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https://jurnal.stkippgribl.ac.id/index.php/ijlhe
<p><em>IJLHE: International Journal of Language, Humanities, and Education</em> is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. <em>IJLHE</em> Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.</p>Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar LampungenIJLHE: International Journal of Language, Humanities, and Education2963-4520From Instrument Reform to Systemic Alignment Reform: Comparative Insights from Educational Evaluation Systems in Developed Countries
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2214
<p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;"><span lang="EN-US" style="font-size: 10.0pt; font-family: 'Cambria',serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US;">Educational evaluation has become a central instrument in contemporary educational reform, yet its effectiveness remains uneven across countries despite increasing investments in assessment systems and accountability mechanisms. This study examines educational evaluation systems in Singapore, Finland, Japan, England, Australia, the United States, and Germany from the perspective of educational policy evaluation. Using a qualitative comparative approach based on a Systematic Literature Review (SLR), the study synthesized 34 selected studies and policy documents through the analytical framework of Policy Coherence (PC), System Capacity (SC), and Implementation Fidelity (IF). The findings reveal four distinct educational evaluation typologies: High-Alignment Systems, Trust-Based Adaptive Systems, Accountability-Driven Systems, and Coordinated/Fragmented Hybrid Systems. The analysis demonstrates that educational evaluation effectiveness is not primarily determined by the sophistication of assessment instruments but by the degree of alignment among policy objectives, institutional capacities, and implementation processes. Based on these findings, the study develops the Systemic Alignment Framework and proposes the concept of Systemic Alignment Reform as a new perspective for understanding educational evaluation effectiveness. The study contributes to comparative educational policy scholarship by integrating policy coherence, system capacity, and implementation fidelity into a unified explanatory framework and offers policy insights for strengthening sustainable educational reform across diverse governance contexts.</span></p>
ArticlesComparative educationEducational evaluationEducational policy evaluationPolicy coherenceSystem capacityAmbyah HarjantoFitriana RahmawatiRabiyatul Andawiyah SiregarHandoko Handoko
Copyright (c) 2026 Ambyah Harjanto, Fitriana Rahmawati, Rabiyatul Andawiyah Siregar, Handoko Handoko
https://creativecommons.org/licenses/by/4.0
2026-06-302026-06-3021923410.52217/rp5bv398Deep Learning Activities for Improving Tenth-Grade Students' Reading Performance
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2206
<p>This study aimed to improve students’ reading performance and learning engagement through deep learning-based activities in English classes. The study employed Classroom Action Research (CAR), which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 27 tenth-grade students of SMAS Taman Siswa Teluk Betung in the 2025/2026 academic year. Data were collected through reading tests and classroom observations. The results showed positive changes across the two cycles. In Cycle 1, 6 students (22%) achieved the Minimum Completeness Criteria (MCC), while 21 students (78%) were below the criterion. The observation results showed that students’ learning activity was categorised as less active. In Cycle 2, the number of students who achieved the MCC increased to 19 students (70%), while 8 students (30%) remained below the criterion, with the students were categorised as active and very active. In other words, the strategy resulted in positive changes in the teaching and learning process, as students showed greater engagement in analysing texts, interpreting information, and connecting reading materials to real-life contexts.</p> <p> </p>
Articlesdeep learning-based activitiesreading performanceclassroom action researchEFL learningFeby Putri Valen MalauEva NurchurifianiSri Wahyuningsih
Copyright (c) 2026 Feby Putri Valen Malau, Eva Nurchurifiani, Sri Wahyuningsih
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2026-08-062026-08-0623524610.52217/zq5hbt35Improving Speaking Skills by Using Rotating Story at Eight Grade of Mts Bani Salim
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2120
<p class="MsoNormal" style="mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; text-align: justify; text-justify: inter-ideograph;">This study aimed to improve the speaking skills of eighth-grade students at MTs Bani Salim through the implementation of the Rotating Story technique. The research was conducted using a Classroom Action Research (CAR) design consisting of two cycles, each involving planning, action, observation, and reflection stages. The participants were eighth-grade students in the 2024/2025 academic year. Data were collected through speaking tests, classroom observations, field notes, and documentation. The students’ speaking performance was assessed based on four aspects: fluency, vocabulary, pronunciation, and grammar. The results showed a significant improvement in students’ speaking ability after the implementation of the Rotating Story technique. The overall average score increased from 2.45 in Cycle 1 to 3.57 in Cycle 2. Improvements were observed across all speaking aspects, with pronunciation and vocabulary showing the most notable gains. In addition to quantitative improvement, qualitative findings indicated that students became more active, confident, and engaged in speaking activities. They were able to produce more spontaneous speech, develop ideas more coherently, and interact more effectively with their peers. The findings suggest that the Rotating Story technique provides meaningful opportunities for students to practice speaking in a collaborative and low-anxiety environment. This technique encourages active participation, supports vocabulary development, and enhances students’ confidence in oral communication. Therefore, it can be considered an effective and practical alternative strategy for teaching speaking in EFL classrooms, particularly at the junior high school level.</p>
Articlesclassroom action researchcollaborative learningEFL speakingrotating story techniquespeaking skillsYorika Nurul Khasanah
Copyright (c) 2026 Yorika Nurul Khasanah
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2026-04-272026-04-2719720610.52217/cm4jqs65The Comparison Between Balinese and Australian Swear Words in Terms of References Used
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2119
