Articles
<![CDATA[EXTENSIVE READING; SOME SUGGESTIONS TO ITS TEACHING PROCESS AT STAIN TULUNGAGUNG ]]>
<![CDATA[Basuni, Muh.]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 2, No 1 (2010) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2010.2.1.93-99
<![CDATA[Extensive Reading possesses a very strategic role not only to improve the students? schemata and language skills, but also to shape the students? learning culture and attitude. Through reading a wide range of topics, the students will develop their knowledge on various issues. Besides, their varieties of language will also get improved since they will acquire new vocabularies and expression and their correct use in some contexts. Besides, a enjoyable and fun reading activities will finally motivate them to read more books autonomously. This new habit will help a lot in improving the students? self-learning enthusiasm. This article discusses some characteristic of extensive reading and some practical suggestions to improve the quality of the running Extensive Reading course.]]>
<![CDATA[THE FAMILIARITY OF THE PRE-SERVICE ENGLISH TEACHERS WITH THE HIGHER ORDER THINKING SKILLS IN ELT ]]>
<![CDATA[Basuni, Muh.]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 11, No 2 (2019) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2019.11.2.343-358
<![CDATA[Since higher order thinking skills have been targeted as one of the instructional objectives at Indonesian schools, investigating to what extent the pre-service English teachers are familiar with the concept of the higher order thinking skills in ELT is necessary. The current study was conducted to investigate to what extent the pre-service English teachers are familiar with the concept of higher order thinking skills in English language teaching. A survey research was employed which encompass 109 respondents. The finding of the current study reveals that the familiarity of the pre-service English teachers with the concepts of the higher order thinking skills in ELT is at the moderate level. It indicates that most pre-service English teachers are quite familiar with the concept of the higher order thinking skills but their knowledge is not deep. The implication to the teaching of English language may be that the teaching of the higher order thinking skills are not fully infused to the English language teaching. Therefore, future researchers are recommended to investigate the English teachers? practice dealing with the promotion of the higher order thinking skills.]]>
<![CDATA[THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE TOWARD THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Roni Dianto]]>;
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 7 No 2 (2015) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2015.7.2.165-172
<![CDATA[In learning descriptive text, the students may be confused what they want to write because they didn’t have idea even though the teacher has been given the object. Therefore, in this study, the researcher will try to apply mind mapping technique. This technique is expected to solve the difficulty of students in writing descriptive text. The result of the research showed that the students’ mean before treatment was 51, 10. And the students’ mean after the treatment was 67, 10. The significant level two tails is 0, 00 and the standard level of significant is 0, 05. By comparing the significant level and the standard level significant, the researcher got calculation. It is known that the significant level two tails is < the standard level significant (0, 00< 0, 005). Because the significant level two tails is < the standard level significant, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It means that there is significant different score in writing descriptive text before being taught using mind mapping technique and after taught using mind mapping technique. The conclusion is mind mapping technique is improving students’ achievement in writing descriptive text. Finally, it can be concluded that mind mapping can be applied of teacher during teaching and learning process.]]>
<![CDATA[INTERNET ADVERTISEMENT ANALYSIS: TASK-BASED LANGUAGE LEARNING TO PROMOTE HIGHER ORDER THINKING IN EFL TEACHING ]]>
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 7 No 1 (2015) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2015.7.1.99-111
<![CDATA[Internet provides plentiful sources for language learning. However, advertisement in internet so far is just treated as commodity promotion. Therefore, students will look at the advertisement only if they are searching products to purchase. Anyway, advertisement in internet can be utilized to improve students’ critical and creative thinking through the introduction of higher order thinking at English class. This article proposes a teaching procedure to improve students’ critical and creative thinking by integrating the task-based language learning and the higher order thinking skills, using the product advertisement in internet as the resources.]]>
<![CDATA[PEER MENTORING: A PROPOSED MODEL TO IMPROVE THE ENGLISH STUDENTS’ SPEAKING ABILITY AT IAIN TULUNGAGUNG ]]>
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 6 No 2 (2014) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2014.6.2.167-174
