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INDONESIA
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 73 Documents
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THE ROLE OF TECHNOLOGY IN ENGLISH LANGUAGE LEARNING IN THE DIGITAL ERA Hasbiyah Srianah Amir; Utary Rustam
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2048

Abstract

The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.
EFFECTIVENESS OF AI-BASED ENGLISH LANGUAGE LEARNING APPS IN IMPROVING LISTENING SKILLS Iin Almeina Loebis
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2123

Abstract

The increasing integration of Artificial Intelligence (AI) in educational technologies has revolutionized language learning, particularly in enhancing listening skills—an area often regarded as challenging for English as a Foreign Language (EFL) learners. Despite the growing popularity of AI-based English learning applications, empirical evidence on their effectiveness remains limited. This study aims to examine the effectiveness of AI-powered language learning apps in improving the listening skills of EFL learners. Employing a quasi-experimental design, the research involved 60 undergraduate students divided into an experimental group using AI-based applications and a control group receiving traditional instruction. Data were collected through pre-tests and post-tests, along with user experience questionnaires. The findings revealed a significant improvement in the listening comprehension scores of the experimental group compared to the control group. Moreover, students reported increased motivation and engagement when interacting with AI-enhanced features such as speech recognition, adaptive feedback, and real-time listening exercises. The study concludes that AI-based English learning apps are effective tools for developing listening skills, offering personalized and interactive learning experiences. These results provide valuable implications for educators, app developers, and policymakers in integrating AI technology into language education.
THE EFFECT OF PROJECT-BASED LEARNING ON 21ST CENTURY SKILLS IN MIDDLE SCHOOL STUDENTS IN INDONESIA Rashid Rahman; Chak Sothy; Yoga Anjas Pratama; Omar Khan
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2125

Abstract

In the context of global educational transformation, the integration of 21st-century skills into learning practices has become imperative, particularly for preparing students to face complex challenges in the modern era. This study investigates the effect of Project-Based Learning (PjBL) on the development of 21st-century skills—critical thinking, collaboration, creativity, and communication—among middle school students in Indonesia. The objective of the research is to determine whether PjBL significantly enhances these competencies compared to conventional instructional methods. A quantitative approach with a quasi-experimental design was employed, involving two groups of Grade 8 students from a public middle school in West Java. The experimental group received instruction through PjBL, while the control group experienced traditional teaching. Data were collected using a 21st-century skills rubric and analyzed using independent sample t-tests. The findings revealed that students exposed to PjBL demonstrated significantly higher performance in all four skill domains. These results underscore the effectiveness of PjBL as a student-centered approach that fosters meaningful learning experiences aligned with real-world contexts. In conclusion, Project-Based Learning has a positive and significant impact on the enhancement of 21st-century skills in middle school students and is recommended for broader implementation in Indonesian education.
COMPARING THE EFFECTIVENESS OF TWO APPROACHES IN LEARNING ENGLISH IN INDONESIA Nita Rosmala Dewi; Sota Yamamoto; Seo Jiwon; Thabo Mokoena
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2185

Abstract

The teaching of English as a foreign language in Indonesia continues to face challenges, particularly in identifying the most effective instructional approach. Previous studies have shown varying results when comparing communicative and grammar-based methods in language acquisition. This study aims to compare the effectiveness of two dominant approaches: the Communicative Language Teaching (CLT) method and the Grammar-Translation Method (GTM) in improving English proficiency among secondary school students in Indonesia. Employing a quasi-experimental design, this research involved 120 students divided into two equal groups, each receiving instruction based on one of the approaches over a period of 12 weeks. Pre-tests and post-tests were administered to measure students’ progress in reading, writing, listening, and speaking skills. The results indicated that the CLT group significantly outperformed the GTM group, particularly in speaking and listening components, while the GTM group showed marginally better results in grammar and reading comprehension. The findings suggest that while both methods have merits, CLT offers a more balanced improvement in communicative competence. This study contributes to the ongoing discourse on English pedagogy in EFL contexts and provides evidence-based recommendations for curriculum development in Indonesian schools.
ASSESS THE IMPACT OF A PROJECT-BASED LEARNING APPROACH ON THE DEVELOPMENT OF 21ST CENTURY SKILLS Thiago Rocha; Clara Mendes; Wahju Dyah Laksmi Wardhani
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2226

