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Lingeduca: Journal of Language and Education Studies
Published by Yayasan Adra Karima Hubbi
ISSN : 29870259     EISSN : 29868904     DOI : https://doi.org/10.70177/lingeduca
Core Subject :
The journal provides a platform for the publication of original qualitative and quantitative research on education and instruction, compilations based on critical evaluation of current literature, and meta-analysis studies. The Lingeduca: Journal of Language and Education Studies also aims to provide a platform where multiple educational disciplines can contribute and share educational insights, innovative approaches and practices. In this respect, Lingeduca: Journal of Language and Education Studies publishes research in an attempt to present a reliable and respectable information source for the researchers.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2025)" : 5 Documents clear
LINGUISTIC RESILIENCE: A SOCIOLINGUISTIC STUDY OF LANGUAGE MAINTENANCE AND IDENTITY NEGOTIATION IN A MARGINALIZED URBAN COMMUNITY Novi Ulfa Safitri; Sara Hussain; Marwati Marwati; Sitti Agustina
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.2599

Abstract

Marginalized urban communities face linguistic pressures threatening their heritage languages. This study examines language preservation in environments where language is a key site of identity struggle. This sociolinguistic research investigates the specific strategies of language maintenance and identity negotiation utilized by a marginalized urban community, aiming to identify key factors enabling linguistic resilience against dominant language encroachment. A qualitative ethnographic approach was employed, using participant observation and in-depth sociolinguistic interviews (n=45). The analysis focused on language choice across social domains and the metalinguistic narratives speakers used to articulate identity. Findings indicate resilience is achieved through “covert maintenance,” reinforcing the heritage language in private domains as resistance. Identity negotiation is fluid, with strategic code-switching used to signal affiliation. Public language use showed assimilation, but private use demonstrated strong vitality.  Linguistic resilience in this community is a conscious act of social agency and identity negotiation, not passive retention. The community preserves its language through strategic domain management, proving vitality is inextricably linked to identity.
MOBILE ASSISTED LANGUAGE LEARNING AND DIGITAL STORYTELLING FOR MULTILINGUAL EDUCATION: A SYSTEMATIC REVIEW Riska Meisyi Putri; Retno Wahyu Ningsih; Azimah Haji Ali
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.2880

Abstract

This study reviews the use of Mobile-Assisted Language Learning (MALL) and digital storytelling in multilingual educational settings. It focuses on research trends, teaching strategies, and their role in supporting inclusive and effective language learning. Using a systematic literature review, peer-reviewed studies published between 2020 and 2025 were collected from major academic databases and analyzed thematically. The findings show that combining MALL and digital storytelling improves learner engagement, motivation, intercultural awareness, and language proficiency in diverse classrooms. These approaches also support personalized learning, collaboration, and the development of critical literacy skills related to educational equity and social justice. The main contribution of this review is its integrated perspective, which views mobile learning and digital storytelling as connected pedagogical approaches in multilingual and multicultural contexts. Overall, the study highlights the potential of technology-based learning to promote learner autonomy, adaptive learning, and inclusive teaching practices. The findings also provide useful guidance for educators, policymakers, and curriculum designers in developing learning programs that respond to the needs of multilingual learners.
FROM CULTURE SHOCK TO CROSS-CULTURAL UNDERSTANDING IN READING COMPREHENSION: A RECEPTION STUDY OF FIFTH-SEMESTER EFL STUDENTS AT FTIK UIN DATOKARAMA PALU ON STEINBECK’S “THE PEARL” Andi Muhammad Dakhalan; Ming Pong
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.3099

