Indonesian Journal of Applied Linguistics
The Indonesian Journal of Applied Linguistics (pISSN: 2301-9468 and eISSN: 2502-6747) is a journal that publishes original research and documentation on issues related to applied linguistics. It is published by UPT Balai Bahasa, Universitas Pendidikan Indonesia. The journal is indexed in several databases, including DOAJ, EBSCO, Google Scholar, Scopus, and SINTA (S1). Since Volume 7, the journal has been published three times a year, in January, May, and September. We accept original research articles, conceptual papers, and best practice articles that are relevant to the field of applied linguistics. The languages studied may include, but are not limited to, Arabic, English, French, German, Indonesian, Japanese, and Korean, as well as both indigenous and modern languages. Please note that the official language of the journal is English. Due to the exceptionally high number of submissions currently received by the journal, the desk evaluation and peer-review process will take longer than usual. At present, hundreds of manuscripts are awaiting review. We sincerely thank you for your patience, understanding, and continued trust in our journal.
Language Center, Universitas Pendidikan Indonesia
Seeing Aceh from afar: A critical discourse analysis of Sharia law in BBC and CNN
The implementation of sharia law in the northernmost autonomous province of Aceh, Indonesia, has been widely discussed in international news outlets. This qualitative study explores how Sharia law is implemented in Aceh, as represented by BBC and CNN from afar. For these reasons, three BBC and CNN reports were analyzed using the three-dimensional framework (text, interpretation, and explanation) of the critical discourse analysis (CDA) model proposed by Fairclough. The findings indicate that BBC and CNN shaped negative representations of the implementation of Aceh Sharia law in their reporting. Furthermore, the findings expose that BBC and CNN reports utilized particular offensive language that damagingly characterize Aceh sharia implementation as “draconian,” “abusive,” and “barbaric.” The BBC and CNN deficit discourse must be situated within diverse standpoints informed by CDA principles and media impartiality. In light of the findings, this study challenges the inadequately constructed deficit discourse and stigmatization of Aceh sharia law’s image. It provides valuable suggestions for CDA lecturers and students, including media professionals, on adopting more astute language and applying CDA awareness to complex legal and cultural topics.
Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
Javanese women’s resistance to masculine domination in Palaran short story
In patriarchal culture, women have always been given a disadvantaged place. It is often expressed in many ways, including in literary works. This study examines how masculine domination is exercised over women and the forms of women’s resistance to it in the Palaran story. Pierre Bourdieu’s theory of masculine domination is applied to dissect the short story “Palaran,” from the collection “Iblis Ngambek” (2003) by Indra Tranggono. Data were collected through a literature review and, drawing on Bourdieu's (2008) theory of masculine dominance, analyzed using a textual analysis method. The results of the study show that the masculine domination exercised by Adipati Anom over Nyi Adipati comprises two types: physical violence and symbolic violence. The resistance carried out by Nyi Adipati as a representation of Javanese Women was to take Adipati Anom's life because she could no longer resist the masculine dominance that she had suffered. The study’s results underscored the importance of public awareness of masculine dominance over women. Further research can examine the form of radical resistance exercised by the feminine against the masculine in literary works.
Emergence of figurative usages of color terms in Thai
In Thai, color terms have been used figuratively since ancient times. This study aims to investigate the development of figurative usages of color terms in Thai from the Sukhothai period, the first Thai era in which written documents have been found, until the Rattanakosin period (the current period, which commenced in 1782 A.D.; records up until 2019 A.D.), the semantic processes involved, including the semantic domains of the figurative usages. The data was retrieved from selected literary works of the Sukhothai, Ayutthaya, and Rattanakosin periods, as well as from the Thai National Corpus. The findings reveal that among twelve color terms used in Thai language, the color term /dɛ:ŋ/ (RED) was used figuratively in the Sukhothai period while the color terms /kʰǎ:w/ (WHITE), /dam/ (BLACK), /lɨ̌aŋ/ (YELLOW), and /kʰǐaw/ (GREEN) which emerged in the same period, were used figuratively in the Ayutthaya period. Of the other seven color terms, /ʨʰom.pʰu:/ (PINK), /sôm/ (ORANGE), /fá:/ (LIGHT BLUE), and /mûaŋ/ (PURPLE), which were found in the Ayutthaya period, and /tʰaw/ (GREY), /ná:m.ŋən/ (DARK BLUE), and /ná:m.ta:n/ (BROWN), which were discovered during the Rattanakosin period, were used figuratively. The semantic processes involved in the usages of figurative meanings are metonymy and metaphor. The semantic domains that color terms refer to figuratively include characteristics, anomalies, items from daily life, emotions and feelings, the human life cycle, race, number, place, gender, class, time, nature, political regime, temperature, cooperation group, person, and food.