<p class="MsoNormal" style="text-align: justify; margin: 6.15pt .15pt .0001pt 19.6pt;">The objective of this research is to compare the references used in swear words in Balinese and Australian. Swear words are linguistically and culturally significant because they reflect social norms, beliefs, and emotional expression within a speech community. This research employed a comparative descriptive qualitative design using primary and secondary data. Primary data were obtained through semi-structured interviews with native Balinese speakers and native Australian English speakers, while secondary data were collected from relevant studies and academic documents. The data were analyzed through inductive categorization based on reference types in sociolinguistic studies of taboo language. The findings show that both languages share common reference domains, including religion/ supernatural being, sex, excrement, animals, personal background, mental illness, and sexual activity. However, Balinese swear words emphasize animal references, supernatural being, and social hierarchy, whereas Australian English swear words more frequently involve sexual references and personal insults used flexibly in informal contexts. These differences reflect distinct sociocultural values and potential sources of cross-cultural misunderstanding. For the implication of this study is the importance of understanding these similarities and differences for preventing cross-cultural misunderstanding and for promoting effective intercultural communication, particularly between speakers of Balinese and Australian English.</p>
ArticlesAustralian EnglishBalineseReferencesSwear WordsPutu Sidhi MahayasaI Gede BudasiRima Andriani Sari
Copyright (c) 2026 Putu Sidhi Mahayasa, I Gede Budasi, Rima Andriani Sari
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2026-03-292026-03-29859810.52217/5a9kcw97Hallyu Fans’ Perceptions of The Use of Korean Swear Words in Everyday Communication
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2118
<p>The increasing popularity of Korean culture (Hallyu) over time has also influenced the increased exposure of Hallyu, such as Korean dramas, music, films, and language to Hallyu fans, especially fans who are non-native Korean speakers. One of the exposures of Korean language elements is swear words through media and online interactions, so that some fans also use these words, some even use them without knowing their meaning. This study aims to find out Hallyu fans’ perception of the use of Korean swear words and what factors influence them to use these words. This study is a qualitative study. Data collection was carried out by conducting semi-structured interviews using Indonesian with Hallyu fans who have different characteristics, backgrounds, and Korean proficiencies. The results of the interviews were converted into transcripts then translated into English. The collected data were analyzed using the thematic analysis method which has six stages, namely familiarization, generating codes, searching for themes, reviewing themes, defining and naming the themes, and report. The results of the study show that Hallyu fans' perceptions of Korean swear words are relative, depending on the context. The factors that influence the use of swear words are Korean content and the social environment. In addition, this study can help learners avoid misuse and develop more appropriate pragmatic competence in real-life communication.</p>
ArticlesHallyuKorean languagePerceptionsSwear WordsNi Komang Cantika Hyang SariI Gede BudasiMade Suardana
Copyright (c) 2026 Ni Komang Cantika Hyang Sari, I Gede Budasi, Made Suardana
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2026-03-292026-03-299911210.52217/r8rhbd67The Comparison Between Balinese and Singaporean Swear Words in Terms of References Used
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2117
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0in -.05pt 12.0pt 0in;">This study aims to compare the use of swear words in Balinese and Singaporean languages based on the references employed. This study applied a qualitative approach with a document study method, where data were obtained from relevant previous studies. The data were analyzed by classifying swear words into ten reference categories based on the framework of Malo and Adindarena (2021), which includes social conditions, concrete objects, abstract concepts, religion or supernatural beings, sexual organs or activities, body excretions, body parts, animals, actions, and professions. The results show that both languages have similarities in the use of universal references, such as social conditions and abstract concepts, to express negative evaluations and emotions. However, Balinese swear words show a wider variety of references through the presence of religious or supernatural, animals, concrete objects, and professions, which are not found in the Singaporean language. This difference reflects the influence of cultural values and social context on the selection of references in cross-cultural swear words. Also, this study contributes to sociolinguistics and discourse analysis by demonstrating that swear words can be systematically categorized through reference types.</p>
ArticlesBalineseSingaporeanSwear WordsTerms of ReferencesPuput VirginiaI Gede BudasiMade Suardana
Copyright (c) 2026 Puput Virginia, I Gede Budasi, Made Suardana
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2026-03-302026-03-3014715810.52217/617c1103The Comparison Between Balinese and South Korean Swear Words in Terms of References Used
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2116
<p>The objective of this research is to compare the references in swear words in South Korean and Balinese. A comparative descriptive qualitative research design with document analysis was employed in this study. The data for this study were gathered from previous studies, which focused on Balinese swear words in informal Standard Korean (Pyojuneo) and Balinese language spoken in Buleleng regency. The findings show that both Balinese and South Korean swear words share several similar reference domains, including sexual activities, excretion, religion or supernatural beings, social conditions, concrete objects, abstract concepts or situations, body parts, animals, actions, and professions. Although Balinese swear words tend to refer more to animals, mythical beings, and personal characteristics based on local cultural beliefs, South Korean swear words tend to have more varied expressions referring to sexual behavior and personal attacks. The findings of this study indicate that although the two languages share common taboo domains of reference, the cultural interpretations and sensitivities of these references differ, as do the sociocultural norms of South Korean and Balinese societies. In conclusion, understanding the similarities and differences in references between Balinese and South Korean languages can help speakers avoid misinterpretation in communication.</p>
ArticlesBalineseSouth KoreanSwear WordsTerms of ReferencesNi Putu Pradnya SuariI Gede BudasiRima Andriani Sari
Copyright (c) 2026 Ni Putu Pradnya Suari, I Gede Budasi, Rima Andriani Sari
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2026-03-302026-03-3013314610.52217/a3hwht14Sundanese Swear Words in Reza Auditore’s YouTube Videos: A Sociolinguistic Study
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2109
