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Indonesian Language Education and Applied Linguistic Reviews
Published by Media Akademika Publisher
ISSN : -     EISSN : 31105904     DOI : https://doi.org/10.66272/da8x4d60
Core Subject :
The purpose of this Journal is to promote a principled approach to the research on language-related issues by encouraging investigation of the relationship between practical and theoretical work. The Journal welcomes any contributions in the areas of: (1) Teaching and learning of first, second and foreign languages; (2) Language education; (3) Language learning material design; Language assessment; (4) Curriculum design and development; (5) Multilingualism and education; (6) Discourse analysis; (7) Translation and interpretation; (8) Literature and teaching; (9) Linguistics; and (10) Research & Development in Language Learning.
Arjuna Subject : -
Articles 15 Documents
 1   2 
Integrating Social Media into English Language Learning: A Systematic Literature Review Dianda Putri
Indonesian Language Education and Applied Linguistics Reviews Vol. 2 No. 1 (2026): Volume 2, Issue 1, April 2026
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/2qs8af06

Abstract

This paper presents a systematic review of how social media has been integrated into English language learning between 2019 and 2025. The aim is to identify the main benefits, challenges, and best practices reported in recent studies.  A review of pertinent research articles reveals the ways in which educational platforms such as YouTube, Instagram, and TikTok have facilitated the enhancement of vocabulary, motivation, and interaction among learners in both formal and informal educational settings. The review also identifies several challenges, including distractions, privacy concerns, and disparities in device and internet access. Nevertheless, numerous studies have demonstrated that, when utilized in conjunction with adequate guidance, social media has the potential to enhance the engagement and significance of the learning process for English language acquisition. This paper offers a comprehensive overview of the key findings and provides recommendations for teachers, learners, and future researchers to enhance the utilization of social media in language education. 
Game-based Learning in Improving Junior High School Students’ Classroom Participation Wildatuzzahrany Wildatuzzahrany; Ade Hidayat
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 2 (2025): Volume 1, Issue 2, October 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/da8x4d60

Abstract

English has been a subject taught in various schools in Indonesia for several years. However, in the learning process, many students still face challenges, particularly in classroom participation. This difficulty is further exacerbated if teachers still apply traditional methods such as lectures that lack active student participation. Therefore, it is important to use appropriate learning methods to create an effective and enjoyable learning atmosphere. One innovative approach that can be used is Game-Based Learning, a method that combines game elements into teaching and learning activities to create a more interactive and engaging learning experience. This approach is believed to improve student understanding, including vocabulary enrichment. This study aims to determine the effectiveness of the Game-Based Learning method in improving classroom participation of eighth-grade students at MTs Nurul Qur'an. The study was conducted using the Classroom Action Research (CAR) method, consisting of two cycles, and involving 25 students as research subjects. Data collection was conducted through observations administered during the Game-Based Learning implementation. The results showed a significant increase in students' participation after the implementation of Game-Based Learning. Therefore, it can be concluded that this method is effective in improving English vocabulary mastery while encouraging active student engagement in class.
EFL Students’ Experiences with Pronunciation Problems in Speaking Performance Maysabella; Nazlin Nazlin; Fella Marwanda; Reyza Uswatun Hasanah
Indonesian Language Education and Applied Linguistics Reviews Vol. 2 No. 1 (2026): Volume 2, Issue 1, April 2026
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/mbgjym72

Abstract

This study aims to examine the fourth-semester students' pronunciation issues of the English Language Education Study Program at Universitas Islam Indragiri. Adopting a descriptive method supported by qualitative data, the study collected data from twenty-one students through questionnaires and interviews. It examined five indicators of perception: the difficulty of pronouncing specific sounds, anxiety caused by pronunciation errors, decreased speaking fluency, lack of knowledge about pronunciation, and the impact of incorrect pronunciation on listener comprehension. The findings reveal that many students have pronunciation issues that impede their confidence, speaking fluency, and overall effectiveness in communication. Although formal instruction in pronunciation is still not wide-ranging, the students are strongly motivated to work on their own through practice and technology use. The study calls for a more systematic and supportive model of pronunciation teaching in the English language curriculum.
Measuring Speaking Gains from Hello Talk Use in Eleventh Grade: Quasi‑Experimental Evidence Ardhita Chairunnisa; Husnaini Husnaini; Darmawan Budiyanto; Heru Setiawan
Indonesian Language Education and Applied Linguistics Reviews Vol. 2 No. 1 (2026): Volume 2, Issue 1, April 2026
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/t2gadx67

Abstract

The objective of this study was to evaluate the effectiveness of the HelloTalk application in improving the speaking proficiency of eleventh-grade students at SMA Negeri 4 Palembang. A quantitative quasi-experimental design was employed, involving 120 students selected through purposive sampling and divided into experimental and control groups. The study used a pretest-posttest design to measure fluency, accuracy, grammar, mechanics, and pronunciation during an eight-week intervention with HelloTalk. The instrument’s content validity was confirmed using expert judgment and Aiken’s V formula, while data analysis was conducted through SPSS 24. The Kolmogorov-Smirnov test confirmed normal data distribution (p > 0.05). An independent sample t-test revealed a statistically significant difference in speaking performance between students taught using HelloTalk and those without, with a p-value of 0.000 (< 0.05). The findings indicate that HelloTalk substantially enhanced students’ speaking proficiency, particularly in fluency and self-expression, after consistent use over eight weeks. These results highlight the application’s positive impact on EFL learning and align with recent research promoting mobile and AI-assisted tools for language development. Thus, HelloTalk proves to be an effective platform to support formal classroom instruction in improving students’ English-speaking skills.
Beyond Convenience: How EFL Students Negotiate Generative AI Support, Authorship, and Academic Integrity in English Writing Kurnia Saputri
Indonesian Language Education and Applied Linguistics Reviews Vol. 2 No. 1 (2026): Volume 2, Issue 1, April 2026
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/fqd0qm51

Abstract

Generative artificial intelligence (GenAI) has become embedded in university writing practices, yet perception-based research cannot show what learners actually do when AI suggestions enter the composing process. This qualitative multiple-case study examined how 16 EFL undergraduates used, evaluated, accepted, rejected, and transformed GenAI assistance across four English-writing tasks completed over six weeks, with particular attention to learner agency, authorship, and academic integrity. Participants represented high-proficiency (n = 5), intermediate-proficiency (n = 7), and low-intermediate-proficiency (n = 4) writing profiles. The multimodal corpus comprised 64 task-specific final texts, 48.5 hours of screen recordings, and 342 recorded prompt-response decision episodes, complemented by interviews and stimulated-recall accounts. Episode-level coding identified four patterns: selective scaffolding (132 episodes; 38.6%), iterative co-composition (100; 29.2%), surface repair (73; 21.3%), and delegated composition (37; 10.8%). The first two patterns showed the strongest learner agency because students bounded AI use, modified prompts, challenged inaccurate outputs, and reworked generated material. Delegated composition represented the clearest loss of authorship, with whole AI-generated paragraphs copied with little verification or substantive revision. A stimulated-recall episode illustrates how ownership was preserved through rejection and restructuring of AI output. The findings show that responsible GenAI use is better understood as a sequence of evaluative decisions than as a binary distinction between AI use and non-use. The study proposes an AI-mediated writing agency framework centred on purpose, verification, transformation, disclosure, and responsibility.

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