A corpus-based move analysis of highly-cited biochemistry research articles in high-impact Scopus journals
Rhetorically well-structured manuscripts are crucial for achieving successful publication in high-impact international journals. While a plethora of studies have explored the rhetorical structures of research articles across disciplines, scant attention has been given to the move-step patterns in highly cited biochemistry articles. Addressing this gap, the present study examines the rhetorical organization of 30 biochemistry research articles indexed in Scopus to identify structural conventions that characterize impactful scientific writing. Drawing on a qualitative, corpus-based approach, the analysis applied established models to investigate the rhetorical moves in four key sections: Abstracts, Introductions, Methods, and Results and Discussions. The conventionality of moves and sub-steps was assessed using Kanoksilapatham’s criteria. Findings reveal that all four sections exhibit conventional rhetorical structures: the abstracts contain four moves (introduction, purpose, product, conclusion), the introductions three (establishing a territory, a niche, the present work), the methods one (describing the study), and the results and discussions two (presenting key results, explaining/discussing effects). However, only a subset of the associated sub-steps met the threshold for conventionality. These findings offer a new rhetorical organization of high-impact research articles in biochemistry and practical implications for biochemistry researchers aiming to enhance the rhetorical quality of their manuscripts and increase their chances of successful publication in international journals.
Insights into English proficiency: The analysis of test results among undergraduates in Thailand
Despite Thailand’s 2014 educational reform, which introduced the Common European Framework of Reference for Languages (CEFR) to enhance English proficiency, achievement levels among university students remain relatively low. Data-driven evidence is therefore essential for identifying learners’ specific weaknesses and informing curriculum and instructional design in higher education. This study examines areas for improvement in English skills among three groups of undergraduate students based on CEFR levels: Group 1 (Starter and Pre-A1), Group 2 (A1 and A1+), and Group 3 (A2 and A2+). The data consist of English proficiency test results from 6,618 undergraduates who took the UP-STEP, an adaptive standardized test of English proficiency assessment, during the 2022 academic year. The analysis employed thematic analysis to identify recurring problem areas, followed by frequency analysis to determine their prevalence. Three key domains emerged: listening, vocabulary, and grammar. The findings reveal that Group 1 struggled with basic wh-questions, verb meanings (e.g., live, like), and possessive constructions using have. Group 2 showed weaknesses in listening to clock time, vocabulary related to weather and daily activities, and expressing duration. Group 3 experienced difficulties with tag questions, vocabulary describing change, and perfect continuous tenses. These results offer empirical insights to support proficiency-level–specific curriculum development in Thai higher education.
A cross-cultural pragmatic analysis of refusal speech acts among Malay and German native speakers
Successful communication requires not only mutual understanding between interlocutors but also a comprehensive understanding of how cultural rules are used in everyday language. The study aims to identify the refusal strategies employed by native Malay and German speakers when interacting with interlocutors of varying social status (lower, equal, and higher). A qualitative research design was used to analyse the refusal strategies, using a systematic coding scheme based on established refusal strategy taxonomies, followed by thematic analysis to identify recurring patterns across social status and cultural groups. The study included 30 participants, comprising 15 native Malay speakers and 15 native German speakers from various professional backgrounds residing in Selangor, Malaysia. Data were collected using a Discourse Completion Test (DCT), which obtained refusal behaviour across different social scenarios. The findings reveal that, although the refusal strategies used by Malay and German speakers are similar across social statuses, they differ in frequencies and pragmatic realisations. Malay speakers generally prefer more indirect and mitigated forms, while German speakers prefer more direct refusals, with age playing a greater role than social status. The study contributes to the field of foreign language teaching in German and Malay foreign languages, as well as the field of intercultural pragmatic competence, by outlining culturally the refusal behaviour and the cultural motivations underlying this speech act.
Copyright (c) 2026 Author https://creativecommons.org/licenses/by-sa/4.0
Dialectological analysis of Arekan, Mataraman, and Pendhalungan regional linguistic features in East Java
Javanese is often broadly categorised into Central Javanese, East Javanese, and Yogyakarta varieties; however, such a classification obscures the substantial internal dialectal variation within East Java. This article aims to analyse the dialectal differentiation (lexical, phonological, morphological, and sociolinguistic) in three regions of East Java. It emphasised the differences in accent and dialect among speakers from different regions. The data were collected through interviews with 9 informants: three from the Arekan region (Lamongan, Gresik, and Surabaya); three from the Mataraman region (Madiun, Kediri, and Blitar); and three from the Pendhalungan region (Probolinggo, Situbondo, and Jember). The participants were aged 20–40 and mostly from mid-level social backgrounds. Participants were assigned a theme for dialogue in their mother tongue, which was recorded with a voice recorder. The recording results were then analysed. To delve further, participants were interviewed to explore their family backgrounds, educational histories, and the environments in which they grew up. The research findings revealed many dialectal differences among the three areas in East Java, including vocabulary, word formation, and accent. The dialect differences reflect the intricate history and varied identities of Javanese people across East Java. Understanding these differences enriches not only the study of linguistics but also the broader appreciation of Indonesia's cultural mosaic.
Copyright (c) 2026 Lusia Eni Puspandari (Author) https://creativecommons.org/licenses/by-sa/4.0
“Dear my dearest me”: Reading self-image through students’ haikus
Adolescence is a critical stage in identity development, where individuals begin to define and express their self-image. This study explores how adolescent students construct their self-image through haiku, focusing on the diction, tone, and mood of their compositions. Drawing on Rosenberg’s (1989) theory of self-image, the study analyzed nine haikus written by second-year university students in Exploring Poetry class. Two central themes emerged: self-deprecation and self-appreciation. These themes reflect the degree to which the students’ present self-image aligns with their ideal self. The overall findings point to haiku’s potential as a creative medium that supports personal reflection and emotional awareness, serving as a meaningful outlet for identity exploration. By offering a non-intimidating medium for self-expression, haiku encourages students to engage with their internal states and articulate aspects of self that may otherwise remain unspoken. This research highlights the value of integrating reflective literary practices into the classroom as a pedagogical strategy to support adolescent development. In so doing, the study contributes to broader conversations on the role of creativity in fostering emotional and psychological well-being in educational contexts.
