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INDONESIA
Indonesian Journal of Linguistics and Educational Studies
Published by CV Narasi Khatulistiwa Indonesia
ISSN : -     EISSN : 31633668     DOI : -
Core Subject :
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.
Arjuna Subject : -
Articles 18 Documents
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Teachers between authority and automation: professional agency and pedagogical decision-making in AI-mediated language education Shahzadi Hina Sain
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.v1i2.935

Abstract

Background: AI-mediated language education has intensified debates about whether teachers remain authoritative pedagogical agents or become procedural supervisors of automated instructional systems. Objective: This study examines how teacher authority, professional agency, and pedagogical decision-making are represented in public documents on artificial intelligence in education and language learning. Method: Using qualitative corpus-assisted document analysis, this study analysed 18 public documents published between 2022 and 2026 through pedagogical decision episodes related to planning, feedback, assessment, language support, ethical governance, and curriculum implementation. Results: Findings indicate that teacher authority is not directly displaced by AI but redistributed through ethical oversight, human judgement, and AI literacy. Professional agency emerges as an institutional and ethical condition, shaped by policy frameworks, accountability expectations, professional learning, and teachers’ capacity to evaluate or reject AI-generated output. Implication: Language-pedagogical alignment remains uneven, with stronger attention to writing support, feedback, translation, and implementation than to pragmatic appropriateness, cultural meaning, learner identity, and inclusive multilingual practice. Novelty: This study contributes a decision-centred framework for understanding AI-mediated language education as a professional negotiation space where automation must be governed through context-sensitive teacher judgement.
The algorithmic classroom divide: language, infrastructure, and unequal access to generative AI in urban and rural Indonesian schools Matsaini
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.v1i2.936

Abstract

Background: Generative AI is entering Indonesian schooling amid uneven infrastructure, multilingual classroom realities, and differentiated teacher readiness across urban, rural, and remote educational settings. Objective: This study aims to examine how infrastructure, language, and pedagogical governance shape unequal access to generative AI in Indonesian schools. Method: Using a qualitative documentary and corpus-assisted discourse design, this study analyzed 24 public and verifiable items from policy documents, statistical reports, academic literature, intergovernmental guidance, and contextual digital-access sources published between 2023 and 2026. Results: Findings show that infrastructural access is framed primarily through territorial inequality, with urban–rural and remote-school readiness dominating coded evidence. Findings also indicate that linguistic access is concentrated in formal Bahasa Indonesia policy discourse, while multilingual and translanguaging dimensions receive limited explicit attention. Implication: Findings further reveal that governance, safeguards, and child protection are more visible than teacher training, curriculum enactment, and classroom-level mediation. Novelty: This study introduces the algorithmic classroom divide as a conceptual lens for understanding generative AI inequality as a convergence of material access, linguistic usability, and pedagogically governed participation.
Who gets to speak in class? turn-taking, teacher authority, and student voice in Indonesian classroom interaction Wulan Kurnia Sari
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1050

Abstract

Background: Indonesian classroom participation is structured through turn allocation, teacher authority, and unequal opportunities for students to shape subsequent discourse. Objective: This study examines how speaking turns are initiated, allocated, sustained, and closed, how authority is enacted pragmatically, and when student contributions become consequential. Method: This qualitative corpus-assisted study analyzes eight primary Indonesian classroom studies, three secondary analytical sources, and two official contextual documents through conversation analysis, pragmatic coding, and a layered student-voice framework. Results: Teacher-mediated speaker selection appeared most consistently across primary sources, indicating that access to classroom talk commonly remained institutionally organized. Authority operated through questions, directives, evaluation, topic control, mitigation, and digital platform management, with both restrictive and facilitative functions. Student participation was most visible as invited response, whereas self-initiation, elaboration, peer uptake, multilingual expression, and influence on subsequent discourse were less consistently represented. Implication: Classroom inclusion depends not merely on increasing student talk but on redesigning interactional conditions so that contributions receive time, recognition, uptake, and discursive consequence. Novelty: This study integrates turn-taking, authority, and student voice within one sequential framework that distinguishes access, expression, uptake, and influence while preserving interactional episodes as a consistent unit of analysis across face-to-face and digitally mediated Indonesian classroom settings.
Translanguaging as pedagogical justice: local languages, participation, and inclusive learning in Indonesian schools Putri Sekar Sari
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1051

Abstract

Background: Indonesia’s linguistic diversity creates persistent tensions between national-language schooling, local-language recognition, and equitable participation for multilingual learners across geographically and institutionally unequal educational settings. Objective: This study examines how translanguaging practices configure linguistic repertoires, participation pathways, epistemic access, and pedagogical justice in Indonesian schools. Method: A qualitative documentary corpus design analysed 21 verified public documents and 30 bounded evidence units through repertoire–function analysis, a participation and epistemic access matrix, and a pedagogical justice alignment rubric with explicit evidence-strength controls. Results: Local-language-first bridging constituted the most frequent pedagogical configuration, indicating that regional languages commonly mediated comprehension before transition toward Bahasa Indonesia across cases. Expanded participation appeared when learners questioned, retold, reconstructed stories, manipulated materials, and joined multilingual simulations, whereas most evidence reflected conditional access rather than redistributed authority. Selective inclusion and structural support were more prevalent than justice-oriented practice, showing that policy recognition and multilingual accommodation did not consistently produce epistemic validation. Implication: Inclusive multilingual pedagogy requires alignment among linguistic recognition, student agency, teacher uptake, assessment design, materials, and institutional protection. Novelty: This study advances a justice-oriented framework that distinguishes instrumental bridging, selective accommodation, structural enablement, and justice-oriented translanguaging while preserving differences among primary records, scholarly evidence, and policy context.
Reading beyond comprehension: critical literacy, civic reasoning, and the language of educational empowerment in Indonesia Imam Masrur
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1052

