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Adam Mudinillah
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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 77 Documents
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THE USE OF WEBSITE-BASED LEARNING MEDIA TO IMPROVE THE READING SKILLS OF MADRASAH TSANAWIYAH STUDENTS Adam Mudinillah; Sri Nur Rahmi; Fitria Hanifah; Vugar Abdullayev
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.v5i1.4188

Abstract

Advances in technology and communication tools in education have developed rapidly and become increasingly sophisticated, so paper-based learning has increasingly been set aside in education. One example is the use of online learning through the development of a learning-media website using Google Sites that contains games, quizzes, engaging and innovative videos, and other features to support students’ success. This study aimed to create a learning-media website using Google Sites for reading skills. The study employed a quantitative method, and data were obtained from online interviews and online questionnaire distribution. The questionnaire was distributed to Madrasah Tsanawiyah students online by using Google Forms. The findings showed that the use of educational websites in the Education 5.0 era could benefit students, as demonstrated by improvements in various aspects of the four language skills. It can be concluded that the use of an appropriate website as a learning medium was attractive and innovative, as indicated by the finding that 80% of students obtained the highest scores. This study was limited because the research was conducted only online and not directly in the field. The researchers expect future researchers to examine other learning media. This study also recommends that future researchers use it as an additional reference when conducting research on language-learning websites.
THE USE OF CHATGPT TO IMPROVE SPEAKING SKILLS Amrina Amrina; Dinda Alifia Salsabi; Krim Ulwi
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.v5i2.4189

Abstract

Media play a major role as a means of learning various skills for students. One of these is speaking skill, and improving speaking skill is an important aspect that can support proficiency in communication. ChatGPT is one medium designed to understand and respond to voice messages in various foreign languages. This study aimed to determine the benefits of ChatGPT in improving speaking skills. The study employed a quantitative research method, with data collected through interviews and questionnaire tests. The findings showed that students could use ChatGPT to improve their speaking skills, as demonstrated by the finding that 80% of the students achieved the highest scores. The study concluded that using ChatGPT provides many benefits for improving speaking skills, including helping students learn new vocabulary and explore appropriate ways of using language. This study was limited to speaking skills, although many other skills can also be improved through the use of ChatGPT. Future researchers are expected to investigate the use of ChatGPT to improve other skills and to produce different conclusions. This study also recommends that future researchers use it as a reference when conducting research on improving speaking skills through ChatGPT.
THE USE OF VIDEO TO IMPROVE STUDENTS' ACHIEVEMENT IN SPEAKING SKILLS Adam Mudinillah; Sri Nur Rahmi; Fatimah Zahrah; Ahmad Firdaus Mohd Noor
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.v5i2.4190

Abstract

Speaking is considered a difficult skill to practice in the teaching and learning process, particularly in Arabic at the Madrasah Aliyah level. This difficulty is caused by several factors. First, some Arabic teachers conduct lessons in a serious atmosphere and prefer to spend classroom time reading books and completing written assignments. They rarely allocate time for students to speak to one another in Arabic. Consequently, students have limited opportunities to practice speaking in the classroom. This study aimed to use video as a learning medium to improve students' achievement in Arabic speaking skills. A quantitative research method was employed, using numerical data-collection techniques. The data were obtained through a questionnaire administered using Google Forms and distributed to respondents who served as the research subjects. The findings showed an improvement in students' ability to speak Arabic through the use of video-based learning media. The study concluded that using video in Arabic learning could improve students' speaking skills and achievement. This study was limited to examining the use of video to improve students' achievement in speaking skills. Future researchers are therefore expected to develop more attractive Arabic-language video learning media and to make their use a productive challenge in the Arabic learning process.
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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