Copyright (c) 2026 Isti Siti Saleha Gandana, Kemalylla Rose Fadilah (Author) https://creativecommons.org/licenses/by-sa/4.0
Plug in, listen in, rise up: Climate change education through podcast-based learning in English pre-service teacher education
This study investigates the use of educational podcasts to support climate change awareness and twenty-first-century competencies among pre-service English teachers. Specifically, the study examines changes in students’ climate change awareness before and after engaging in podcast-based learning activities, as well as their perceptions of podcast effectiveness, perceived challenges, and self-reported podcast themes in relation to twenty-first-century skills. The participants were 75 undergraduate students enrolled in English Language Education programs at multiple universities in Indonesia. Data were collected using a structured Likert-scale questionnaire administered before and after students participated in podcast-based learning activities, including listening to and producing educational podcasts on climate change. Quantitative data were analyzed using the Wilcoxon signed-rank test and descriptive statistics. The results after participating in podcast-based learning indicate a statistically significant increase in students’ self-reported climate change awareness (W = 0.00, Z = -7.52, p < .01). Students also reported positive perceptions of podcasts as a learning medium, particularly in supporting understanding of complex concepts, contextualizing environmental issues in English learning, and developing professional competencies as prospective teachers. Reported challenges included the need for technical and pedagogical training, difficulties with collaboration, technical constraints, and adapting climate-related content to English-language teaching contexts. Students further reported addressing themes such as environmental impacts, the role of education, and climate change mitigation and adaptation. Overall, the findings suggest that podcast-based learning represents a promising pedagogical approach for integrating climate change education into English language teacher education while supporting the development of essential twenty-first-century competencies.
Educational podcast; awareness; climate change education; English language teaching; 21st-century competencies
Copyright (c) 2026 Rita Inderawati, Tita Ratna Wulan Dari, Hamdi Aksan (Author) https://creativecommons.org/licenses/by-sa/4.0
Determinants of digital competence among English language teachers in Indonesian madrasahs
Digital competence seems to be important for teachers in today’s disruptive era. However, research on the determinants of digital competence among language teachers, especially in Islamic schools or madrasahs, remains scarce. This study investigates the determinants of digital competence among English language teachers in Indonesian madrasahs by examining the roles of pedagogical ability, digital learning motivation, digital literacy identity, and perceived barriers. Using a quantitative cross-sectional design, data were collected via a 116-item questionnaire administered to 186 English teachers across multiple Indonesian regions and teaching-experience strata. After establishing internal consistency and construct validity, multiple regression analysis was employed to estimate the predictive contribution of each factor to teachers’ digital competence. The results indicate that digital literacy identity emerged as the most potent positive predictor, followed by digital learning motivation and pedagogical ability, while perceived barriers showed a small but negative association. These findings suggest that strengthening teachers’ identity as digitally capable professionals, alongside sustained motivational and pedagogical support, may be more impactful than focusing solely on technical training. The study contributes to applied linguistics and digital pedagogy by clarifying how identity- and motivation-related mechanisms shape the integration of technology in EFL teaching within faith-based, resource-diverse schooling contexts.
Copyright (c) 2026 Didin Nuruddin Hidayat, Maya Defianty, Ummi Kultsum, Jee Young Lee, Syahrul Ramadhan (Author) https://creativecommons.org/licenses/by-sa/4.0
Critical discourse analysis of social media responses to GP-performed caesarean section policy in Indonesia
The Indonesian Minister of Health stated that general practitioners (GPs) could perform caesarean sections under certain circumstances, sparking public discussion on the social media platform X (formerly Twitter), particularly regarding clinical safety and policy implementation. Using critical discourse analysis (CDA) and drawing on van Leeuwen’s (2008) social actor representation framework, this study examines how key actor groups, namely the Minister of Health, GPs, OB-GYNs, and pregnant women, are linguistically represented in public posts. These actors were examined because they constitute the main institutional decision-maker, the professional groups most directly invoked in the debate, and the primary affected subjects in the context of childbirth care. The findings show recurring representational patterns that produce an apparent asymmetry in how actors are positioned within the discourse. The Minister of Health is frequently activated and personalized through repeated attribution of agency and informal nomination, which renders his role especially visible and discursively central. By contrast, GPs and OB-GYNs are commonly functionalized and passivated through occupational and institutional role labels that cast them as professional categories rather than as individual speakers. At the same time, pregnant women are represented through relational and vulnerability-oriented framings that link them to risk and consequence. Taken together, these patterns characterise how actors in social media discourse are positioned through linguistic representation, particularly with respect to agency, responsibility, and visibility.