<p>Language plays a crucial role in reflecting social identity and interaction, particularly in digital communication contexts. This study investigates the use of Sundanese swear words in Reza Auditore’s YouTube videos from a sociolinguistic perspective. While previous studies have primarily focused on swear words in face-to-face communication, limited attention has been given to their use in online media. Therefore, this research aims to identify the types, functions, and social factors influencing the use of swear words in digital discourse. This study employed a descriptive qualitative design using a case study approach. The data were collected from nine selected YouTube videos through observation and note-taking techniques. The analysis followed Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed twelve Sundanese swear words categorized into four types: intelligence-based, animal-related, sexist, and racist terms. Among these, intelligence-based swear words were the most frequently used. In terms of function, swear words served four main purposes: emotional expression, abusive expression, social bonding, and attention-getting, with emotional expression being the most dominant. Furthermore, the use of swear words was influenced by four social factors: social context and environment, social relationships and intimacy, emotional expression and stress, and media and popular culture. The findings suggest that swear words in digital communication are not merely offensive but function as expressive and relational tools that contribute to audience engagement and identity construction. This study highlights the dynamic role of language in online environments and provides insights into sociolinguistic practices in digital media.</p>
Articlesdigital communicationsocial factorssociolinguisticsswear wordsYouTube videosI Putu Kordiawan Bayu DaraI Made Suta ParamartaDewa Putu Ramendra
Copyright (c) 2026 I Putu Kordiawan Bayu Dara, I Made Suta Paramarta, Dewa Putu Ramendra
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2026-03-312026-03-3116717610.52217/ztmky758The Effect of Wordwall Digital Games on Students’ Vocabulary Achievement at Grade V of SD Negeri 4 Padangkerta
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2106
<p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">The purpose of this study was to see whether the use of the Wordwall digital games as a learning medium had a significant effect on the vocabulary achievement of V-grade students at SD Negeri 4 Padangkerta. This study employed a quantitative approach using a quasi-experimental with a post-test only design. The participants of this study were fifth-grade students from the experimental and control groups with a total sample of 68 students. Data was collected through a post-test and analyzed using the SPSS 26.0 program. Based on the descriptive statistical analysis, the results showed that the experimental group achieved a higher mean score (M = 88.82) than the control group (M = 52.56). Furthermore, the results of the Mann–Whitney U test showed a significant difference between the experimental group and the control group (Sig. (2-tailed) = 0.000, p < 0.05), with a large effect size (r = 0.87), indicating that the treatment had a meaningful effect on students' vocabulary achievement. Therefore, the alternative hypothesis (Hₐ) was accepted, and the null hypothesis (H₀) was rejected. These findings imply that the use of Wordwall digital games as a technology-based learning can be an effective learning medium to support vocabulary development and enhance student engagement in English learning at the elementary school level.</p>
Articleselementary schooltechnology-based learningvocabulary achievementWordwall digital gamesNi Ketut Paula LitaLuh Gd Rahayu BudiartaPutu Eka Dambayana
Copyright (c) 2026 Ni Ketut Paula Lita, Luh Gd Rahayu Budiarta, Putu Eka Dambayana
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2026-03-302026-03-3011313210.52217/g3ctdm21Distribution of Cognitive Levels Analysis in Reading Exercises of English for Nusantara Textbook
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2096
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">Reading exercises in textbooks play an important role in shaping students’ cognitive experiences, particularly in English language learning. However, the levels of cognitive processes required by textbook reading exercises need to be systematically analyzed to identify the cognitive orientation being developed. This study aims to analyze the distribution of cognitive process levels in reading exercises in the English for Nusantara Grade VIII textbook based on the Revised Bloom’s Taxonomy framework. This study employed a qualitative descriptive approach using content analysis techniques. The data consisted of reading tasks found in the textbook, with a total of 140 tasks identified. Seventeen tasks were excluded because they did not meet the criteria of the Cognitive Process Dimension (CPD), resulting in 123 specific reading tasks being analyzed. Each task was classified into the six levels of cognitive processes in the Revised Bloom’s Taxonomy through verbatim tabulation and theory-based judgment, which were verified through expert judgment by English teachers. The results indicate that the distribution of cognitive process levels is dominated by Remembering (43.09%) and Understanding (36.59%). Applying (2.44%), Analyzing (10.57%), and Evaluating (7.32%) appear in smaller proportions, while no reading tasks were found at the Creating level (0.00%). In conclusion, the reading exercises in the English for Nusantara Grade VIII textbook are oriented toward low- to mid-level cognitive processes, with limited opportunities for the development of higher-order thinking skills. Therefore, more cognitively balanced reading exercises are needed to optimize the role of reading activities in learning.</p>
ArticlesCognitive process dimensionEnglish for NusantaraReading exercisesRevised Bloom’s TaxonomyTextbook analysisErvinda AgestiM. Ridho KholidSri Suci Suryawati
Copyright (c) 2026 Ervinda Agesti, M. Ridho Kholid, Sri Suci Suryawati
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2026-03-152026-03-15354610.52217/5n7hkz16Cultural Interference in Indonesian Folktale Writing in Japanese
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2091
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">This study examines cultural interference in Indonesian folktale writing in Japanese produced by university-level learners of Japanese as a foreign language. The research aims to identify patterns of cultural interference and to describe how Indonesian cultural concepts are transferred, adapted, or inadequately represented in Japanese narrative texts. Employing a qualitative descriptive approach, the study analyzes 39 folktales written by Indonesian students at intermediate to upper-intermediate proficiency levels. The data were analyzed at lexical, grammatical, and discourse levels using contrastive analysis, error analysis, interlanguage analysis, and contrastive rhetoric. The findings reveal that cultural interference occurs consistently across all texts. Lexical interference is reflected in inappropriate word choice and the use of culturally bound terms without adequate adaptation. Grammatical interference appears in inconsistent sentence-final forms, inaccurate tense and aspect marking, and frequent misuse or omission of particles. At the discourse level, interference manifests through abrupt subject shifts, non-natural sentence structures, and insufficient contextual introduction of characters and settings, which disrupt narrative coherence. The study demonstrates that cultural interference in foreign language writing extends beyond linguistic error and represents learners’ ongoing intercultural negotiation. The findings highlight the importance of integrating cultural discourse awareness into Japanese language writing instruction, particularly in narrative-based learning contexts.</p>
ArticlesCultural InterferenceIndonesia FolktaleNarrative WritingIntercultural CompetenceDwi PuspitosariAi Sumirah SetiawatiJulita Fahrul RochimToguchi KaedeTohru Tanaya Paramudya Ananto
