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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 73 Documents
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LANGUAGE, POWER, AND ACCESS: AN ETHNOGRAPHIC STUDY OF LINGUISTIC BARRIERS FACED BY REFUGEES IN HOST COUNTRY HEALTHCARE SYSTEMS Andi Rahmatia Karim; Yusuf Yusuf; Alaa Chahine
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.v4i3.3109

Abstract

Global refugee displacement has intensified encounters between linguistically diverse populations and host country healthcare systems, where language frequently operates as a mechanism shaping access, power, and equity. This study aims to examine how linguistic barriers are experienced, produced, and negotiated by refugees within healthcare institutions, with particular attention to everyday interactional practices and institutional language regimes. An ethnographic qualitative design was employed, involving prolonged participant observation, in-depth interviews with refugees and healthcare professionals, and analysis of institutional documents across multiple healthcare sites. Data were analyzed thematically through an iterative process linking micro-level communicative interactions with broader organizational structures. The findings reveal that linguistic barriers are not merely technical communication problems but are structurally embedded in healthcare routines that privilege dominant languages, professional authority, and efficiency. Limited and inconsistent interpreter provision, reliance on ad hoc mediation, and monolingual clinical practices constrained refugees’ participation, informed consent, and continuity of care. Refugees developed adaptive strategies to navigate these constraints, yet such strategies shifted the burden of communication onto patients rather than institutions. The study concludes that language functions as a key mechanism through which healthcare access is regulated and inequality is reproduced. Implications highlight institutional responsibility for equitable, linguistically responsive healthcare systems globally.
DEVELOPING CRITICAL CONSCIOUSNESS: A CRITICAL LITERACY APPROACH TO ANALYZING MEDIA REPRESENTATIONS OF IMMIGRANTS IN A HIGH SCHOOL ENGLISH CLASS Yusuf Yusuf; Samantha Gonzales; Sarah Williams
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.v4i3.3110

Abstract

The portrayal of immigrants in media significantly shapes public perceptions, often reinforcing stereotypes and societal biases. Despite the growing importance of media literacy, high school curricula often overlook critical engagement with such representations. This study explores the application of a critical literacy approach in a high school English classroom to analyze media portrayals of immigrants. The primary objective was to enhance students' critical consciousness by equipping them with tools to deconstruct media messages, specifically focusing on immigrant representations. A qualitative research design was employed, utilizing pre- and post-surveys, classroom observations, and student interviews to assess the impact of the intervention. The results revealed a notable increase in students' ability to identify stereotypes and biases in media content, with 85% of students demonstrating heightened awareness of media's role in shaping public attitudes toward immigrants. Students reported greater confidence in critiquing media portrayals, reflecting a deeper understanding of the power dynamics involved. The findings suggest that a critical literacy approach fosters critical thinking skills and social awareness, empowering students to actively engage with media. This study underscores the potential of integrating critical literacy practices into high school curricula to address social justice issues. Future research should explore the long-term effects of such interventions in diverse educational contexts.
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.
THE EFFICACY OF AI-POWERED TUTORS VS. HUMAN TUTORS IN DEVELOPING EFL ORAL FLUENCY: A COMPARATIVE EXPERIMENTAL STUDY Miku Fujita; Hindri Febri Ana Sari
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.v4i3.3244

Abstract

The rapid advancement of artificial intelligence has led to the increasing use of AI-powered tutors in English as a Foreign Language (EFL) instruction, particularly for speaking skills development. Despite growing adoption, empirical evidence comparing the effectiveness of AI-powered tutors and human tutors in developing oral fluency remains limited and inconclusive. This study aims to comparatively examine the efficacy of AI-powered tutors and human tutors in enhancing EFL learners’ oral fluency across multiple fluency dimensions. This research employed a comparative experimental design involving two groups of EFL learners who received equivalent instructional content over a fixed intervention period, differentiated only by tutoring modality. One group engaged in AI-powered tutoring, while the other received instruction from human tutors. Pretest and posttest measures of oral fluency were administered, focusing on temporal, interactional, and discourse-related indicators. Quantitative data were analyzed using inferential statistical techniques to determine within-group and between-group differences. The findings reveal that both AI-powered tutors and human tutors significantly improved learners’ oral fluency. AI-powered tutors were particularly effective in enhancing temporal fluency, including speech rate and reduced hesitation. Human tutors demonstrated superior effectiveness in developing interactional competence, discourse coherence, and pragmatic appropriateness. The study concludes that AI-powered tutors serve as effective supplementary tools for oral fluency practice, while human tutors remain essential for higher-level communicative development. A hybrid instructional approach is recommended to maximize EFL speaking outcomes.
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.
AUGMENTED REALITY IN FOREIGN LANGUAGE LEARNING: ENCHANCING VOCABULARY ACQUISTION THROUGH IMMERSIVE EXPERIENCES Ardi Azhar Nampira; Rit Som; Som Chai; Utary Rustam
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.v4i3.3306