Copyright (c) 2026 Untung Yuwono (Author) https://creativecommons.org/licenses/by-sa/4.0
The CEFR in Thailand: Reevaluation, recontextualization and integration into language policy and practice
The adoption and implementation of the Common European Framework of Reference for Languages (CEFR) in Thailand and the localized Framework of Reference for English Language Education (FRELE-TH) were part of national efforts to improve Thai students’ English proficiency to be aligned with global benchmarks, such as the ASEAN Economic Community (AEC) and the Program for International Student Assessment (PISA). Part of this evaluation involved reviewing policy documents, academic literature, and the CEFR-CV (2018/2020). Additionally, the utilization of mediation, plurilingual and pluricultural competence, and action-oriented learning in the Thai educational context was examined to offer expanded reference levels and descriptors for localizing the CEFR. Several studies have found the adoption has encountered challenges in terms of practical application. For instance, teachers face several challenges, including limited familiarity with the framework, overemphasis on high-stakes testing, resource disparities, and a lack of sustained institutional support. Its impact remains constrained by the gap between policy and classroom reality practices. The indication is that, although the CEFR is potentially beneficial to be used as a framework to transform the educational system of Thailand, a thoughtful recontextualization that foregrounds teacher agency, inclusive pedagogies, and technological integration is necessary. Hence, a recalibration of language education policy is needed to support CEFR as a pedagogical tool, rather than viewing it merely as an assessment metric. As well, curriculum development, teachers’ education, and regional collaboration are essential for a more CEFR-informed approach to innovation across multiple levels of the education system.
Common European Framework of Reference for Languages (CEFR)
Framework of Reference for English Language Education (FRELE-TH)
Copyright (c) 2026 Joseph Foley, Marilyn Fernandez Deocampo, Nita Novianti (Author) https://creativecommons.org/licenses/by-sa/4.0
Language anxiety symptoms, self-efficacy and willingness to communicate among Malaysian university students
Oral communication anxiety is a persistent challenge for university students, especially in multilingual settings where English is not the primary language. This study examined the relationships between communication apprehension symptoms, self-efficacy, and language anxiety among Malaysian undergraduates, using Imagined Interaction Theory as a theoretical framework. A total of 358 students from a public university in Sarawak completed a questionnaire, and the data were analysed using SmartPLS structural equation modelling. Descriptive findings revealed elevated levels of language anxiety (M = 3.88, SD = 1.25) and cognitive distress (M = 3.71, SD = 1.28) among respondents. The results indicated that cognitive (β = 0.266, p = 0.001) and physical symptoms (β = –0.137, p = 0.054) significantly predicted higher language anxiety and lower self-efficacy (cognitive: β = 0.186, p = 0.006; physical: β = 0.31, p = 0.000). However, behavioural symptoms showed no significant impact on self-efficacy (β = 0.015, p = 0.786). Self-efficacy did not mediate the effect of anxiety symptoms on language anxiety (p > 0.1 for all paths), but willingness to communicate in English significantly moderated the relationship between self-efficacy and language anxiety (β = –0.084, p = 0.073). These findings suggest that internal cognitive-affective experiences are more influential than outward behaviours in shaping communicative confidence. The study highlights the need for targeted pedagogical strategies, including mental rehearsal and cognitive-behavioural techniques, to support students in managing communication anxiety. Implications are particularly relevant for multilingual educational contexts aiming to enhance students’ English oral communication competence.
Copyright (c) 2025 Marcus Gee-Whai Kho, Su-Hie Ting, Walftor Dumin (Author) https://creativecommons.org/licenses/by-sa/4.0
Transitivity, modality, and power relations: A critical discourse analysis of leadership styles in East Java's 2018 gubernatorial election debates, Indonesia
This study examined how grammatical features reflect leadership styles and power relations in regional political discourse. Political leadership in Indonesia is shaped by linguistic choices that influence voter perceptions. Despite the importance of discourse in electoral debates, the role of grammatical features in constructing leadership styles and power relations remains underexplored. Transcripts of a 180-minute gubernatorial debate was analyzed using Halliday’s SFL framework and Fairclough’s three-dimensional CDA model to examine transitivity and modality patterns in leadership discourse. It investigated how transitivity patterns and modal expressions construct political authority in regional debates, offering insights into leadership discourse in Indonesian elections. The results revealed that variations in transitivity and modality reflect distinct leadership strategies shaped by cultural expectations, influencing voter engagement across demographic segments. The findings highlight the role of cultural context in shaping voter perceptions of political authority. This study advances theoretical discussions in CDA and political discourse by revealing the significant relationship between grammar, power, and cultural values, while offering practical implications for political communication strategies in culturally diverse democratic settings.
Copyright (c) 2025 Sueb, Ali Wafa (Author) https://creativecommons.org/licenses/by-sa/4.0
A corpus-based comparison of EFL, ESL, and ENS lexical bundles in the ICNALE corpus
The importance of lexical bundles (LBs) to shape academic writing has been extensively studied. However, few studies have investigated learners of English as a Foreign Language (EFL) and Second Language (ESL) with Native Speakers (ENS) under the same protocol. To address this gap, we investigated ICNALE’s (International Corpus Network of Asian Learners of English) data set, aiming to examine three subsets. Building on Biber et al.’s and Hyland’s LB seminal works, we examined their frequency, structure, and function. The findings show a strong positive relationship between LB use and students’ proficiency levels. In the ENS subset, the use of LBs is relatively more varied and frequent. Across the three subsets, we also discovered that prepositional phrases and text-oriented LBs were most common. This shows the roles of these LBs in managing discourse and preserving coherence. This also indicates that the LB profile may be a descriptor to reflect on a learner’s status. It calls for the integration of explicit LB instruction in the teaching of writing in Asian EFL and ESL settings. The results can be used to support curriculum design (LB-related tasks in academic writing syllabi) and materials development (creating high-frequency LB-based glossaries or phrase banks), among others. These applications can help students write more effectively and cohesively and give direction to ongoing or future corpus-based studies.
Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
Language ideology of two escapees of Auschwitz-Birkenau camp: A CDA and corpus linguistics in German media
The objective of this research is to analyze language ideology in the testimonies of two escapees from the Auschwitz-Birkenau Camp. This study employs a qualitative descriptive approach, oriented towards corpus-based Critical Discourse Analysis (CDA). The research data consist of the 26-page reports of Alfred Wetzler and Rudolf Vrba, which serve as the corpus source. Data collection was carried out to conduct a contrastive analysis of the language used by two escapees and to establish “camp” as a keyword, based on its frequency and occurrences in the corpus. The corpus was analyzed using Fairclough's framework of Critical Discourse Analysis (CDA). The findings reveal the presence of key terms in the corpus produced by Wetzler and Vrba, categorized into three groups: (1) words related to location, background, and origin, (2) words that introduce the purpose of the concentration camp, and (3) words implying the events that occurred within the camp. Secondly, collocations surrounding the keyword “camp” were identified, including adjectives, verbs, nouns, and adverbs. Thirdly, three ideological language constructions were found in the testimonies: (1) the language ideology of experiencing the similar misery as Jewish prisoners, (2) the language ideology of rebellion against torture, (3) the language ideology of struggling to survive. The implications of this research demonstrate how critical discourse analysis and corpus linguistics can be integrated to uncover ideological patterns in media texts through the linguistic features.
Qualitative analysis of the impact of deleting swearwords on their communicative effect in Arabic subtitling
Swearwords are deliberately used in movies to achieve certain communicative effects, including the expression of characters’ inner feelings, their social and educational backgrounds, and the relationships among the characters. Such traits need to be preserved in the interlingual subtitling of these movies so that the effects of swearwords on the source recipients are duly transferred to the target audience. However, for religious and cultural reasons, swearwords are either toned down or removed entirely in the subtitling process. In light of this, this study adopts a qualitative approach to examine the effect of deleting swearwords on their communicative impact in amateur subtitling of American crime drama movies into Arabic and to identify the probable causes of deletion. Data collection included collating swearwords from the dialogues of two American crime drama movies (Alpha Dog, 2006, and Harsh Times, 2005) with high occurrences of swearwords and their subtitles in Arabic. In the analysis of these data, Nida’s principle of equivalent effect was adopted to examine the loss of the communicative effect of swearwords due to deletion. The findings of the study indicate that deleting swearwords results in an inaccurate portrayal of the character’s personal feelings, their socio-cultural traits, or their relationships with other characters in the movie. It is argued that the probable cause of deletion is to abide by the target socio-cultural and religious norms. Thus, careful consideration of swearword handling in subtitling is essential to avoid such losses.
Enhancing grammar mastery through Climbing Castle app: A game-based learning for secondary students
With the undeniable growth of digital learning as a cutting-edge educational technology, there is an increasing demand for diverse digital grammar-learning experiences for secondary-level students. This study examines the effectiveness of Android-based games in enhancing grammar learning, using a quasi-experimental design with control and experimental groups to evaluate the Climbing Castle app. Seventy secondary-level students from an Indonesian school, aged 13 to 15, participated in the study. The results of this study indicated a significant improvement in students’ grammar skills, particularly in understanding and applying the simple present and past tenses. Using the Climbing Castle app, the experimental group demonstrated a substantial improvement, increasing their grammar scores from 62.71 to 68.29 from pre-test to post-test. By comparison, the control group rose from 60.86 to 61.29. A comparative analysis indicates that the Climbing Castle app had a more significant positive impact on the acquisition of grammatical skills than conventional learning methods for junior high school students. The findings provide teachers with an alternative digital tool to foster grammar learning in engaging ways. Academically, the study contributes to the growing body of research on game-based learning and offers a foundation for further investigations into its long-term impact on language proficiency.
Poetics and consumption: A discourse analysis of Vietnamese culture
Consumption is a multifaceted social phenomenon that deeply intersects with both the social sciences and the humanities. This complexity arises from the way in which cultural, economic, and societal factors converge to shape consumer behavior. Furthermore, poetics and consumption are closely intertwined, providing insights through different cultural perspectives as poetry can combine social experiences with consumer experiences to expand the language of consumption and the scope of human understanding (Tonner, 2019). This article utilized discourse analysis and interpretive analysis within a qualitative framework to explore the intricate relationship between poetics and consumption. By employing Focaultian Discourse Analysis as a foundational theory, the study located contextual levels that facilitate the analysis and interpretation of interdisciplinary phenomena situated at the crossroads of linguistics and economics. The findings demonstrate a significant connection between poetry and consumption patterns in Vietnam, revealing how these patterns can be understood within their specific cultural context. Poetry acts as a powerful lens through which we can investigate consumption behaviors throughout different historical and cultural periods, thereby emphasizing the complex interplay between artistic expression and everyday life. Moreover, poetry not only serves as a reflection of Vietnamese culture but also functions as a critique of and engagement with various social practices, including contemporary consumption trends. Understanding these dynamics can provide valuable insights for businesses, informing them about effective marketing and promotional strategies designed to influence consumer purchasing decisions.
