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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 6 Documents
 1 
Search results for , issue "vol. 5 no. 3 (2026)" : 6 Documents clear
THE MAIN CHARACTER’S EGO DEFENSE MECHANISM AGAINST THE STORYLINE OF THE NOVEL CARITA CALIN BY APRILIA FATMAWATI Bija Bijakni Al Janatan
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.3922

Abstract

This study aims to examine the forms of ego defense mechanisms of the main character and their role in the development of the storyline in the novel Carita Calin by Aprilia Fatmawati. This study is motivated by the importance of understanding literary works not only as a representation of social reality, but also as a reflection of the psychological dynamics of the main character. The approach used is literary psychology based on Sigmund Freud's psychoanalytic theory, especially the concepts of id, ego, superego, and ego defense mechanisms. This research also emphasizes the novelty in the analysis of the relationship between the main character's ego defense mechanism and the development of the storyline in the novel. The method used is descriptive qualitative research with literature study techniques. The research data is in the form of quotes in the novel that show the symptoms of the main character's ego defense mechanism. Data collection techniques are carried out through the reading and recording methods, while data analysis is carried out through the identification, classification, and interpretation stages based on Freud's psychoanalytic theory. Next, the data is analyzed to see how it relates to the development of the storyline. The results of the study show that the main character, Caliandra Rowana (Calin), uses various ego defense mechanisms, such as repression, diversion, projection, rationalization, regression, formation reaction, denial, sublimation and fantasy. The dominant mechanisms are repression, diversion and projection, which show a tendency to use less adaptive defense strategies. These mechanisms not only reflect the psychological state of the main character, but also play a role in emerging, directing, and prolonging conflicts in the storyline. The main character's ego defense mechanism is closely related to the development of the storyline in the novel Carita Calin by Aprilia Fatmawati.
COMPARATIVE ANALYSIS OF I‘RAB IN AL-TABARI AND AL-MISHBAH TAFSIR: IMPLICATIONS FOR QUR'ANIC MEANING VARIATIONS Siti Nurdinah; Ahmad Mantiq Alimuddin; Resy Mulyani; Dewi Sartika; Delima Afriyanti; Septi Alhani Asyifa
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4081

Abstract

Differences in i'rab analysis in Qur'anic exegesis have the potential to produce variations in meaning that impact theological, legal, and semantic aspects; however, comparative studies on its application in classical and contemporary exegesis remain limited. This study aims to analyze the comparative use of i'rab in Tafsir Al-Tabari and Tafsir Al-Mishbah and to explain its implications for variations in the meaning of the Qur'an. The study employs a qualitative approach using library research through a comparative (muq?ran) method. The data were analyzed based on five purposefully selected verses, including: Surah Ali ‘Imran [3]: 7, Surah Al-Ma’idah [5]: 6, Surah Al-Waqi’ah [56]: 79, Surah Al-A?zab [33]: 33, and QS Al-Baqarah [2]: 37. The analysis involved comparing i'rab forms, linguistic arguments, the use of qira'at and riwayat, as well as their implications for interpretation in both exegetical works. The results of the study show that in QS ?li 'Imr?n [3]: 7 and QS Al-Ma’idah [5]: 6, differences in i'rab have direct implications for theological interpretation and the establishment of legal rulings, whereas in QS Al-Waqi’ah [56]: 79, QS Al-A?zab [33]: 33, and QS Al-Baqarah [2]: 37, the function of i'rab develops through syntactic relations, the determination of referents, and the elaboration of meaning. Al-Tabari tends to use i'rab as the basis for tarjih, combined with qira'at and riwayat, whereas Quraish Shihab integrates grammatical analysis with historical, social, and contextual approaches. This study shows that i'rab not only serves to explain grammatical structure but also forms the basis for the formation of variations in meaning in accordance with each exegete’s methodological orientation.
FOSTERING CREATIVE WRITING SKILLS THROUGH COLLABORATIVE WRITING APPROACHES IN INDONESIAN LANGUAGE CLASSROOMS Nuraina Nuraina; Zain Nizam; Rashid Rahman
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4250