Abstract

The increasing demand for adaptable, collaborative, and innovative professionals has positioned 21st century skills—such as critical thinking, creativity, communication, and collaboration—at the center of educational priorities worldwide. Traditional instruction often fails to cultivate these competencies, prompting the need for more experiential, student-centered learning models. Project-Based Learning (PBL), with its emphasis on real-world problem-solving and interdisciplinary inquiry, has emerged as a promising pedagogical approach to support the development of these essential skills. This study aims to assess the impact of PBL on secondary students’ acquisition of key 21st century skills. Using a quasi-experimental design, the research involved 160 students divided into experimental (PBL) and control (conventional instruction) groups. Over ten weeks, the experimental group engaged in structured project cycles aligned with curriculum standards, while the control group followed traditional content delivery. Pre- and post-intervention assessments, student reflections, and teacher evaluations were analyzed to measure skill development. Results revealed that students in the PBL group showed statistically significant improvements in collaboration, problem-solving, and creative thinking compared to the control group. Teachers also reported increased learner autonomy and engagement. The study concludes that PBL is a viable strategy for fostering 21st century competencies in contemporary classrooms.
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.
VOICING HYBRIDITY: A CRITICAL DISCOURSE ANALYSIS OF CODE-SWITCHING AND IDENTITY CONSTRUCTION AMONG THIRD-CULTURE YOUTH ON SOCIAL MEDIA Evi Martiningsih; Andres Villanueva; Jessica Green; Sitti Agustina
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.2632

Abstract

Third-Culture Youth (TCY), a growing global demographic, navigate complex hybrid identities. Their use of code-switching (CS) on social media a key “third space” is a central yet often misunderstood discursive practice, frequently stigmatized rather than analyzed as a sophisticated mechanism for identity construction. This research utilizes Critical Discourse Analysis (CDA) to investigate the specific functions of code-switching as a strategic discursive resource employed by TCYs to construct and perform hybrid identities in digitally-mediated environments. A qualitative, netnographic methodology was employed, analyzing public social media content (N=1,284 artifacts) from 45 purposively sampled TCY informants across Instagram, TikTok, and Twitter (X). Fairclough’s CDA framework was applied to link linguistic texts to social practices. Findings reveal CS is a normative practice (present in 82% of data). Two primary functions were identified: (1) In-Group Signaling to establish community boundaries, and (2) ‘Affective/Nuanced Expression’ to convey cultural-emotional concepts (e.g., natsukashii) deemed untranslatable in English. Code-switching is not a linguistic deficit but a sophisticated, learned mechanism for “voicing hybridity.” TCYs strategically deploy CS as a resilient social practice to perform a coherent ‘third culture’ identity, actively challenging dominant monolingual ideologies.
BEYOND “HE” AND “SHE”: A CRITICAL DISCOURSE ANALYSIS OF LINGUISTIC EQUITY AND NON-BINARY GENDER REPRESENTATION IN EFL TEXTBOOKS Rizki Fauzi; Miku Fujita; Emily Thompson
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.2647

Abstract

Scholarship has long critiqued gender imbalance in English Language Teaching (EFL) materials, yet a significant gap persists regarding identities outside the gender binary. Textbooks often reinforce a cisnormative worldview, failing to reflect contemporary linguistic and social realities. This study critically analyzes the discursive practices constructing gender representation, focusing on the exclusion of non-binary identities and the status of linguistic equity in widely-used EFL textbooks. A Critical Discourse Analysis (CDA) was employed, examining a corpus of three major, globally-distributed EFL textbook series. The analysis integrated quantitative pronoun frequency counts (“he”, “she”, singular “they”) with qualitative and semiotic analysis. Findings reveal a systemic “binary-only entrenchment.” Despite quantitative parity between “he” and “she”, there was a zero-occurrence of the singular “they” for human reference. This erasure is actively maintained through discursive avoidance (e.g., “he or she”) and reinforced by stereotypes, amounting to symbolic annihilation. The analyzed textbooks are not merely outdated but actively perpetuate a hegemonic, binary-exclusive ideology. This failure in linguistic equity misprepares learners and constitutes a significant ethical and pedagogical lapse in the ELT industry.
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.

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