Copyright (c) 2025 Ly Tuan Phan, Nhung Thuy Tran https://creativecommons.org/licenses/by-sa/4.0
Influence of teacher dispositions on TPACK: Insights from pre-service EFL teacher education
Developing Technological Pedagogical Content Knowledge (TPACK) in foreign teachers who teach a foreign language is essential for fostering effective learning experiences. While various factors influence teachers’ TPACK development, a significant gap remains in understanding how personal internal factors of technological, pedagogical, and subject-matter dispositions shape the growth in TPACK domains during the preparatory stages of the EFL teaching profession. This study employed a mixed-methods approach to examine the manifestation of technological, pedagogical, and subject-matter of English language dispositions and their impact on TPACK development among 29 Thai pre-service EFL teachers. Participants completed a 20-hour professional development workshop. Pre- and post-workshop self-evaluations were used to select ten participants, five with the highest and five with the lowest changes in self-evaluated TPACK scores, for classroom observations and interviews. Findings revealed significant development in TCK (81.67%), while TPK (24.67%) and overall TPACK (28.67%) were notably weaker. In addition, the study identified that a fixed mindset, limited subject-matter self-efficacy, and dependence on structured resources constrained PCK; cautious attitudes toward technology for content delivery hindered TCK; a preference for simplicity and familiar materials and an underestimation of students’ technology abilities impeded TPK; and resistance to digital collaboration and reluctance to embrace technology for assessment and feedback limited overall TPACK development. Positive dispositions toward technology aided TPACK integration but didn’t predict classroom practices. This research highlights key dispositional strategies for enhancing TPACK development in pre-service teachers, such as cultivating a growth mindset, fostering high expectations, acknowledging technology’s value, and balancing personal traits with professional competencies. To translate these strategies into practice, teacher education programs should embed positive dispositions into sustained, practice-based training that models adaptive material use and technology-supported pedagogy in authentic contexts.
technological pedagogical content knowledge
Lexical transformations in the translation of definite and indefinite articles in French sentences into Indonesian
Definiteness is a discourse property inherent to noun phrases, highlighting the identification of a unique referent. This property exhibits variability across languages, notably in the lexical transformations observed when translating French definite and indefinite articles into Indonesian. “Lexical transformation” here signifies alterations in the lexical meaning during the translation of these articles. This research aims to delineate the forms and underlying reasons for such lexical transformations and their consequent implications in the Indonesian language, both from linguistic and cultural standpoints. Drawing upon data from four French novels and their Indonesian translations, the study employs a descriptive-qualitative approach to explore the manifestation of definite and indefinite articles, the drivers of lexical transformations, and the impacts of these transformations on translations. The analysis indicates that French definiteness is characterized by quantity, type, and informational status markers, while Indonesian definiteness markers are distinguished based on informational status, linguistic proximity, social relations, temporal context, and structural considerations. The examination of translations identifies instances of meaning narrowing, expansion, or shift. Translators strategically implement these modifications in lexical aspects to align with the target audience’s preferences. Moreover, translation induces alterations in definiteness status, subsequently influencing sentence information patterns. In conclusion, definiteness in the Indonesian language is more varied in terms of forms and functions than definiteness in French. The lexical transformation in the translation of definite and indefinite articles encompasses a range of modifications, including the omission of markers and changes in definiteness status, which lead to the narrowing, expansion, or shifting of meanings.
Algorithm-enhanced English grammar learning: A structured module development approach
Grammar is an essential competence for effective communication, yet many students have difficulties understanding and mastering it. This study aims to develop a comprehensive learning module integrating algorithm principles with English grammar to enhance students' grasp of English structure by following a systematic approach encompassing Analysis, Design, Development, Implementation, and Evaluation (ADDIE). However, it focused primarily on implementation and evaluation phases. The novelty lies in the implementation of the algorithm principle used to enhance students’ grammar mastery. In this case, English structures are learned through automatic patterns to make them easier to master. Participants included students from the English Education Department at three different universities in Central Java with diverse educational backgrounds, while the product was implemented (limited test) at one of them. A thorough needs analysis revealed that students found that grammar learning was complex and challenging, necessitating simpler, more engaging instructional methods. In response, a targeted product was developed based on these insights. The validation indicated a positive reception of the module, with 66% as "Good," 17% as "Average," and 16% as "Very Good," with no evaluation falling into "Poor" or "Unsatisfactory" categories. These findings suggest that the module is a viable tool for enhancing grammar instruction. Besides, the implementation gained a p-value of 0.004 that meant having significance in using the module. The study not only contributes to the pedagogical framework for teaching English grammar but also highlights the importance of innovative approaches in language education. Further research could explore the long-term impacts of such modules in various learning contexts.