Abstract

Background: Indonesian education increasingly frames reading as more than comprehension, yet relationships among critical interpretation, civic judgment, and learner empowerment remain fragmented across official policy domains. Objective: This study examines how Indonesian curriculum, assessment, regulatory, and implementation documents construct critical literacy, civic reasoning, and educational empowerment. Method: A qualitative documentary design analysed 27 prescriptive documents from a verified 40-document corpus through a Critical Literacy Discourse Matrix, Civic Reasoning Matrix, and Educational Empowerment Language Scale, using one bounded excerpt per unique document. Results: Interpretive evaluation appeared in 51.9% of prescriptive documents, whereas source scrutiny and perspective plurality occurred in 25.9% and 22.2%, respectively. Claim–evidence reasoning was the most prevalent civic orientation at 55.6%, while deliberation and civic action each appeared in 22.2%. Learner agency occurred in 44.4% of documents, but explicit voice and expression appeared in only 14.8%, revealing a stronger emphasis on cognitive responsibility than public participation. Implication: Policy coherence requires closer integration of source criticism, plural perspectives, deliberative practice, and opportunities for learners to produce and communicate knowledge. Novelty: This study introduces an integrated cross-document framework that traces how Indonesian educational discourse distributes epistemic authority, civic responsibility, and participatory agency across curriculum and governance levels within Indonesia’s education system.
Feedback as dialogue: teacher response, student revision, and the interactional life of writing instruction in indonesian classrooms Noval Maliki
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1053

Abstract

Background: Writing feedback in Indonesian classrooms is often treated as correction, although its pedagogical value depends on how teachers, students, and texts interact across successive responses and revisions. Objective: This study examined how teacher feedback was formulated, how students engaged with it, and how interactional trajectories were reflected in revision and student agency. Method: A focused qualitative corpus design analysed twenty-three verified public documents, including thirteen Indonesian empirical studies, seven analytical sources, and three official contextual documents, through interactional sequence analysis, revision-uptake analysis, and an agency–authority matrix. Results: Teacher response ranged from directive correction to dialogic elaboration, with reciprocity depending on clarification, contingent follow-up, and opportunities for student contribution. Revision uptake varied from surface correction and direct adoption to meaning-preserving reformulation, substantive revision, and reasoned non-adoption, although many sources lacked fully matched drafts. Student participation was often bounded by teacher-framed structures, while stronger agency appeared when learners could explain intentions, propose alternatives, and influence subsequent feedback. Implication: Feedback design should prioritize reciprocal response pathways, traceable revision cycles, and multilingual spaces that make student reasoning consequential. Novelty: This study integrates teacher moves, revision evidence, and authority relations within a feedback–response–revision episode framework across diverse Indonesian educational settings and varied institutional contexts.
Silent learner reconsidered: participation, politeness, and the cultural pragmatics of classroom voice in Indonesia Nor Mohammad Abdoeh
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1055

Abstract

Background: Classroom silence in Indonesia is often interpreted as passivity, although participation may also be realised through deferential, collaborative, embodied, and multimodal practices whose meanings depend on interactional recognition. Objective: This study examines how participation opportunities, politeness, authority, and semiotic resources organise classroom voice within Indonesian classroom materials. Method: This study employs a qualitative multimodal interaction design using eight classroom videos, nine scholarly or analytical sources, and five policy documents, analysed through participation-opportunity sequencing, politeness–authority coding, and multimodal voice profiling. Results: Task-mediated collaborative opportunities constituted the dominant participation architecture, followed by teacher-allocated verbal opportunities and ritual or embodied pathways. Temporarily distributed student authority appeared more frequently than teacher-retained or peer-shared authority, although such redistribution remained bounded by teacher-defined tasks and evaluative control. Recognised classroom voice emerged through speaking, presentation, role-play, interviewing, ritual leadership, movement, and object-mediated activity, while multilingual alternation could not be established from available evidence. Implication: Equitable participation requires attention not only to how often learners speak, but also to who receives access, whose contributions are ratified, and which silences remain unresolved or institutionally produced. Novelty: This study reconceptualises the silent learner through a sequential, relational, and multimodal framework that links participation opportunity, politeness, epistemic authority, and recognition.
Learning through many modes: gesture, image, talk, and the multimodal organization of Indonesian classroom meaning Ivan Riyadi
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1056

Abstract

Background: Indonesian classrooms organize meaning through speech, gesture, gaze, images, writing, objects, sound, bodily movement, and spatial arrangements, yet research has often examined these resources separately or primarily as instructional media. Objective: This study investigates how multimodal resources are coordinated across classroom contexts, how pedagogic progressions are organized, and how participation opportunities are distributed across educational levels and subjects. Method: This study employed a comparative corpus design using nine verified public classroom audiovisual records, eight peer-reviewed studies, and five policy documents, analysed through multimodal episode annotation, sequential interaction analysis, and participation–epistemic auditing with evidence-linked coding. Results: Visual–material conceptualization formed the dominant corpus profile, followed by talk–writing–digital mediation and embodied–sensory–spatial participation. Documented pedagogic progressions clustered around representational elaboration, textual or data interpretation, feedback, sensory detection, and situated spatial activity. Participation affordances were distributed across manipulative, interpretive, evaluative, and embodied entry points, although their realization depended on interactional recognition, sequencing, and modal authority. Implication: Findings indicate that inclusive multimodality requires coherent orchestration, temporal coordination, and recognition of diverse contributions rather than accumulation of media or representational channels. Novelty: This study integrates representational, sequential, and epistemic dimensions within one evidence-linked framework for analysing Indonesian classroom meaning-making across diverse Indonesian institutional and curricular settings.

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