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INDONESIA
Indonesian Journal of Linguistics and Educational Studies
Published by CV Narasi Khatulistiwa Indonesia
ISSN : -     EISSN : 31633668     DOI : -
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Indonesian Journal of Linguistics and Educational Studies is a double blind peer-reviewed scholarly journal that publishes original research articles and critical studies at the intersection of linguistics, language education, and educational practices. This journal is published quarterly as a platform for the dissemination of theoretical, empirical, and interdisciplinary findings that explore how language functions as a central component in teaching, learning, curriculum development, and educational policy. It addresses a broad range of topics, including but not limited to applied linguistics in education, language teaching and learning, discourse and interaction in classroom settings, curriculum and assessment in language education, literacy studies, multilingual and intercultural education, language policy in education, and language-centered approaches to educational development in formal and informal learning contexts.
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Articles 12 Documents
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Translanguaging practices in Indonesian multilingual classrooms: pedagogical implications for inclusive education Dian Firdha Utami
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.542

Abstract

Background: Indonesia’s multilingual educational landscape, characterized by the coexistence of Bahasa Indonesia, regional languages, and English, presents both opportunities and structural tensions for inclusive learning. Objective: This study investigates how translanguaging practices function interactionally, pedagogically, and ideologically in Indonesian primary and secondary multilingual classrooms. Method: Using a multi-site qualitative case study design, the research analyzes 72 hours of classroom recordings, pedagogical documents, interviews, and ethnographic field notes through interactional sociolinguistics, translanguaging theory, and critical discourse analysis. Results: The findings show that translanguaging operates as an interactional scaffold that enhances conceptual clarification and redistributes classroom participation. Planned multilingual pedagogical design significantly increases epistemic engagement and reduces participation asymmetry. At the ideological level, translanguaging partially renegotiates symbolic hierarchies that privilege Bahasa Indonesia and English while revaluing regional languages as epistemic resources. Implication: These findings indicate that translanguaging can serve as a powerful pedagogical and ideological strategy for fostering inclusive learning by enhancing participation, reshaping language hierarchies, and legitimizing multilingual knowledge practices in classrooms. Novelty: The novelty of this study lies in its integrative analytical model that links micro-level discourse patterns, pedagogical design structures, and macro-level language ideologies within a unified framework for inclusive education in Southeast Asian multilingual contexts.
Critical literacy in the digital age: discourse analysis of online learning materials in Indonesian higher education Fitriya Dessi Wulandari
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.543

Abstract

Background: The expansion of digital higher education in Indonesia has intensified the need to examine how critical literacy is constructed within online learning environments shaped by platform infrastructures and institutional governance. Objective: This study investigates how critical literacy is discursively framed, multimodally represented, and pedagogically enacted in online modules, video lectures, LMS discussions, and national MOOC platforms in Indonesian higher education. Method: Using a qualitative critical design integrating Critical Discourse Analysis (Fairclough), Multimodal Discourse Analysis (Kress & van Leeuwen), and Luke and Freebody’s Four Resources Model, the study analyzes 100 digital learning artifacts across public and private universities. Results: The findings indicate that critical literacy is predominantly framed as individualized cognitive competence rather than structural ideological critique. Multimodal design patterns replicate linear, print-based epistemologies despite digital affordances. Student engagement clusters at code-breaking and reflective levels, with limited ideological interrogation. Assessment rubrics privilege correctness and completion over transformative critique. Hyperlink ecologies and dialogic affordances remain underutilized. Implication: These findings imply that advancing critical literacy in digital higher education requires redesigning pedagogical, multimodal, and assessment practices to move beyond cognitive skills toward deeper ideological engagement and transformative digital citizenship. Novelty: The novelty of this research lies in its integrated multi-layered framework that connects discourse, multimodal design, and engagement analytics to reconceptualize online learning materials as ideological sites shaping semi-critical digital citizenship.
Teacher identity and language ideology in english language teaching: a sociolinguistic study from Indonesia Lailatul Janna
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.544

