Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya

Integrating content and language in teacher development: CLIL for academic vocabulary growth in Algeria

Saida Tobbi — 2026-05-03

This study investigates the impact of Content and Language Integrated Learning (CLIL) on academic vocabulary development and disciplinary understanding among newly recruited teachers at Batna 2 University, Algeria. Conducted within the framework of the national teacher development program, the research examined how integrating English into the teaching of research methodology could enhance both linguistic competence and conceptual learning. A mixed-methods framework integrated quantitative and qualitative approaches, including an Academic Vocabulary Test, a corpus of participants’ written tasks, and reflective questionnaires. Sixty-eight teachers from twenty-three academic departments participated in eight weeks of CLIL-oriented instruction. Quantitative findings revealed notable improvements in receptive and productive academic vocabulary (t(67) = 14.27, p < .001, d = 1.37), alongside marked increases in lexical diversity, sophistication, and density. Thematic analysis indicated greater lexical awareness, cognitive engagement with research concepts, and positive perceptions of English as a medium for disciplinary learning. The results suggest that CLIL-oriented pedagogy promotes deep processing of academic lexis and supports Algeria’s ongoing transition toward English-medium higher education. Embedding content and language objectives within teacher education programs can therefore strengthen linguistic competence and disciplinary literacy in multilingual academic contexts.

Humor and the critique of knowledge: A pragmatic analysis of Cunk on Life (2024)

Retno Wulan — 2026-05-03

Anchored by a theory of nine types of humor systematically proposed by Morrison (2008), this research aimed at analyzing types and functions of humor in a mockumentary series entitled Cunk on Life (2024). This mockumentary depicted humor as not only an entertainment or amusement medium but also social critics to the knowledge, popular culture, and how societies realize the reality. This research employed the qualitative-descriptive approach. The data were obtained through dialogues transcript and context observation of each scene. The findings pointed out that absurd humor, verbal humor, and incongruity humor were dominantly used in Cunk on Life (2024). They all served to highlight ignorance, unawareness, logical contradictions, and the authority of knowledge and the media. In addition, the findings also revealed four main social functions of humor used in this series and elaborated its implication in EFL classroom. This research contributes to the development of pragmatic linguistics and semiotics studies by expanding the application of Morrison's theory to the mockumentary genre, which has rarely been studied academically.

Students and teachers’ perceptions of gamification in English language learning and teaching

Darman Pangaribuan — 2026-05-15

This paper explores students’ and teachers’ perceptions of gamification in English language learning and teaching at SMA Negeri 1 Sunggal, Indonesia. Using a descriptive qualitative method, data were collected from 72 students and 2 English teachers through questionnaires, interviews, and classroom observations. Findings showed that both students and teachers perceived gamification positively, recognizing its capacity to increase motivation, engagement, and learning effectiveness, particularly in grammar and vocabulary. Gamified tools such as Quizizz made lessons more interactive, enjoyable, and student-centered. However, challenges such as limited internet connectivity, time constraints, and teachers’ digital competence hindered effective implementation. The study concludes that gamification is most effective when supported by sufficient infrastructure, professional training, and balanced instructional design.

Ekologi traumatik: Kekerasan lingkungan dan luka ekologis dalam novel Jejak Balak

Risnawati Risnawati — 2026-05-15

Forest destruction and ecological violence in the novel Jejak Balak not only impact nature, but also cause psychological and social wounds for the community. This study aims to reveal the forms of ecological trauma represented in the novel through an ecocritical approach with the concept of traumatic ecology from Buell, Nixon, Rigby, Cunsolo, and Woolbright. The analysis was conducted descriptively qualitatively by examining narratives, dialogues, and descriptions that contain traces of ecological wounds. The research findings show seven forms of trauma: physical trauma due to deforestation, collective trauma in the form of mass fear, mythological-ecological trauma through the figure of the inyiak as a forest guardian, trauma of ecological violence seen in repressive actions by officials, moral trauma due to the ethical dilemma between nature conservation and violence, trauma of loss of place when the forest turns into a foreign space, and existential trauma related to the uncertainty of the ecological future. This study confirms that ecological damage produces multidimensional wounds that span from the body, living space, to the cultural consciousness of the community.

Pemertahanan bahasa Indonesia sebagai bahasa warisan pada keluarga diaspora di Swiss: Motivasi, strategi, dan tantangan

Fendy Yogha Pratama — 2026-05-15

This study aims to explore the motivations, strategies, and challenges faced by Indonesian diaspora families in Switzerland in maintaining Indonesian as a heritage language. Using a case study approach, this research delves into the real-life perceptions and experiences of the participants. Nine participants, selected through purposive sampling, were interviewed in depth. The data obtained were then analyzed using thematic analysis to map emerging patterns of motivations, strategies, and challenges. The findings reveal that parents’ primary motivations are driven by the need for communication with extended family in Indonesia, a strong sense of cultural identity, and practical benefits for the future. Strategies employed include self-directed teaching, consistent use of Indonesian at home, and participation in BIPA (Indonesian for Foreign Speakers) courses. Nevertheless, these efforts encounter challenges such as children’s reluctance to use the language, the dominance of the majority language, and differing perspectives within the extended family. These findings underscore that the success of heritage language maintenance requires multilayered support from families, schools, and the broader community.