Copyright (c) 2026 Dwi Puspitosari, Ai Sumirah Setiawati, Julita Fahrul Rochim, Toguchi Kaede, Tohru Tanaya Paramudya Ananto
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2026-03-272026-03-27738410.52217/tbb2t643The Use of Drilling Technique Integrated with Technology to Improve Students’ Vocabulary Mastery at SD Negeri 1 Sibangkaja
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2077
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">Many Indonesian primary students still experience difficulties in acquiring English vocabulary due to limited practice, low motivation, and the minimal use of technology in classroom instruction. This study focuses on improving fifth-grade students’ vocabulary mastery at SD Negeri 1 Sibangkaja through the implementation of drilling techniques integrated with vocabulary videos. The objectives of the study were to enhance students’ vocabulary mastery and to explore students’ responses toward the use of technology-enhanced drilling techniques. The study employed Classroom Action Research consisting of a preliminary study and two action cycles, each involving planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The results showed a significant improvement in students’ vocabulary mastery across the research cycles, with all students achieving the minimum completion criteria in the second cycle. In addition, students expressed positive responses, increased motivation, and greater engagement in vocabulary learning. The study concludes that integrating drilling techniques with vocabulary videos is an effective and engaging approach to improving elementary students’ vocabulary mastery. Furthermore, this approach offers practical implications for English teachers in designing more engaging, student-centered, and technology-aligned vocabulary instruction, while also contributing empirical evidence to the growing body of research on technology-assisted language learning for young learners.</p>
ArticlesDrilling TechniqueTechnologyVocabulary MasterySD Negeri 1 SibangkajaNi Komang Ayu AnggreniKadek Sintya DewiGede Mahendrayana
Copyright (c) 2026 Ni Komang Ayu Anggreni, Kadek Sintya Dewi, Gede Mahendrayana
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2026-02-282026-02-2892410.52217/5t87sf05The Effect of Vocabulary Journals on Eleventh-Grade Students’ Vocabulary Mastery at SMK Trisakti Jaya Bandar Lampung
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2071
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;"><span lang="EN-US" style="font-size: 10.0pt; font-family: 'Cambria',serif; mso-ansi-language: EN-US;">This research aimed to determine the influence of using vocabulary journals on students’ vocabulary mastery at the eleventh grade of SMK Trisakti Jaya Bandar Lampung in the academic year 2024/2025. The research used a quantitative method with a quasi-experimental design. The sample consisted of two classes: XI AKL as the experimental class (16 students) and XI MM as the control class (22 students), totalling 38 students. The experimental class was taught using vocabulary journals, while the control class was taught using conventional media. The data were collected through pre-test and post-test and analyzed using SPSS, including tests of normality, homogeneity, and an independent sample t-test. The result of the Independent Sample t-Test showed a significance value (Sig. 2-tailed) of 0.000, which is less than α = 0.05. This indicates a significant difference in vocabulary mastery between the experimental and control classes. The mean difference was 15.523, with a 95% confidence interval ranging from 10.564 to 20.481. Therefore, H₀ is rejected and Ha is accepted. It can be concluded that the use of a vocabulary journal has a significant influence on students’ vocabulary mastery. The average post-test score of the experimental class was 79.25, which was higher than the control class’s score of 63.73. This indicates that students taught using vocabulary journals achieved better vocabulary mastery than those taught using conventional media.</span></p>
Articlesquasi-experimental designsecondary school studentsvocabulary journalsvocabulary learningvocabulary masteryShafa FitrianaEva NurchurifianiDestia Herlisya
Copyright (c) 2026 Shafa Fitriana, Eva Nurchurifiani, Destia Herlisya
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2026-03-142026-03-14253410.52217/bph91393Investigating the Amount and Goals of Using Social Networks Among Students of Bamyan University: A Historical Analysis
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2042
<p>The study of social networks, which have been around for a relatively short time, is a topic of interest to many students and researchers. The use of these emerging networks spans a wide spectrum from personal relationships to global relationships. This phenomenon has become a full-fledged subject in social and media research. The present study aims to investigate the extent and purposes of using social networks among students of Bamyan University. The research method is descriptive and survey-based. The statistical population of the study is made up of students of Bamyan University, and from the statistical population of 8,100, 367 people were selected as a statistical sample. The researcher created a questionnaire as a data collection tool. The research findings showed that 36.5 percent of Bamyan University students use social networks to a large extent. The results also show that 32.7% of them always use social networks to communicate with their family, 17.2% always use them for entertainment and fun, and 33% use them to follow vacancies and find jobs. According to the statistics, we can say that the main purposes of students using social networks are: Spending time and entertainment, keeping in touch with family and friends, finding a job, and registering for vacancies are among the goals of social media users among Bamyan University students. In addition to the aforementioned goals, secondary uses such as keeping in touch with the university, finding scholarships, getting informed about news, staying up to date, and being featured are also among the goals of social media users among Bamyan University students. In addition, it was found that there is a relationship between the variables of the amount of use and the purposes of using social networks, and the gender and marital status of students.</p>
ArticlesBamyan University studentsgender differencessocial network usesurvey researchusage purposesNajibullah AkbariShirali Samimi
Copyright (c) 2026 Najibullah Akbari, Shirali Samimi
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2026-03-162026-03-16557210.52217/8nrnj493Analysis of Code Switching Used by Maudy Ayunda in the Bicara Cinta Podcast
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2041
<p>This study investigates the use of code-switching as a bilingual communication strategy in the Bicara Cinta podcast, focusing on Maudy Ayunda’s Indonesian–English language use. Positioned within applied linguistics and digital discourse studies, the research aims to identify the types of code-switching employed and to understand their communicative relevance in a public media context. Using a qualitative design with a content analysis approach, naturally occurring utterances from the podcast were examined. The analysis reveals 73 instances of code-switching, consisting of 16 inter-sentential switches, 42 intra-sentential switches, and 15 tag switches. The predominance of intra-sentential switching reflects a high level of bilingual proficiency and flexible linguistic negotiation. These findings provide insights into bilingual practices in Indonesian digital media and offer pedagogical implications for English education, particularly in promoting sociolinguistic awareness and authentic exposure to bilingual discourse.</p>