Translanguaging practices among English, Indonesian, and Arabic: Enhancing a holistic approach to tafsirin an Indonesian interpretation classroom
This study investigates the role of translanguaging practices in tafsir (Quranic interpretation) education within a multilingual Indonesian classroom. It explores the integration of Arabic, Indonesian, and English to enhance students’ comprehension, critical engagement, and sense of cultural identity. Considering the growing need to adapt Arabic education to linguistically diverse contexts, the study addresses two key questions: how students and instructors utilize multiple languages in tafsir pedagogy, and what perceived benefits and challenges arise from translanguaging in this setting. A qualitative case study approach was employed, involving classroom observations (six sessions), in-depth interviews with two instructors, and focus group discussions with 18 undergraduate students enrolled in an interpretation course. The study examines how translanguaging episodes in classroom discourse are linked to the process of textual interpretation, tracing how meaning shifts across languages during collective Quranic analysis. The data were thematically coded to identify patterns in linguistic practices, pedagogical strategies, and interpretive outcomes. Findings indicate that Arabic is used for textual precision and religious authority, Indonesian for contextual and socio-cultural elaboration, and English for introducing scholarly perspectives and engaging with global discourse. This triadic interaction enables students to construct a more holistic understanding of Arabic meanings, particularly in relation to contemporary social issues. The study also identifies pedagogical tensions, including implicit linguistic hierarchies and a lack of structured training for instructors in managing multilingual interactions. Despite these challenges, the findings highlight the transformative potential of translanguaging in Islamic higher education, suggesting that intentional multilingual pedagogy can foster inclusive, critically engaged, and culturally resonant learning experiences.
Language use and attitudes of young speakers of Skou, Tabla, and Biak in Jayapura
Indonesia is home to over 700 languages, making it one of the world’s most linguistically diverse nations. However, national language policy, migration, and globalization have increasingly shifted language use among youth toward Indonesian, raising concerns about the vitality of regional languages. This study examines language use and attitudes among youths from the Tabla, Skou, and Biak-speaking communities in Jayapura City, Papua—an area where intergenerational transmission of regional languages is weakening, and Indonesian is becoming dominant in most domains. Understanding these trends is crucial for informing language maintenance and revitalization efforts, as language is not only a means of communication but also a vessel of cultural identity and heritage. Using surveys, interviews, and observations with 125 respondents, the study reveals that while regional languages are still used in direct spoken interactions with older family members, their use is rare in written and digital communication and among peers. Indonesian is perceived as more prestigious, easier to learn, and more effective for daily life, leading to its dominance even among those who express pride in their heritage languages. The findings underscore the urgency of supporting regional language maintenance through documentation and education, as positive attitudes alone are insufficient to sustain active use. This research contributes to understanding the dynamics of language shift in multilingual Indonesia and highlights the need for targeted policies to protect linguistic diversity for future generations.
Theoretically informed students’ worksheet based on metacognitive strategies for a translation course
This study explores the necessity of equipping tertiary education students in Translation Studies with effective learning tools, particularly through the integration of metacognitive strategies. Acknowledging the persistent relevance of translation in the context of English as a Second Language (ESL) amidst advancements in machine translation, the research emphasizes the importance of contextual accuracy, idiomatic expressions, and cultural nuances in translation tasks. The study highlights the urgency for improved translation skills in the curriculum of English education programs in Indonesia, aligning educational outcomes with vocational needs. To address gaps in students' understanding and proficiency in translation strategies, this research develops a theoretically informed worksheet designed to enhance metacognitive skills. Through a qualitative methodology comprising observations, needs analysis, and focus group discussions, the research systematically applies the ADDIE model to design and refine the worksheet. Findings indicate that incorporating metacognitive strategies significantly enhances students' translation competencies by fostering self-regulation, critical reflection, and effective learning. The study concludes that metacognitive awareness is crucial for translation competence, advocating for the integration of such strategies into the curriculum to prepare students for the complexities of real-world translation challenges. Future research directions are suggested to further enhance pedagogical approaches in Translation Studies.
BIPA teachers’ perspectives on Digital Game-Based Language Learning (DGBLL): Attitudes, benefits and challenges in teaching Indonesian as a foreign language
As technology becomes increasingly integrated into foreign language education, Digital Game-Based Language Learning (DGBLL) has emerged as an innovative approach to enhance learner engagement and improve language acquisition. This study examines Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian Language for Foreign Learners (ILFL) teachers' attitudes, perceived benefits, and challenges in integrating DGBLL into BIPA[1] teaching. While much of the existing research focuses on learners, only a limited number of studies examine teachers' perspectives on implementing DGBLL in language classrooms. This study collected data through semi-structured interviews with nine experienced BIPA teachers working in universities, language centers, and independent teaching environments. The data were then analyzed using thematic analysis. The findings reveal that BIPA teachers generally hold positive attitudes towards DGBLL, acknowledging its potential to enhance learner motivation, engagement, and vocabulary acquisition. Teachers also emphasize the benefits of DGBLL in facilitating personalized and adaptive learning as well as improving teaching efficiency and assessment practices. However, several challenges hinder the full implementation of DGBLL, including technological limitations, the need for pedagogical alignment, gaps in digital literacy, and insufficient institutional support. These findings highlight the need for targeted teacher training programs, better technological infrastructure, and the development of culturally relevant digital games to integrate DGBLL into BIPA teaching effectively. This study contributes to the expanding body of research on DGBLL by providing a region-specific perspective on its implementation in Indonesian language as a foreign language education.