Abstract

Background: The global expansion of English has reshaped educational hierarchies and professional identities, particularly in large multilingual contexts such as Indonesia where English functions simultaneously as communicative resource and symbolic capital. Objective: This study aims to investigate how teacher identity and language ideology are constructed, negotiated, and enacted within Indonesian English Language Teaching across institutional and policy contexts. Method: Employing a qualitative multi-sited design, this research integrates language ideology analysis, Positioning Theory, and Critical Discourse Analysis to examine interviews, classroom interactions, professional documents, and national curriculum texts. Results: The findings reveal the coexistence of native-speakerist legitimacy, intelligibility-oriented pragmatism, and localized pedagogical authority within teachers’ discursive repertoires. Identity positions shift dynamically according to institutional pressures, audience design, and testing regimes. Power circulates vertically from macro-policy discourses to micro-classroom practices, producing both stratification and sites of pedagogical resistance. Implication: These findings suggest that teacher identity in Indonesian ELT is dynamically shaped by competing language ideologies and institutional pressures, requiring more context-sensitive policies that recognize localized authority and support equitable professional positioning. Novelty:  The novelty of this study lies in its integrated multi-layer analytical model that bridges ideology, positioning, and institutional power, offering a comprehensive framework for examining teacher identity in Global South ELT contexts.
Multimodal feedback and student engagement: a linguistic analysis of digital assessment practices in Indonesian universities Fitria Yuliani
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.545

Abstract

Background: The expansion of digital assessment in Indonesian higher education has intensified the need to understand how multimodal feedback shapes student engagement beyond conventional text-based evaluation. Objective: This study investigates how linguistic, visual, audio, and interactional resources in Learning Management Systems construct authority, affect, and engagement in university feedback practices. Method: Using a qualitative-dominant mixed-method design, this research analyzes 240 feedback instances across Moodle, SPADA, and Google Classroom through Multimodal Discourse Analysis, Appraisal Theory, and Interactional Sociolinguistics. Results: The findings reveal that multimodal congruence—where evaluative language, prosodic cues, and visual design align—significantly correlates with substantive revision and reflective participation. Dialogically framed feedback employing hedging, inclusive stance, and calibrated graduation expands interpretive space and enhances emotional stability. Conversely, monologic closure, imperative density, and prosodic finality are associated with surface-level compliance and reduced cognitive engagement. Implication: These findings indicate that effective digital feedback requires multimodal and dialogic alignment to foster deeper student engagement, emotional support, and meaningful learning outcomes beyond surface-level compliance. Novelty: The novelty of this study lies in proposing an integrated cross-modal analytical framework that operationalizes linguistic and interactional features as measurable predictors of engagement within digital assessment analytics.
Language policy, power, and educational equity: examining the role of Bahasa Indonesia and local languages in schooling Muhammad Fauzan Aminudin
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.546

Abstract

Background: Indonesia’s multilingual educational landscape, characterized by more than 700 local languages coexisting with Bahasa Indonesia as the national language, presents structural tensions between national cohesion and linguistic diversity that significantly affect educational equity. Objective: This study aims to examine how national language policy, classroom practice, and communicative interaction collectively construct linguistic hierarchies that shape access to learning in primary and secondary schooling. Method: Employing a qualitative multi-sited design, this research integrates Critical Discourse Analysis, the Language Policy and Planning framework, and the Ethnography of Communication to analyze policy documents, textbooks, classroom interactions, and teacher interviews from multilingual regions. Results: The findings reveal that policy discourse systematically positions Bahasa Indonesia as the sole legitimate medium of academic recognition. Although translanguaging practices enhance participation and conceptual understanding in exploratory phases, such inclusion remains informally sanctioned. Monolingual assessment regimes ultimately reassert linguistic hierarchy, converting symbolic capital into institutionalized academic advantage. Implication: These findings suggest that achieving educational equity in multilingual Indonesia requires systemic alignment between policy, pedagogy, and assessment to legitimize diverse linguistic resources rather than reinforce monolingual hierarchies. Novelty: This study’s novelty lies in its integrated, multi-layered analytical framework that bridges macro-level discourse, meso-level policy implementation, and micro-level communicative practice, offering a scalable model for examining language, power, and educational equity in multilingual contexts.
Corpus-based insights into academic writing development: evidence from Indonesian EFL learners Faiqotur Rizkiyah
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 1 (2026): Language, education, and digital pedagogy in Indonesian contexts
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i1.547