Articlescode switchingcommunicationpodcastsociolinguisticIda Juvita SariGaluh Dwi AjengAksendro Maximilian
Copyright (c) 2025 Ida Juvita Sari, Galuh Dwi Ajeng, Aksendro Maximilian
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2025-12-282025-12-2875776410.52217/7wqat545Integrative Skills Approach in Teaching English for Aircraft Maintenance Engineering
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2008
<p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;"><span lang="EN-US" style="font-size: 10.0pt; font-family: 'Cambria',serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US;">Effective English and safe communication are crucial within the aviation industry. This study aims to explore English instructors’ perceptions and practices regarding the integrative skills approach in teaching English to Lion Group staff in the field of Aircraft Maintenance Engineering. Adopting a qualitative case study design, the research involved three instructors who were purposively selected for their reported implementation of the integrative skills approach in their teaching. Data were collected through interviews, classroom observations, and documentation, then analysed using thematic analysis. The findings reveal that the instructors hold positive perceptions of the integrative skills approach, believing that it effectively enhances learners’ English proficiency. They emphasised that the approach increases student engagement and motivation and provides a more holistic learning experience. However, the instructors also noted that its success largely depends on teachers’ preparedness and students’ readiness. In practice, they implemented structured pedagogical frameworks, such as the six-stage model (lead-in, meaning-focused input, language-focused learning, meaning-focused output, feedback and assessment, and follow-up activities), employed authentic materials, and incorporated reflective learning components. In conclusion, the integrative skills approach is perceived as an effective method for developing English proficiency and communicative competence in aviation contexts for Aircraft Maintenance Engineering.</span></p>
ArticlesAircraft maintenance engineeringaviationEnglish for specific purposesIntegrative language skillsNurul JumiatiMuhammad Ariyudha Rio Satriabudhi
Copyright (c) 2026 Nurul Jumiati, Muhammad Ariyudha Rio Satriabudhi
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2026-06-302026-06-3020721810.52217/gw4a1k73Does Moral Practice Matter in Restraining Juvenile Delinquency and Drug Addiction in the Socialization Process?
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2005
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify;">This study examines the role of moral practice in restraining juvenile delinquency and drug addiction within the socialization process. Adolescence is a critical developmental stage in which individuals are highly influenced by family, peers, educational institutions, and broader social environments. Using a qualitative research design, this study collected primary data through in-depth interviews and focus group discussions with juveniles, including those involved in delinquency and substance use, while secondary data were obtained from academic literature, legal documents, and relevant reports. The data were analyzed using thematic analysis to identify key patterns related to moral development and deviant behavior. The findings reveal that moral practice, particularly when reinforced within family environments through supervision, communication, and religiosity, plays a crucial protective role in reducing involvement in delinquent activities and drug use. Adolescents raised in morally structured and religiously oriented families demonstrated stronger self-control and resistance to negative behaviors. In contrast, weak parental supervision, unstable family conditions, peer pressure, and exposure to harmful digital content were identified as major risk factors contributing to delinquency and addiction. The study also highlights that religiosity functions as a supportive mechanism by strengthening internal moral beliefs and guiding behavior, although its effectiveness depends on broader social contexts. Overall, the study concludes that moral practice is most effective when integrated with strong social support systems. Therefore, comprehensive prevention strategies should incorporate family-based moral education, school engagement, and community interventions to address the root causes of juvenile delinquency and drug addiction.</p>
ArticlesAdolescenceDrug AddictionJuvenile DelinquencyMoral PracticeSocialization ProcessAlomgir Hossain
Copyright (c) 2026 Alomgir Hossain
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2026-04-012026-04-0118919610.52217/83ss2d71The Effectiveness of Cognitive Behavioral Therapy in Helping Victims of Bullying
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/2000
<p>Bullying remains a serious school-based problem because it harms victims’ emotional well-being, academic engagement, and social functioning. Although cognitive behavioral therapy (CBT) has been widely recognized as a promising intervention for bullying victims, recent evidence synthesizing its effectiveness across studies remains limited. Therefore, this study aimed to analyze the effectiveness of CBT in helping victims of bullying through a systematic literature review. This study employed a Systematic Literature Review design. The review instrument consisted of keyword-based search procedures and inclusion–exclusion criteria used to identify relevant studies. Data were collected from Google Search and Google Scholar using the keywords “cognitive behavioral therapy” and “bullying victims,” with the review limited to full-text journal articles published between 2021 and 2025. From 207 identified records, five eligible articles were selected for in-depth review. The data were analyzed through screening, evaluation, and comparison of similarities and differences across the selected studies. The findings show that CBT is effective in reducing anxiety, depression, trauma-related reactions, and low self-esteem among bullying victims, while improving self-confidence, emotional control, social skills, and positive thinking. CBT was found to be applicable in individual and group formats, including techniques such as thought stopping. These findings imply that CBT is not only useful as a therapeutic intervention but also has potential as a preventive school-based approach for building safer and more supportive learning environments.</p>
Articlesbullying victimscognitive behavioral therapypsychological interventionschool-based preventionsystematic literature reviewGitha GemisaAlfazri WinataWahidah Fitriani
Copyright (c) 2026 Githa Gemisa, Alfazri Winata, Wahidah Fitriani
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2026-03-162026-03-16475410.52217/rwxepm65Metacognitive Strategies for Overcoming Paraphrasing Challenges in EFL Students’ Thesis Writing
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1996