Language politeness in EFL student-lecturer interactions through technology-assisted communication
Politeness is essential to human interaction, particularly in the context of lecturer-student communication in Indonesia. This study aims to investigate the use of politeness in technology-assisted communication on WhatsApp by examining the politeness strategies employed by lecturers and students in their interactions via WhatsApp. The study adopts Brown and Levinson’s (1987) politeness theory as the analytical framework, extended by Faerch and Kasper (1989). It employs a qualitative field research design, analyzing 141 WhatsApp text messages exchanged between three English as a Foreign Language (EFL) lecturers and 111 students at one Indonesian public university over an academic year. Data were collected with informed consent and pseudonymized for privacy. Findings indicate that students exhibit greater politeness than lecturers in their written communication via technology. Students predominantly initiated messages (137 of 141), using positive politeness strategies and greetings, while lecturers more often employed bald-on-record strategies. This tendency is attributed to hierarchical relationships and age differences. Religious influences also shaped interactions, often prompting double greetings. While most Indonesian EFL learners show respect toward their lecturers, the study suggests that politeness should be reciprocal. Lecturers are encouraged to serve as role models. Limitations include the absence of interview data, which future studies could address by integrating speaker intent and deeper social variables like power and distance.
Unpacking teachers’ reflective thinking levels in online teacher professional development: Insight from Indonesian EFL teachers
Reflective thinking is essential for English as a foreign language (EFL) teachers, as they help them evaluate their teaching strategies and understand the reasons behind different classroom occurrences. This case study explores the levels of reflective thinking of EFL teachers who participated in a 6-week online writing teacher professional development (OTPD) program to improve their writing of best practice papers. The data were collected from the written reflective journals and interviews of 16 EFL teachers, while thematic analysis was conducted using Hatton and Smith’s (1995) concept of RTL. The findings indicate that the EFL teachers in the research demonstrated different levels of reflective thinking. The majority of these teachers were at the higher level of dialogic reflection, suggesting a commitment to critically examining and improving their teaching practices. However, there was also a smaller group of teachers who exhibited a lower level of reflection, primarily characterized by descriptive reflection, indicating that their reflective thinking was less critical. Assessing teachers’ reflective thinking levels helps professional development facilitators and the government tailor programs to meet teachers’ specific needs by identifying gaps in their reflective thinking processes. It can inform the design of targeted training that enhances teachers’ ability to critically evaluate and refine their teaching practices by providing a structured framework for differentiated professional growth, ensuring that teachers at different levels of reflective thinking receive appropriate approaches, resources, and strategies.
Figurative expressions in Acehnese pregnancy cultural taboos as a language of protection
Cultural beliefs surrounding pregnancy are often communicated through figurative language, reflecting a society's values, fears, and protective instincts. This study investigates the figurative language used in Acehnese cultural prohibitions related to pregnancy, focusing on figurative expressions in traditional taboos. Conducted in Banda Aceh and Aceh Besar, Indonesia, the research employs a qualitative methodology, analyzing data from 12 informants, including pregnant women, those who had been pregnant, and caregivers. Data was collected through structured interviews and analyzed using a conceptual framework for figurative language categorization. The findings reveal 34 pregnancy-related cultural prohibitions about dietary restrictions, life safety, gender roles, and spiritual beliefs. Metonymy was the most common figurative device, followed by hyperbole, personification, and, less frequently, simile, paradox, and synecdoche. For instance, metonymy links specific actions, such as eating certain foods or viewing accidents, to broader cultural and health outcomes, while hyperbole exaggerates the potential consequences of these actions. Personification attributes human-like qualities to spirits or supernatural forces, accenting the prohibitions' spiritual significance. The study reveals the complex relationship between Acehnese society's cultural beliefs, language, and health practices. It illustrates how figurative language helps reinforce and communicate these traditional norms. This research contributes to a deeper understanding of the role of language in preserving cultural continuity and shaping societal behavior.
The construction of fear in Indonesian contemporary horror films: A multimodal analysis
This study explores how semiotic systems operate in contemporary Indonesian horror cinemas to construct meaning and provoke emotional responses, particularly fear. Horror films often draw from socio-cultural contexts, embedding local values, anxieties, and collective memory into their narrative and aesthetic choices. The purpose of this paper is to investigate how multimodal elements—visual, auditory, and narrative—interact to create a heightened sense of horror and reflect deeper cultural concerns. Focusing on three prominent films: Pengabdi Setan 2: Communion, KKN di Desa Penari, and Sebelum Iblis Menjemput: Ayat 2, this research employs a multimodal analytical framework to examine the interplay of lighting, image composition, symbolism (visual mode); soundtrack, sound effects, and non-verbal cues (audio mode); and cultural themes involving social and supernatural issues (narrative mode). The methodology involved a qualitative analysis of selected scenes from each film, identifying key semiotic cues and their affective functions. The findings reveal that horror is constructed through the synergistic interaction of visual darkness and tension, unsettling audio layers, and culturally resonant narratives. These elements work together not only to elicit fear but also to express societal anxieties related to religion, tradition, family, and the unknown. The conclusion emphasizes that Indonesian horror films function as cultural texts that both entertain and offer socio-cultural commentary. By highlighting the communicative power of horror cinema, this study contributes to film and cultural studies while opening pathways for future interdisciplinary research on genre, identity, and audience reception.