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INDONESIA
Lingua Cultura
Published by Universitas Bina Nusantara
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 814 Documents
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Beyond the Classroom: Project-Based Learning As a Catalyst for English Proficiency in Higher Education Nisa, Baiatun; Arfani, Sri; PURWANINGRUM, PRAPTI WIGATI; MEINAWATI, EUIS
Lingua Cultura Vol. 19 No. 1 (2025): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v19i1.13505

Abstract

As the demand for 21st-century communication skills grows, English language education must evolve beyond grammar and vocabulary to include digital literacy and collaborative competencies. This study explores the distinctive use of Project-Based Learning (PBL) in a first-semester Basic English course for Communication Science students at a private university in Indonesia. The research examines how PBL enhances student engagement, builds speaking confidence, and fosters real-world language use through digital tools, providing a context-specific approach to foundational English education. A qualitative case study design involving 105 students was employed over a 14-week academic period. Data were gathered through student reflections, structured questionnaires, and multimedia project evaluations, and were analyzed thematically to capture students’ learning experiences and performance outcomes. Findings show that PBL significantly boosted speaking confidence, particularly through tasks such as video production and group projects. These tasks were the most effective in improving language skills and student engagement, distinguishing this study from traditional language instruction. However, challenges such as time management, group accountability, and technical difficulties were noted, particularly among students with limited digital literacy. Positive group dynamics and instructor support were critical in overcoming these obstacles. This study offers insights into the intersection of PBL, digital literacy, and language learning, especially for low-level learners in Communication Science. It emphasizes the importance of inclusive, student-centered learning environments that meet the evolving demands of 21st-century communication.
Narrating Displacement: Chinese-Indonesian Collective Memory in Lvdao Sanwen Ji (绿岛散文集 ) Vasantadjaja, Livia
Lingua Cultura Vol. 19 No. 2 (2025): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

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Abstract

While ethnic Chinese-Indonesians are often stereotyped as ‘economic figures’, many are also actively engaged in literature. Among their literary contributions is The Green Island Prose Compilation (2015), which is a post-Reformasi anthology of Mandarin language prose selected from the monthly Lüdao column in the International Daily News. These writings reflect personal experiences and preserve the memory of ethnic Chinese life in Indonesia. This study aims to examine how individual life narratives in the Green Island Prose Collection, shaped by social and historical context, contribute to the collective memory of Chinese-Indonesians. It explores how literature serves as a medium for documenting everyday life, preserving cultural identity, and bridging generational gaps. This research employs a descriptive qualitative method, utilizes purposive sampling to identify relevant themes of prose, and applies content analysis based on Maurice Halbwachs’ theory of collective memory. The data includes prose works that reveal recurring themes such as childhood, family, social life, and historical events. The findings indicate that the collective memory among Chinese-Indonesians is constructed from individual memories, incorporating elements of childhood, adulthood, and historical recollections. This becomes a significant shared experience and memory repository. This study not only addresses a gap in the study of the Chinese-Indonesian literature but also provides insights into the role of literature in preserving culture, shaping identity, and facilitating intergenerational communication. In this way, it enhances the understanding of the Chinese-Indonesian community within the broader context of contemporary Indonesian society.
Integrating English Learning in Islamic Boarding Schools: A Contextual Approach to Mandalika's Tourism Landscape Abrar, Abrar; Widiati, Bidarita
Lingua Cultura Vol. 19 No. 2 (2025): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

While previous research has extensively explored English language teaching in formal educational settings and urban madrasahs, limited attention has been given to pesantren operating in tourism-influenced environments, particularly regarding how these faith-based institutions balance English language instruction with the preservation of Islamic identity and local cultural values. This research gap is significant given the increasing pressure on pesantren to prepare students for engagement with international tourism while maintaining their traditional religious mission. This study examined the integration of English language education within Islamic boarding schools (pesantren) located in Mandalika, a rapidly growing tourism hub in Central Lombok, Indonesia. The research aims to explore pedagogical practices in integrating English learning and tourism context, student engagement and perception, and institutional challenges and opportunities in delivering English instruction contextualized within local tourism and Islamic values. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis at two boarding schools: Nurul Ijtihat Al-Ma'arif NU Lengser and Al-Irsyad Al-Islamiyyah. The findings revealed that teachers employ four main strategies: contextual module development, role-play simulations, cross-disciplinary projects, and limited field studies to embed tourism-based content in English instruction. These methods not only enhance language acquisition but also foster students' cultural literacy and confidence. Students demonstrated good engagement and a positive perception of learning English in tourism-related contexts, viewing it as both a practical skill and a means for religious outreach (da’wah). However, the study also identified critical challenges, including the lack of specialized materials, limited professional development, and ideological tensions regarding cultural preservation. Besides that, the study also found several opportunities for contextually appropriate integration have emerged, namely strengthening pesantren's economic role, multilingual cultural da’wah, and institutional collaborations. The study contributes original insights into contextualized English teaching in faith-based institutions and proposes pathways for culturally sensitive curriculum development that bridge education, economy, and spirituality.
Symbolism of Child Trauma in The Sand Castle amoer@1, hana prafajarini_1@; Surur, Misbahus
Lingua Cultura Vol. 19 No. 2 (2025): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

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Abstract

The Sand Castle is a film that represents the experience of child trauma in the context of war through subtle visual symbols that are not expressed verbally. The study of child trauma in visual media is important because traumatic experiences at an early age often appear implicitly, thus requiring an interpretive approach to be understood more deeply. This research aims to: (1) identify visual symbols that represent child trauma, (2) analyze the relationship between signifier and signified based on Ferdinand de Saussure's semiotic framework, and (3) explain the function of the imaginative world of child characters as a medium of representation of traumatic experiences. This research uses descriptive-qualitative method with structural semiotic analysis. The research data were selected scenes featuring non-verbal expressions, symbolic objects, and visual atmosphere consistent with the representation of trauma. The selection of data was done purposively, while the analysis was carried out through three stages: identification of sign units, grouping of meanings, and interpretation of sign relationships with psychological contexts. The results show that visual symbols, such as shipwrecks, shadows, and objects belonging to other characters, contain emotional content that represents loss, fear, and hope. In addition, the imaginative world of the child characters is shown to function as a symbolic mechanism to express suffering that is difficult to articulate directly. These findings indicate that film not only presents an aesthetic narrative, but can also be a reflective medium to understand the dynamics of child trauma. Thus, this research contributes to the study of trauma psychology while expanding the perspective of visual media studies on the representation of children's suffering in the context of conflict.

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