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">Paraphrasing is a key ability in academic writing. It shows that students can understand, interpret, and reiterate information while still being honest in their work. In contrast, many students learning English as a foreign language still struggle with paraphrasing, which is often owing to weak language skills and the absence of appropriate learning methods. This study explores how English Education students at UIN Raden Intan Lampung use metacognitive methods, such as planning, monitoring, and evaluation, to overcome difficulties with paraphrase in their thesis writing. Using a descriptive qualitative approach, data were obtained using close-ended questionnaires and semi-structured interviews with students in their last year of study. The thematic analysis shows that students who prepare carefully, check their understanding and how well they express themselves, and assess the quality and originality of their paraphrased work likely to create reformulations that are both cohesive and free from plagiarism. The findings indicate the necessity of developing metacognitive awareness to encourage learner independence and improve paraphrasing skills in English as a Foreign Language (EFL) academic writing.</p>
ArticlesAcademic writingEFL StudentsMetacognitive StrategiesParaphrasing ChallengesOkta Indah SafitriNur SyamsiahHasanul Misbah
Copyright (c) 2026 Okta Indah Safitri, Nur Syamsiah, Hasanul Misbah
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2026-02-122026-02-121810.52217/yqx9w970From Monologue to Dialogue: How Classroom Talk Shapes Communicative Learning in ELT
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1980
<p class="s9">This study examines the role of classroom discourse in shaping communicative learning in Bangladeshi English Language Teaching (ELT) classrooms. Grounded in sociocultural and interactionist perspectives, the study adopts a mixed-methods design to explore both discourse patterns and participants’ perceptions. Data were collected from five secondary and tertiary classrooms involving approximately 150 students and 30 teachers through classroom observations, questionnaires, interviews, and pre- and post-task assessments. The findings reveal that classroom interaction remains predominantly monologic, with Teacher Talking Time significantly exceeding Student Talking Time. Despite this, both students and teachers demonstrate a strong preference for dialogic interaction. Quantitative results indicate that students feel more confident and engaged during pair and group activities, while qualitative data highlight persistent barriers such as fear of making mistakes, large class sizes, and exam-oriented instruction. Teachers acknowledge the importance of communicative competence but report challenges in implementing Communicative Language Teaching (CLT) due to contextual constraints, including limited time and institutional expectations. The study identifies a clear gap between communicative pedagogical ideals and classroom realities, resulting in a hybrid instructional environment where Grammar-Translation Method (GTM) practices coexist with CLT principles. These findings suggest that enhancing dialogic classroom talk is essential for fostering learners’ communicative competence. The study contributes to the literature by highlighting classroom discourse as a critical mechanism of learning rather than a peripheral feature of instruction. It also underscores the need for pedagogical and structural reforms to support sustainable dialogic practices in ELT contexts.</p>
ArticlesClassroom discourseCommunicative competenceDialogic teaching;English language teachingMonologic interactionSadia SultanaUmmay Habiba Usha
Copyright (c) 2026 Sadia Sultana, Ummay Habiba Usha
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2026-04-012026-04-0117718810.52217/c3zghf43The Influence of Using ChatGPT on Students’ Narrative Writing at MTs N 1 Pesawaran
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1986
<p>This research explores the impact of incorporating ChatGPT into students' narrative writing abilities at MTs N 1 Pesawaran. It employs a quasi-experimental approach with a pre-test and post-test setup across two groups: an experimental class and a control class. The experimental group received instruction on narrative writing supported by ChatGPT, while the control group followed traditional teaching methods. Writing tests were used to gather data, which was then analyzed statistically, including checks for normality, homogeneity, and t-tests. The results reveal that students in the experimental class scored significantly higher on the post-test than those in the control class. These findings imply that ChatGPT can be a valuable resource for boosting students' writing skills, especially in structuring ideas, expanding vocabulary, and crafting well-organized narrative texts.</p>
ArticlesChatGPTEFLmiddle school studentsnarrative writingquasi experimentalDesi Ririanti FitriMohammad MuhassinMuhammad Nawawi
Copyright (c) 2025 Desi Ririanti Fitri, Mohammad Muhassin, Muhammad Nawawi
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2025-12-182025-12-1870771610.52217/2hr58007The Correlation Between EFL Students’ Big Five Personality Traits and Their Writing Skills at Al-Fatah Islamic Boarding School
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1985
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">This study aimed to examine the relationship between the Big Five personality traits and students’ writing skills, as well as to identify which personality dimension has the strongest correlation with writing skill. The research was conducted with 59 tenth-grade students of Al-Fatah Islamic Boarding School in Indonesia. A quantitative approach with a correlational research design was employed. The Big Five Inventory (BFI) was used to measure students’ personality traits, while the writing skill was assessed through a personal recount writing test. The results indicated that there was a low to moderate positive and statistically significant correlation between the Big Five personality traits and students’ writing skills (r = 0.336, p = 0.009). Among the five dimensions, Openness showed a moderate positive and significant correlation (r = 0.470, p = 0.000), followed by a weaker but significant correlation with Conscientiousness (r = 0.338, p = 0.009). Meanwhile, Extraversion, Agreeableness, and Neuroticism demonstrated weak or nonsignificant correlations. These findings suggest that the Big Five personality traits show a positive relationship with writing skill, and Openness displaying the strongest correlation.</p>
ArticlesBig Five PersonalityCorrelationEFL LearnerWriting SkillAsri Oktavia NingrumMeisuriZakiyah
Copyright (c) 2025 Asri Oktavia Ningrum, Meisuri, Zakiyah
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2025-12-222025-12-2271772810.52217/n07yk611English Teachers’ Acceptance of Artificial Intelligence in SMP Negeri 4 Singaraja: A Phenomenological Study
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1982