Abstract

Background: The increasing demand for English-medium academic communication in Indonesian higher education necessitates empirical understanding of how EFL learners develop academic writing competence over time. Objective: This study aims to examine longitudinal patterns of lexical development, grammatical sophistication, and metadiscourse use among Indonesian EFL undergraduates using a corpus-based analytical framework. Method: Employing a learner corpus of argumentative essays and draft–revision pairs across four academic years, this research integrates frequency and concordance analysis, lexical complexity indices, syntactic complexity measures, and metadiscourse profiling benchmarked against established academic corpora. Results: Results show a steady reduction in high-frequency general vocabulary alongside increased academic lemma use and bundle density. Lexical diversity, subordination, and nominalization rise progressively, while overall grammatical error rates decline despite a persistent complexity–accuracy trade-off. Metadiscourse analysis reveals growth in hedging, evidentiality, and authorial stance, although interactional resources remain underrepresented compared to native benchmarks. Implication: These findings indicate that EFL academic writing development is a multidimensional process requiring pedagogical support that balances lexical growth, syntactic complexity, and interpersonal stance to achieve more effective and context-appropriate academic communication. Novelty: The novelty of this study lies in its multidimensional, longitudinal corpus design that integrates lexical, syntactic, and interpersonal dimensions within a unified developmental framework, offering a replicable model for corpus-informed EAP research.
Beyond correct answers: epistemic agency and student learning in AI-assisted academic writing classrooms in Indonesia Ridhatullah Assya’bani
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.931

Abstract

Background: The integration of generative artificial intelligence into higher education has transformed academic writing practices and raised important questions regarding students’ roles as active knowledge constructors rather than passive recipients of algorithmically generated information. Objective: This study examines how epistemic agency is represented and negotiated within AI-assisted academic writing environments in Indonesian higher education by focusing on the interrelationship between knowledge evaluation, human–AI collaboration, and AI literacy. Method: This study employed a qualitative corpus-based design using publicly accessible policy documents, institutional publications, academic articles, and educational media materials related to artificial intelligence, academic writing, and student learning published between 2023 and 2026. Results: Findings indicate that knowledge evaluation constitutes the most prominent dimension of epistemic engagement, suggesting that verification and source validation have become central learning practices in AI-mediated writing contexts. Findings further reveal that human–AI collaboration is predominantly framed through cognitive scaffolding functions, where artificial intelligence supports idea development, argument organization, and writing processes while students retain responsibility for final intellectual decisions. Implication: Findings also demonstrate that although AI literacy is increasingly associated with ethical awareness and critical evaluation, reflective engagement with the epistemological implications of AI remains comparatively underdeveloped across educational discourse. Novelty: The novelty of this study lies in its integration of epistemic agency, human–AI collaboration, and AI literacy within a single analytical framework, thereby shifting scholarly attention from questions of writing performance and technological adoption toward broader concerns regarding knowledge construction, intellectual responsibility, and learning in AI-assisted academic writing classrooms.
Whose language does the chatbot understand? multilingual reliability and cultural alignment in AI-supported Indonesian classrooms Wafiqotul Jamilah
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.932