Abstract

Reading comprehension in EFL teacher education is increasingly framed as an ability to interpret texts critically, engage ethically with difference, and negotiate meaning across cultures. Yet, culturally distant literary texts often provoke affective disruption and moral discomfort that students may label as "culture shock". This qualitative reception study examines how culture shock, elicited through John Steinbeck’s novella The Pearl, became a generative starting point for cross-cultural understanding among ten fifth-semester EFL student-teachers at FTIK UIN Datokarama Palu. Data were collected from reflective reading journals written after each reading segment and a follow-up focus group discussion. The analysis applied an inductive thematic approach to trace recurring shock triggers, interpretive moves, and pedagogical implications. Four interrelated themes emerged: (1) shock at structural injustice and institutional betrayal, (2) shock around gendered violence and patriarchal constraints, (3) shock at materialism and the moral economy of wealth, and (4) movement toward cross-cultural understanding through perspective-taking, value negotiation, and critical comparison with local socio-religious frames. The findings suggest that structured reader-response tasks, especially reflective journals, help student-teachers transform initial emotional resistance into critical, dialogic interpretations that support intercultural reading competence. This study contributes (1) a context-sensitive model of how readers move from culture shock to cross-cultural understanding in an Islamic EFL teacher-education setting and (2) task-level design principles (journal prompts and discussion moves) that instructors can use to evidence and support that movement.
DEVELOPING AUTHORIAL VOICE: A LONGITUDINAL STUDY OF DIGITAL STORYTELLING'S IMPACT ON ADOLESCENT L2 WRITERS’ SYNTACTIC COMPLEXITY Wang Jun; Michael Johnson; Dyah Retno Wulan
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.3112

Abstract

Digital transformation in language education has reshaped how adolescent second language (L2) learners engage with writing, particularly through multimodal pedagogies such as digital storytelling, which offer new spaces for expression and identity construction. This study aims to investigate the longitudinal impact of digital storytelling on the development of syntactic complexity and authorial voice among adolescent L2 writers. A longitudinal mixed-methods design was employed involving forty-eight secondary school learners over one academic semester. Data were collected through three phases of digital storytelling scripts, analyzed using corpus-based syntactic complexity indices, complemented by qualitative textual analysis and learner reflections. The results demonstrate significant and sustained growth in syntactic complexity, including increased clause embedding, sentence elaboration, and structural variation across time. Qualitative findings indicate that these syntactic developments were closely associated with stronger authorial voice, reflected in clearer narrative stance, evaluative language, and enhanced writer presence. The findings suggest that digital storytelling supports syntactic development as a meaning-driven and functional process rather than a purely formal outcome. The study concludes that sustained integration of digital storytelling in L2 writing instruction can effectively foster both linguistic sophistication and expressive agency among adolescent learners, highlighting the pedagogical value of longitudinal, narrative-based digital writing practices globally today.
UTILIZATION OF THE CAPCUT APPLICATION IN IMPROVING SPEAKING SKILLS FOR STUDENTS AT ISLAMIC BOARDING SCHOOLS Amrina Amrina; Arif Mufti; Mariam Khan
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.3280

Abstract

The CapCut application has many impacts, both positive and negative. One of the positive impacts is being able to improve students' speaking skills while the negative impact is reducing students' potential in maharah kalam (speaking skills) and reducing students' mindset in learning Arabic. This is due to the lack of teacher knowledge of the material being taught. The purpose of this study is to Utilize the CapCut Application in Improving Speaking Skills for students at an Islamic Boarding School. This research method uses a Quantitative method, data collected through interviews and distributing questionnaires via Google forms. The results of the study indicate that the use of the CapCut application for speaking skills is more efficient, with easy-to-understand features in the application. From this study, it can be concluded that the CapCut application, which was originally developed for video editing, can also be used to improve students' speaking skills by creating presentation videos and adding interesting audio and visual effects. The limitation of this study is that the researcher only conducted research on the use of the CapCut application in improving speaking skills for students, whereas there are still many other media uses that can be used as alternatives in improving speaking skills. The researcher hopes that future researchers can conduct research related to improving speaking skills, but using other applications. This study also recommends that future researchers use this study as a reference for conducting research on students' speaking skills using the CapCut application at Islamic Boarding Schools.

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