Abstract

Foreign language learning continues to face persistent challenges, particularly in vocabulary acquisition, which is often constrained by decontextualized instruction and limited learner engagement. Recent advances in educational technology suggest that augmented reality (AR) can offer immersive and interactive learning environments capable of addressing these limitations. This study aims to examine the effectiveness of augmented reality–based instruction in enhancing vocabulary acquisition among foreign language learners through immersive learning experiences. The research employed a quasi-experimental design involving an experimental group receiving AR-supported vocabulary instruction and a control group taught using conventional methods. Data were collected through pre-tests and post-tests, classroom observations, and learner perception questionnaires, and were analyzed using both descriptive and inferential statistical techniques. The findings indicate that learners exposed to augmented reality demonstrated significantly higher vocabulary gains, improved retention, and greater learning motivation compared to those in the control group. Qualitative data further revealed that immersive visual and contextual cues facilitated deeper semantic understanding and learner engagement. The study concludes that augmented reality is a pedagogically effective tool for foreign language vocabulary instruction, offering meaningful, context-rich learning experiences. These results suggest that integrating AR into foreign language curricula can substantially enhance vocabulary learning outcomes and learner motivation, while also supporting innovative, technology-enhanced pedagogical practices.
Implementation of Communicative Arabic Language Skills Based on TBL (Technology- Based Learning) for Students of Mti Tanjung Barulak and Ppti Malalo Tanah Datar Devy Aiysah; Nurlaila Nurlaila; Akhyar Hanif; Kamaluddin Kamaluddin; Amelia Amelia; Nurul Aisyah
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i1.3839

Abstract

The low communicative Arabic speaking skills of madrasah and Islamic boarding school students remain a major challenge due to the dominance of grammar-oriented instruction, particularly nahwu and sharaf, and the limited availability of contextual oral practice. This condition was also identified among students of MTI Tanjung Barulak and PPTI Malalo, Tanah Datar Regency, who experienced difficulties in expressing ideas orally in Arabic. This study employed a descriptive evaluative design within a community service-based research framework to implement and assess a Technology-Based Learning intervention for improving students’ communicative Arabic speaking skills. The intervention was carried out through structured mentoring, guided training, interactive conversation exercises, audio-visual learning, dialogue simulations, and simple digital content production. The program was implemented in two stages: face-to-face activities and intensive mentoring. The participants consisted of 50 students from both institutions. The findings indicated observable improvements in students’ confidence, fluency, active participation, and motivation in Arabic speaking activities. Teachers and students perceived the TBL approach as more relevant, engaging, and contextual than conventional methods because it provided students with more meaningful opportunities to practice Arabic communication. The integration of technology with communicative learning also supported the creation of a more interactive learning environment. The study concludes that TBL-based communicative Arabic learning has the potential to strengthen students’ maharah al-kalam and may serve as an alternative instructional model for similar madrasah and Islamic boarding school contexts.
STRATEGIES FOR IMPROVING THE COMPETENCIES OF ARABIC LANGUAGE TEACHERS AT MADRASAH TSANAWIYAH AN-NIZHAM JAMBI Shafira Albiah; Mar'atun Sholiha; M. Rohiq; Ady Muh. Zainul Mustopa
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i2.3841

