, and the contrast before and after being novice teachers. This study implies that teacher educators should raise the student teachers’ awareness of their teacher identity construction before the new teachers enter the real teaching field.
Exploring the Influence of Technology on EFL Learning: A Comparative Analysis of Introverted and Extroverted Students Fajriansyah, Syukron
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.453

Abstract

This study examines the impact of technology on English as a Foreign Language (EFL) learning, specifically focusing on the utilization of technology by introverted and extroverted students. The objective is to provide a comprehensive overview of how technology is employed as a learning tool and to identify potential disparities between the two student groups. A descriptive research design was adopted, and qualitative analysis was used for data interpretation. The participants included introverted students and extroverted students, who were interviewed online using WhatsApp media. The findings indicate that both introverted and extroverted students employ technology, particularly learning videos, to enhance their language skills. However, introverted students tend to prefer using technology alone compared to their extroverted counterparts. These results offer insights into the differences between introverted and extroverted learners in utilizing technology for EFL learning. The study contributes to the existing literature on individual learner differences, with a specific focus on the use of technology by introverted and extroverted students in the EFL context.
Mysticism in the Kyai Brojomusti Folklore and Its Pedagogical Relevance: A Literary-Ecological Analysis Rahmawati, Pramesti Icha; Lestari, Sri
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.791

Abstract

This study investigates the mystical elements contained in the folklore of the Kyai Brojomusti forbidden forest and examines their relevance for Indonesian language learning in secondary education. Previous studies have not sufficiently addressed the contribution of local folklore to classroom instruction and to the development of students' cultural awareness. This research employs a qualitative descriptive design with data collected through observation, in-depth interviews, and documentation. The data are analyzed using a literary ecology framework. The findings identify three central concepts of mysticism in the Kyai Brojomusti narrative: positive motives, material existence, and levels of sarengat. The study also identifies six manifestations of mysticism, namely religious rituals, slametan or bancaan practices, healing practices, sacred trees, sacred tombs, and white tigers. These findings demonstrate that local folklore can function as a culturally grounded learning resource that supports value-based instruction and contributes to the development of the Pancasila student profile.
EFL Learners' Memory Strategies in Vocabulary Learning: A Psycholinguistic Perspective Nurfitriyani, Aisyah; Isnaini Cahyaningsih; Nextarinda Anora; Putri Febriana Rahmawati; Roihanatul Istianah
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.904

Abstract

Vocabulary plays an essential role in supporting comprehension of academic texts and the development of critical thinking among EFL learners. However, many learners continue to struggle with limited vocabulary mastery. This study aimed to examine the memory strategies used by EFL learners in vocabulary acquisition from a psycholinguistic perspective. The research involved 36 sixth-semester students of the English Education Study Program at UIN Raden Mas Said Surakarta. A mixed-method design was implemented, using interviews to explore learners’ memory strategies and questionnaires to identify their tendencies in vocabulary memorization. The findings indicate that learners employ varied memory strategies that influence the effectiveness of vocabulary retention. These results highlight the need for instructional practices that integrate memory-based approaches in vocabulary teaching. The study contributes to psycholinguistic research by providing empirical evidence on how memory strategies shape vocabulary learning among EFL learners.
Stimulating Motivational Engagement in Vocabulary Learning: Evidence From the Word Tail Game in an EFL Classroom Harsinda; Wahyu; Siti Nurul Ilmi Hl.; Siti Uswatun Khasanah
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.977

Abstract

Vocabulary learning is an essential component of English language development, yet many students continue to face difficulties in achieving progress and maintaining motivation. This study aimed to examine the effect of the Word Tail Game on students’ vocabulary achievement and learning motivation. A mixed method approach with a convergent parallel design was employed. Quantitative data were used to measure students’ achievement, and qualitative interview data were used to explore their motivation. The participants consisted of 20 second-grade junior high school students. The findings show a significant increase in post-test scores, indicating an improvement in vocabulary achievement. Qualitative results also reveal that indicators of motivated learning behavior appeared consistently during the game, supported by students’ positive responses. These findings suggest that the Word Tail Game can enhance engagement and support vocabulary learning. The study contributes empirical evidence to the growing body of research on game-based learning in EFL contexts.
Intersection of Literature, Culture and Education in Multidisciplinary Contexts Chisunum, Jeffery; Anyima, Friday Fidelis
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.980

Abstract

Amid growing demands for graduates who can navigate the complexities of the twenty-first century, this study explores how integrating literature, culture, and education can reshape undergraduate learning. Drawing on constructivist learning theory, culturally responsive pedagogy, and interdisciplinary frameworks, the research responds to long-standing disciplinary divides that often hinder holistic development. Using a convergent parallel mixed-methods design, the study engaged 384 undergraduates at the University of Delta, Agbor, Nigeria, from January to June 2025. Three guiding aims structured the inquiry: understanding students’ initial interdisciplinary competencies, evaluating the influence of integrated pedagogical interventions, and exploring how culturally responsive teaching enhances learning. The results were compelling. Students exposed to the integrated approach demonstrated notable gains, including marked improvements in interdisciplinary thinking, academic performance, and cultural awareness. Statistical analyses confirmed the strength of these effects, with integrated methods accounting for over half of the variance in academic performance and culturally responsive pedagogy outperforming traditional teaching. Overall, these findings illustrate how deliberately weaving literature, culture, and education can create learning environments that are not only academically rigorous but also culturally meaningful. The study offers practical and theoretical insights for institutions seeking to prepare culturally aware, interdisciplinary thinkers equipped for a rapidly evolving world.

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