<p>The implementation of AI in schools remains inconsistent, with many teachers showing awareness but limited classroom application. This study aims to explore English teachers’ acceptance of AI at SMP Negeri 4 Singaraja by applying the Technology Acceptance Model (TAM), focusing on the constructs of perceived usefulness and perceived ease of use. Using a qualitative phenomenological approach, data were collected through semi-structured interviews, observations, and researcher field notes involving four English teachers representing both Digital Native and Digital Transmigrant generations. Thematic analysis revealed that teachers perceive AI as beneficial for lesson preparation, assessment design, and instructional efficiency, with Digital Natives demonstrating greater fluency and confidence compared to Digital Transmigrants, who required more training and institutional support. Despite infrastructural limitations, teachers exhibited positive attitudes and strong intentions to integrate AI, viewing it as a pedagogical partner rather than a replacement for educators. In this study, teachers’ acceptance of AI is primarily shaped by its perceived usefulness, ease of use, and institutional support, suggesting that ongoing professional training and adequate facilities are vital to sustain effective AI integration in future English education</p>
ArticlesArtificial IntelligenceDigital Native TeachersDigital Transmigrant TeachersTechnology Acceptance ModelAndi LusianiLuh IndrayaniI Putu Indra Kusuma
Copyright (c) 2025 Andi Lusiani, Luh Indrayani, I Putu Indra Kusuma
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2025-12-282025-12-2874375610.52217/4b19ec50Exploring Pre-service Teachers’ TPACK Development and Academic Integrity Using ChatGPT
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1970
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">The rapid development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has transformed educational practices and created both opportunities and challenges in teacher education. This study explores how pre-service EFL teachers use ChatGPT to develop their Technological Pedagogical Content Knowledge (TPACK) while maintaining academic integrity during teaching practice. Employing a sequential explanatory mixed-methods design, the research involved 100 survey respondents and 10 interview participants from Universitas Pendidikan Ganesha, Bali. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The results revealed that pre-service teachers frequently used ChatGPT to explore digital tools, design lesson plans, and create interactive learning activities, indicating that ChatGPT functions as a pedagogical partner in supporting TPACK integration. Moreover, the findings showed that pre-service teachers demonstrated strong awareness of ethical principles in AI use by paraphrasing, modifying, and verifying AI-generated content to ensure originality and avoid plagiarism. These practices reflect their ability to balance innovation with responsibility in digital learning environments. The study concludes that integrating AI literacy and ethical reflection into teacher education curricula is essential to prepare pre-service teachers as adaptive, reflective, and integrity-driven educators in the era of artificial intelligence.</p>
ArticlesAcademic IntegrityChatGPTPre-service TeachersTPACK DevelopmentDewa Ngakan Made Guna SaputraI Putu Indra KusumaLuh Indrayani
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
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2025-12-272025-12-2772974210.52217/9qnm8841Pre-Service EFL Teachers’ Perspectives on AI Integration in Indonesian Urban Schools
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1965
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">This study explores the perspectives of pre-service EFL teachers on integrating Artificial Intelligence (AI) tools in urban classrooms in Indonesia. As AI increasingly influences language teaching and learning, it is important to understand how future teachers perceive its role, benefits, and challenges in their professional practice. Employing a qualitative descriptive design, the study collected data through an online questionnaire completed by seventy pre-service EFL teachers and follow-up semi-structured interviews with twenty volunteers. The findings revealed that participants generally held positive views of AI integration, highlighting its potential to enhance student motivation, provide immediate feedback, and support differentiated instruction for diverse learners in urban settings. At the same time, their confidence in applying AI remained moderate, reflecting limited training and practical experience. Participants also expressed concerns about infrastructural barriers, institutional support, and ethical issues such as plagiarism and over-reliance on AI outputs. These results suggest that while pre-service EFL teachers see AI as a valuable pedagogical tool, they acknowledge the need for critical awareness and proper preparation. The study implies that teacher education programs should embed AI literacy, pedagogical training, and ethical guidance into curricula to better equip future teachers for AI-enhanced classrooms.</p>
ArticlesAI integrationEFLpre-service teachersteacher educationurban schoolsKartika S
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
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2025-11-112025-11-1163768410.52217/r4tkmv84Learning Challenges and Perceptions Toward Audiobook-Based English Learning at SLB Negeri 1 Tabanan
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1964
<p>English learning for visually impaired students still faces various challenges, particularly due to the limited availability of learning media suited to their needs. This study aims to analyze the challenges and perceptions of teachers and visually impaired students toward the use of audiobooks in English learning at SLB Negeri 1 Tabanan. This research was designed as a qualitative study, with data collected through interviews. Then, Miles and Huberman’s theory is used in analysing data where data analysis consists of four parts: data collection, data reduction, data presentation, and conclusion drawing/verification. Researchers used interviews to collect data with one English teacher and four visually impaired students to obtain deeper insights into their learning challenges, experiences with existing media, and expectations of audiobook-based English learning. The study results are. First, teachers faced limitations in accessing and developing learning media, so they relied mainly on braille, WhatsApp voice notes, and the Merdeka Mengajar modules. Second, students experienced difficulties in using braille, felt bored with monotonous media, and required more varied and engaging audio-based resources. Third, both teachers and students expressed positive perceptions of audiobooks, considering them practical, flexible, and capable of enhancing learning motivation. They expected audiobooks with short duration, clear and expressive narration, bilingual content, and replayable features. The findings reinforce the importance of adopting inclusive, flexible, and learner-centered approaches in special education settings, particularly through the use of audiobooks.</p>
ArticlesAudiobookStudents' PerceptionsTeachers' PerceptionsVisually Impaired StudentsIda Ayu Ketut AriastiniI Putu Indra KusumaNi Putu Astiti PratiwiI Ketut Trika Adi Ana
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
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2025-12-072025-12-0769770610.52217/3j06cm33Exploring English Education Students’ Self-Efficacy in Utilizing AI Tools for Language Learning
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1961