Abstract

This research was motivated by the low competencies of Arabic language teachers at Madrasah Tsanawiyah An-Nizham Jambi, which included pedagogical, professional, social, and personality aspects. The problems identified included the use of conventional learning methods, an imbalance in mastery of Arabic language skills, limited availability of professional training, weak collaboration among teachers, and the absence of a systematic, sustainable competency development program. This research aimed to describe the implementation of strategies to improve the competencies of Arabic language teachers and to analyze their effectiveness at Madrasah Tsanawiyah An-Nizham Jambi. The research method used was a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The research subjects consisted of the madrasah principal, the vice principal for curriculum affairs, Arabic language teachers, and students. Data analysis was conducted using the Miles and Huberman model, which included data reduction, data display, and conclusion drawing, and the validity was tested through triangulation. The results of the research showed that strategies for improving teacher competencies were implemented through various programs, such as training and workshops, academic supervision, participation in the Subject Teacher Forum (MGMP), the use of learning technology, and continuous professional development. However, the implementation had not been optimal due to limited resources, low training frequency, and the lack of structured, sustainable programs. However, the implemented strategies positively impacted the quality of learning, particularly through variation in teaching methods and teachers’ professional awareness. This research concludes that the strategies for improving the competencies of Arabic language teachers at Madrasah Tsanawiyah An-Nizham Jambi have been implemented fairly well but have not yet reached an optimal level. Strengthening more systematic and sustainable programs, supported by adequate policies and resources, is necessary to ensure that improvements in teacher competencies are carried out optimally.
THE CORRELATION BETWEEN THE SINGING METHOD AND STUDENTS’ UNDERSTANDING IN BALAGHAH LEARNING Khairun Nisa; M. Rohiq; Neldi Harianto; Amami Shofiya Al Qorin
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i2.3849

Abstract

This research was motivated by the low level of understanding among some students in balaghah, which is often considered difficult because it involves abstract linguistic concepts and rules. In the learning process, a method is needed to improve students’ interest and understanding of the material being studied. One of the methods used is the singing method, namely the delivery of material through rhythm or songs, making it easier to understand and remember. This research aims to determine the correlation between the singing method and students’ understanding of balaghah learning at the Al-Baqiyatush Shalihat Islamic Boarding School, Kuala Tungkal. This research used a non-experimental quantitative approach with a correlational research design. The data were obtained through questionnaires, tests, observation, and documentation. The data analysis technique used Product-Moment correlation to assess the relationship between the singing method variable and students’ understanding. The results of the research showed that the implementation of the singing method in balaghah learning was in the good category, while students’ understanding was in the fairly good category. Correlation analysis revealed a positive correlation between the singing method and students’ understanding of balaghah learning. These findings indicate that the singing method can help create a more active and enjoyable learning atmosphere and facilitate students' understanding of balaghah material. Thus, the singing method can serve as an alternative learning approach to improve students’ understanding of balaghah.
DEMOCRATIZING LANGUAGE PROFICIENCY: THE IMPACT OF GENERATIVE AI ON LEARNER AUTONOMY AND ACADEMIC INTEGRITY IN SECOND LANGUAGE ACQUISITION Delsa Miranty; Hassan Ali; Nurul Huda
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i1.3874

Abstract

Generative artificial intelligence has rapidly transformed second language acquisition by providing learners with continuous access to automated feedback, translation support, grammar correction, and interactive language practice. Expansion of AI-assisted learning environments has increased opportunities for independent language development and reduced barriers associated with instructional access and linguistic anxiety. Simultaneous growth of AI integration in education has also generated concerns regarding academic integrity, technological dependency, and the authenticity of learner language production within academic contexts. This study aimed to examine the impact of generative AI on learner autonomy and academic integrity in second language acquisition. Particular attention was directed toward analyzing how AI-assisted language learning influences self-regulated learning behavior, writing performance, language confidence, and ethical awareness among second language learners in higher education environments. A mixed-methods sequential explanatory design was employed involving 300 undergraduate students enrolled in second language learning programs across three universities. Quantitative data were collected through learner autonomy scales, academic integrity perception questionnaires, and AI usage surveys, while qualitative findings were obtained through interviews, classroom observations, and reflective journals. Statistical analysis included ANOVA, regression analysis, and correlation testing to identify relationships between AI usage and educational outcomes. Results demonstrated that generative AI significantly improved learner autonomy, writing performance, and language confidence through personalized linguistic support and immediate feedback. High-frequency AI users, however, exhibited stronger technological dependence and lower academic integrity awareness regarding authentic language production. Findings confirm that generative AI democratizes language learning opportunities while simultaneously requiring balanced pedagogical frameworks supporting ethical engagement, authentic linguistic development, and responsible educational technology integration.

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