Abstract

Background: AI-supported classrooms increasingly depend on chatbots for feedback, explanation, and language practice, yet multilingual Indonesian learning environments raise unresolved questions about whose language, meaning, and cultural norms these systems can reliably understand. Objective: This study examines multilingual reliability, cultural alignment, and pedagogical risk in AI-supported Indonesian classrooms by analysing how chatbot responses handle Bahasa Indonesia, English, code-mixed input, informal registers, regional-language elements, and culturally situated classroom prompts. Method: This study uses a qualitative-dominant mixed-method design based on 24 document-derived prompt-response episodes collected from verified public educational, curricular, linguistic, platform, and AI-governance sources, analysed through multilingual reliability audit, cultural-alignment analysis, and pedagogical-risk mapping. Results: Findings show that chatbot reliability is strongest in formal Bahasa Indonesia and English-oriented classroom tasks, but becomes less stable when prompts involve code-mixing, informal language, politeness nuance, or regional-language meaning. Cultural alignment appears mostly partial because responses often recognise general classroom intent while simplifying local examples, religious-social pragmatics, and translanguaging practices. Implication: Pedagogical risk is concentrated in assessment overreach, local meaning erasure, and standard-language dominance, indicating that teacher mediation remains necessary before chatbot output enters classroom use. Novelty: This study contributes a sociolinguistic accountability framework for evaluating chatbot use in multilingual education.
From feedback to dependency: the effects of generative AI assistance on revision quality and writer development among Indonesian EFL students Tiurma Putri
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.933

Abstract

Background: Generative AI has rapidly entered EFL academic writing, yet its contribution remains contested because polished output may obscure limited revision reasoning, weakened authorship, and emerging dependence on automated feedback. Objective: This study examines how generative AI assistance shapes revision quality, feedback uptake, writer development, and dependency risk among Indonesian EFL students. Method: Using qualitative public-document corpus analysis, this study analysed 18 verified sources published between 2023 and 2026, comprising Indonesian empirical studies, international comparative research, and institutional or policy documents on AI-assisted writing. Results: Findings show that AI assistance is most frequently positioned as a revision and feedback mechanism, particularly for grammar, vocabulary, coherence, organization, and essay quality. Findings also indicate that AI feedback becomes pedagogically developmental only when students evaluate, modify, reject, or justify suggestions instead of accepting machine-generated revisions as finished text. Implication: Findings further reveal that teacher mediation, disclosure rules, assessment design, academic integrity guidance, and critical AI literacy are necessary to prevent AI-supported revision from becoming cognitive offloading. Novelty: This study offers a mediated model of AI-assisted EFL writing that links revision quality, writer agency, dependency risk, and pedagogical governance within Indonesian higher education.
Rethinking authorship after generative AI: assessment design, academic integrity, and linguistic evidence in Indonesian higher education Achmad Ilham Firmahdi
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.934

Abstract

Background: Generative AI has unsettled conventional authorship in Indonesian higher education by blurring boundaries between legitimate writing support, linguistic development, and academic misconduct. Objective: This study examines how authorship after generative AI is constructed through assessment design, academic integrity governance, and linguistic evidence in Indonesian higher education. Method: Using qualitative corpus-based document analysis, this study analyses 17 publicly accessible policy, pedagogical, contextual, and scholarly documents through coding categories on accountability, assessment orientation, and language-based authorship judgement. Results: Findings show that human-accountability centred authorship dominates corpus documents, indicating that students remain responsible for claims, sources, reasoning, and final submissions even when AI assistance is permitted. Findings also reveal that assessment responses increasingly privilege process-based evidence, pedagogical guidance, oral explanation, prompt documentation, and source verification over detector-only control. Implication: Linguistic evidence is positioned as supportive rather than conclusive, because polished academic English may reflect EFL development, translation, feedback uptake, or AI-mediated revision. Novelty: This study offers a novel assessment-ecology perspective by integrating authorship accountability, integrity design, and contextual linguistic judgement as a defensible framework for evaluating AI-assisted academic writing in multilingual higher education

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