<p>This study explores English Education students’ self-efficacy in utilizing Artificial Intelligence (AI) tools for language learning within the Indonesian higher education context. A sequential explanatory mixed-method design was employed. In the first phase, a quantitative descriptive survey was administered to 100 English Education students using an adapted version of the Teacher Artificial Intelligence Competence Self-efficacy (TAICS) scale. The instrument consisted of twenty items covering six constructs: AI Knowledge, AI Pedagogy, AI Assessment, AI Ethics, Human-Centred Education, and Professional Engagement. Descriptive statistical analysis revealed that students’ overall self-efficacy was at a moderate level (M = 3.53), with the highest confidence observed in AI Knowledge and AI Pedagogy, while AI Ethics and Professional Engagement scored lowest. In the second phase, qualitative data were collected through semi-structured interviews with a purposive sub-sample of fifteen students and analyzed thematically. Five themes emerged: mastery experiences, vicarious experiences, social persuasion, ethical awareness, and affective states. These themes reflected the sources of self-efficacy proposed by Bandura and explained variations in students’ confidence. The findings indicate that students are generally prepared to integrate AI tools for learning and future teaching, yet gaps remain in ethical confidence and professional engagement. The study suggests that teacher education programs should provide structured training, reflective practices, and ethical guidance to strengthen responsible AI use.</p>
ArticlesAI toolsEnglish EducationLanguage learningSelf-efficacyThematic analysisSepty Anggrainy
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
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2025-11-112025-11-1168569610.52217/d6t5r589An Analysis of Translanguaging Practices in Sunny Dahye TikTok Video
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1959
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;">Translanguaging is a sociolinguistic phenomenon that enables bilingual or multilingual speakers to utilize their entire linguistic repertoire to achieve communication goals. With the development of the digital era, this phenomenon has begun to shift to social media platforms such as TikTok. This study aims to identify the types of translanguaging used by Sunny Dahye in TikTok content and the frequency of their occurrence. This study employed an exploratory sequential mixed method design. Data were collected by selecting and watching videos, transcribing them, and identifying the types of translanguaging using an observation sheet. The findings of this study reveal that intra-sentential translanguaging is most frequently used in TikTok content, with the alternation involving longer elements such as phrases or clauses from English and Indonesian in a single sentence structure being the most common form of translanguaging used by the speaker. In addition, translanguaging is used as a communication strategy to express emotions, represent identity as a bilingual individual, and build engagement with the audience. The implications of this study suggest that language learners can utilize platforms such as TikTok to create bilingual content, which trains language skills and builds contextual meaning. Digital media can also be used as an alternative learning space outside of formal classrooms to encourage students to be more critical in improving their language skills and understanding, as well as to understand how language shift occurs, which can reflect cultural dynamics. Furthermore, this study enriches findings on language dynamics in digital spaces by showing that translanguaging is more than just a linguistic phenomeno.</p>
ArticlesBilingualismDigital CommunicationEnglish Language LearningTikTokTranslanguagingNi Ketut Ayu Mira YantiMade Hery SantosaI Ketut Trika Adi Ana
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
2025-11-042025-11-0465067210.52217/5154p239An Analysis of English Course Background on Students’ Speaking Ability at Ma’had Al Jami’ah
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1955
<p>Speaking ability is an important component in English language learning that enables students to communicate effectively. This study examines the influence of students' English course background on their speaking ability at Ma'had Al Jami'ah, UIN Raden Intan Lampung. Using a qualitative design, data were collected through interviews, questionnaires, and documentation from ten English Education students who had previous course experience. The data were analyzed through thematic analysis to identify patterns and categories related to course duration, frequency, and teaching methods. The results show that differences in course duration, frequency, and teaching methods affect vocabulary mastery, fluency, and confidence. Intensive camp-based programs that provide daily practice and exposure to English result in greater improvements in speaking skills, while short-term or grammar-focused courses result in limited progress. In addition, the Ma'had environment, which integrates structured language programs and daily use of English, plays a crucial role in strengthening and accelerating students' oral skills. This study concludes that English courses provide a foundation for speaking proficiency, but consistent practice and a supportive environment are the main factors that strengthen students' communicative competence.</p>
ArticlesEnglish Course BackgroundEnglish Education StudentsMa’had Al Jami’ahSpeaking AbilityAslihatullatifahMeisuriAgus Hidayat
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
2025-10-062025-10-0662563410.52217/ijlhe.v8i2.1955The Cultural Meaning of Lexicons in “Ngusaba Bukakak” Ritual in Giri Emas Village
https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/1956
<p class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph; margin: 0cm -.05pt 12.0pt 0cm;"><span lang="EN-US" style="font-size: 10.0pt; font-family: 'Cambria',serif; mso-ansi-language: EN-US;">One of the endangered traditions in Indonesia is the Ngusaba Bukakak ritual in Giri Emas Village, North Bali, which is a biennial agricultural ceremony dedicated to Dewi Sri, the goddess of fertility. Therefore, this study focuses on the identification, description, and interpretation of the lexicon used in the ritual to reveal its cultural meaning and contribution to Balinese identity. Data were collected through participant observation, in-depth interviews with ritual experts, and document analysis using a qualitative design framed by linguistic ethnography. Informants were selected using snowball sampling, which included the Traditional Village Head, Village Stakeholders, and Banten Serati, who had in-depth knowledge of ritual language. With triangulation ensuring data validity, the analysis followed Miles and Huberman's interactive model. The results of this study revealed that there are seventy lexicons spread across twelve stages of the ritual, including offerings, sacred objects, ritual actions, dances, and spiritual processions. These lexicons embody philosophical principles such as Tri Hita Karana which expresses harmony with God, society, and nature. This study concludes that the ritual lexicon functions as a linguistic element and as a cultural carrier that maintains Balinese identity, where its preservation is important for cultural sustainability, intergenerational transmission, and the protection of intangible heritage.</span></p>
ArticlesCultural MeaningGiri Emas VillageLexiconsNgusaba BukakakNi Made Intan Widya Surya KartikaI Gede BudasiI Wayan Swandana
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
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