Literaturia: Journal of Linguistics, Literature, and Language Teaching

Education for All: Implementing Fun English Learning in Non-Formal Settings

2026-04-10T11:36:54+00:00

The "Education for All" (EFA) initiative underscores the right to equitable quality education, yet children from low-income backgrounds often face barriers to acquiring global skills like English. This community service project aimed to implement and evaluate a Fun English Learning program at "Kelompok Belajar Anak Bangsa Mandiri," a non-formal educational setting in Banjarmasin, over six months. The program sought to create an enjoyable learning atmosphere and develop the basic English capacity of underprivileged children. Employing a qualitative descriptive method, the project integrated the SAVI (Somatic, Auditory, Visual, Intellectual) framework and the PAKEM (Participatory, Active, Creative, Effective, Joyful) model through thematic lessons, games, songs, and visual aids. Results demonstrated high levels of student enthusiasm, active participation, and significant improvement in foundational vocabulary and communication confidence. The findings indicate that a pedagogy of joy and engagement is not a luxury but a necessity for effective learning in marginalized contexts. The project concludes that community-based, non-formal education programs utilizing Fun English Learning approaches are a viable and powerful strategy to bridge the educational equity gap, fulfilling the promise of Education for All by ensuring no child is left behind in acquiring essential 21st-century skills.

English Learning Challenges among Islamic Religious Education Students in Pesantren-Based Universities: A Contextual EFL Perspective

2026-04-10T11:39:28+00:00

English language proficiency is increasingly important in teacher education programs, as it enables prospective teachers to access global pedagogical knowledge and engage in professional learning communities. However, non-English majors at faith-based institutions often face challenges in learning English. This qualitative study examines the English language learning challenges experienced by Islamic Religious Education (PAI) students at a pesantren-based university in Indonesia. Using semi-structured interviews, reflective writing, and classroom observations involving 24 PAI students, the study employed thematic analysis to explore linguistic difficulties, contextual barriers, and tensions between English language learning and professional identity formation. Using semi-structured interviews, reflective writing, and classroom observations involving 24 PAI students, the study employed thematic analysis to explore linguistic difficulties, contextual barriers, and tensions between English language learning and professional identity formation. The findings suggest that challenges to learning English extend beyond linguistic limitations to include institutional marginalization of English, limited disciplinary relevance, and a hierarchical language ideology that prioritizes Arabic over English. These challenges influence students' motivation and perceptions, as they consider English secondary to their future teaching roles. This study advocates for a contextualized English as a Foreign Language (EFL) approach to teacher education, proposing an English for Islamic Teacher Education orientation that aligns language learning with Islamic pedagogical practices. Implications for teacher educators, curriculum developers, and policymakers seeking to develop linguistically inclusive and contextually sensitive teacher education programs are discussed.

Information Literacy Skills of Students in Pesantren Environments: A SCONUL Seven Pillars Analysis in Language Learning Contexts

2026-04-10T11:34:04+00:00

The digital era demands complex information navigation skills, creating a paradox for pesantren students who possess classical literature mastery but face limited digital access. This study aims to analyze the information literacy skills of these students in composing language-based academic writing using the SCONUL Seven Pillars framework. This qualitative case study involved final-year students at Universitas Islam Internasional Darullughah Wadda’wah. Data were collected through in-depth interviews, observation, and documentation, followed by analysis using the Miles and Huberman interactive model. The results highlight the students' proficiency in identifying, scoping, and critically evaluating printed Arabic literature. Nevertheless, technical gaps in digital literacy remain evident, including minimal application of advanced search strategies (Boolean operators), vulnerability in assessing online source credibility, and a lack of reference management software mastery. The robustness of their print literacy is not yet balanced by adequate digital competencies, hindering the management and presentation stages of international-standard academic writing. These findings contribute a strategic foundation for pesantren library institutions to integrate digital search literacy and citation software training to enhance the quality of students' academic discourse production.

Academic Leadership in Organizational Cultural Transformation: Building a Biah Lugawiyyah Ecosystem in the Pesantren Environment

2026-04-11T15:40:23+00:00

The transformation of the language environment (bi'ah lughawiyyah) in Islamic boarding schools is frequently hampered by weak managerial intervention, relying exclusively on classroom teaching methods. This study aims to analyze the role of academic leadership in transforming organizational culture to build a sustainable bi'ah lughawiyyah ecosystem at Universitas Islam Internasional Darullughah Wadda'wah. This qualitative case study collected field data through observation, in-depth interviews with key informants, and documentation studies. The results reveal that leaders successfully engineered the culture of the language ecosystem through four main strategies: internalizing the integrated educational vision (Hadhari), formalizing instructional policies through a tiered disciplinary structure, integrating physical and symbolic environmental engineering (applying lauhatul ism and jasus instruments), and demonstrating prophetic leadership role modeling. In conclusion, the robustness of the bi'ah lughawiyyah ecosystem is the result of organizational culture engineering structurally and spiritually orchestrated by top leadership, rather than mere pedagogical flexibility. This research contributes by providing a managerial governance model framework for other Islamic higher education institutions to maintain language traditions in the modern era.

Neurodidactics in Arabic Language Learning as a Foreign Language: The Integration of Arabic Linguistics and Cognitive Neuroscience

2026-04-12T04:25:25+00:00

This study aims to examine the role of neurodidactics in Arabic language learning as a foreign language through the integration of Arabic linguistics and cognitive neuroscience. This study employs a qualitative research method using a systematic literature review approach of relevant scholarly works in the fields of cognitive neuroscience, Arabic linguistics, and foreign language pedagogy. The analysis is conducted by examining the relationship between learners’ neurological processes—such as attention, memory, emotion, and brain plasticity—and effective strategies for learning Arabic. The discussion highlights how neurodidactic principles can be implemented in the teaching of phonological, morphological, syntactic, and semantic aspects of the Arabic language in order to enhance learners’ comprehension and retention. The findings indicate that the application of a neurodidactic approach can create learning environments that are more adaptive to the way the brain functions, increase learning motivation, and optimize cognitive processes in the acquisition of Arabic as a foreign language. In conclusion, the integration of Arabic linguistics and cognitive neuroscience through a neurodidactic approach provides a strong theoretical and practical foundation for the development of more effective, innovative, and scientifically grounded models of Arabic language learning.