Abstract

Creative writing is a fundamental component of language education because it develops creativity, communication skills, critical thinking, and expressive competence. However, Indonesian language classrooms still face challenges in fostering creative writing due to teacher-centered instruction, limited collaboration, and insufficient opportunities for students to generate, refine, and communicate original ideas. This study examined the effectiveness of collaborative writing in improving students’ creative writing skills and explored the mechanisms through which collaborative learning enhances writing performance. A sequential explanatory mixed-methods design involved 320 secondary school students in a quasi-experimental pretest–posttest control group study. Quantitative data were analyzed using descriptive statistics, independent-samples t-tests, repeated-measures analysis of variance, structural equation modeling, mediation, and moderation analyses. Qualitative data were obtained through classroom observations, semi-structured interviews, reflective journals, and document analysis. The findings showed that collaborative writing significantly improved idea originality, narrative organization, vocabulary richness, grammatical accuracy, writing motivation, classroom engagement, and overall creative writing achievement compared with conventional instruction. Peer-feedback quality and metacognitive regulation partially mediated the relationship between collaborative writing participation and writing performance, while classroom engagement strengthened these effects. Collaborative writing therefore offers an effective pedagogical framework for enhancing creative expression, language proficiency, reflective learning, and sustainable literacy development in Indonesian language classrooms.
TEACHER IDENTITY AND PROFESSIONAL DEVELOPMENT IN DIGITAL-BASED ENGLISH LANGUAGE TEACHING CLASSROOMS Evi Martiningsih; Lucas Wong; Sofia Lim
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4251

Abstract

Digital transformation has reshaped English Language Teaching (ELT), requiring teachers to reconstruct their professional identities while adapting to pedagogical technologies, learner expectations, and institutional demands. Teacher identity is shaped by digital competence, reflective practice, collaborative learning, and organizational support, making sustainable professional development essential for technology-enhanced language education. This study examined the relationship between teacher identity and professional development in digital-based ELT classrooms and identified factors that strengthen professional identity in digitally mediated environments. A sequential explanatory mixed-methods design involved 420 English teachers from primary, secondary, vocational, and higher education institutions. Quantitative data were analyzed using descriptive statistics, structural equation modeling, mediation, and moderation analyses, while qualitative data were gathered through interviews, classroom observations, reflective journals, focus group discussions, and document analysis. Findings showed that digital pedagogical competence predicted teacher identity, while reflective practice partially mediated the relationship between professional development participation and professional identity. Collaborative professional learning and institutional support strengthened instructional innovation, technological self-efficacy, and professional confidence. Sustainable teacher identity therefore develops through interaction among digital competence, reflective inquiry, organizational learning, and collaborative professional development, enhancing teachers’ adaptability, instructional quality, and long-term professional resilience in technology-rich educational settings.
EXPLORING AUTONOMOUS LANGUAGE LEARNING STRATEGIES AMONG EFL UNIVERSITY STUDENTS IN DIGITAL ERA Andreas Aris Eko Mulyono; Miku Fujita; Daiki Nishida
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4252

Abstract

Digital technologies have reshaped language learning by providing EFL university students with access to online resources, mobile applications, artificial intelligence tools, and interactive platforms. This study aimed to identify the autonomous language learning strategies employed by EFL university students in the digital era and examine the factors associated with their use. A quantitative cross-sectional survey was conducted with 250 undergraduate students selected through proportionate stratified random sampling. Data were collected using a validated questionnaire covering cognitive, metacognitive, memory, compensation, affective, social, and digital-resource management strategies, then analyzed through descriptive statistics, correlation, t-tests, analysis of variance, and multiple regression. The findings showed that students used autonomous learning strategies at a high level, with metacognitive strategies receiving the highest mean score, followed by digital-resource management and cognitive strategies. Affective strategies were the least frequently employed. Digital literacy, motivation, and daily digital-learning duration were significantly related to strategy use, while digital literacy emerged as the strongest predictor. The study concludes that learner autonomy in digital contexts depends not only on technological access but also on students’ capacity to plan, evaluate, regulate, and ethically integrate digital resources. Universities should therefore provide explicit instruction in strategic learning, critical digital literacy, and responsible artificial intelligence use.
THE INFLUENCE OF SOCIAL MEDIA LANGUAGE TRENDS ON INDONESIAN FORMAL WRITING COMPETENCE Mas'ud Muhammadiah; Nadiah Ismail; Khalid Mahmud
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4398

Abstract

Social media has transformed written communication in Indonesia, raising concerns about the transfer of informal digital language into academic contexts. This study aimed to examine the influence of social media language trends on Indonesian formal writing competence and assess the moderating role of register awareness. A quantitative explanatory correlational design was employed with 284 students using questionnaires, a register-awareness scale, a standardized formal writing task, linguistic-error coding, and moderation analysis. The findings showed that frequent use of nonstandard spelling, punctuation omission, abbreviations, and informal lexical forms was negatively associated with formal writing competence, particularly orthographic accuracy and register appropriateness. Daily social media duration alone did not significantly predict writing performance after literacy-related variables were controlled. Register awareness emerged as a positive predictor and weakened the negative relationship between informal digital-language use and formal writing outcomes. Students with strong contextual language awareness maintained high formal writing performance despite participation in informal digital communication. The study concludes that social media language does not inherently weaken formal writing competence. Its influence depends on whether users can distinguish and manage linguistic registers appropriately. Strengthening register awareness, editing skills, and contextual language control offers a more productive educational response than simply restricting digital language use.

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