<![CDATA[In business and human resource management, mentoring has been acknowledged as an effective way to develop career and achievement. This may be true to English teaching. Mentoring can be used as an alternative strategy to help students improve their language proficiency. English Department of IAIN Tulungagung possesses unique characteristic since it is a non-Islamic study which is run by an Islamic institute. Its unique characteristic lies on the number of the Islamic content courses, of which proportion is much bigger comparing to the same kinds of department which is run by non-Islamic universities. This causes to the less credit of English skill and content courses offered to the students. To meet the students’ need of a good proficiency at English skills, especially speaking, any effort must be conducted. One of the proposed alternatives is conducting a peer mentoring. This article proposes and discusses a model of peer mentoring program to improve the English students’ speaking ability. The peer mentoring model is selected since it gives fruitful benefits to the junior students as the mentees, the senior students as the mentors, and the faculty members or the English department lecturers as the supervisors.]]>
<![CDATA[GRAMMATICAL ERRORS IN INDONESIAN-ENGLISH TRANSLATION ]]>
<![CDATA[Muh. Basuni]]>;
<![CDATA[Khusnul Khotimah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2014.6.1.55-67
<![CDATA[Learning English as second language (ESL) or Foreign Language (EFL) may lead the students to make errors as done by fifth semester students of English Department of IAIN Tulungagung Academic Year 2013/2014 when they leaned Indonesian-English translation. The differences of grammatical system of both languages are the difficult thing for them in translating text. This study aims to identify and classify the types of grammatical errors, to find out the errors that affect the meaning and the frequency of errors in each type, to know the contribution of student’s first language to the errors. Research method applied was descriptive quantitative study. The instruments were document and test. Error analysis was used as method of analyzing data. The result showed that there are 347 errors appeared in students’ translation. They were errors of misformation (132 times), omission (108 times), addition (74 times) and misordering (33 times). From those errors, there are 211 errors that affect the meaning. They were omission (80 times), addition (57 times), misformation (46 times), and misordering (27 times). The errors made by students indicate that they are still confused to apply good grammar in their translation. Their translations are influenced by their first language interference.]]>
<![CDATA[BILINGUAL CROSSWORD PUZZLE TO IMPROVE THE STUDENTS’ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Munika Duri]]>;
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.185-189
<![CDATA[The objective of this study entitled “The Use of Bilingual Crossword Puzzle to Improve the Students’ Vocabulary Achievement of Fifth Grades in MI Salafiyah – Selopuro Academic Year 2012-2013” was to find whether or not teaching vocabulary by using Bilingual Crossword Puzzle Game could improve students’ vocabulary achievemnt. The study used quasi-experimental with one group pretest posttest design . The population of the study was all of students in MI Salafiyah Selopuro and the sample of the research was entire fifth grade totally 20 students. Because using one group pretest posttest design, there is no control or experimental group in this study. Data of this research was collected by using pretest and posttest. The collected data were analyzed using t-test formula. The results of the data analysis showed that mean score of pretest was 64,70 and mean score of posttest was 79,40. After analyzing the data of pretest and posttest , the result of T count was 3,419 and the T table with df 19 and the significance level at 5% was 1.729. Based on the data analysis above the alternative hypothesis was accepted because the T count was higher than the T table (3,419>1,729). Its meant that teaching vocabulary by using bilingual crossword puzzle game was effetive to improve students’ English vocabulary achievement of the fifth grade at MI Salafiyah Selopuro Blitar academic year 2012/2013.]]>
<![CDATA[THE ENGLISH PROFICIENCY OF SOCIAL SCIENCE CLASS OF GOC OF MAN 2 TULUNGAGUNG ]]>
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 1 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.1.105-111
<![CDATA[This article is intended to discuss the English competence or the English mastery level of the social science students of Global Oriented Class (GOC) of MAN 2 Tulungagung as reflected from the score of their English proficiency test. The English proficiency test administered for this research is TOEFL preparation test developed by Pearson Longman Education incorporation. The research method employed is descriptive quantitative since the purpose of this research is to describe the current conditions of the students, in this case to describe to what extent the Social Science students of Global Oriented Class are proficient in English. The finding shows that the highest of their TOEFL Preparation Test is 440 and the lowest score is 323. The mean of their score is 361.8. The finding shows that in general the students’ English proficiency level is still under the standard of 400 set up by the Ministry of Religion Affairs. Further, to be able to compete globally or internationally, the students still need to work hard since if it is compared to the standard score of the overseas university admission, their proficiency score is far below 500.]]>
<![CDATA[TO BE A SUCCESSFUL FOREIGN LANGUAGE LEARNER; REFLECTING FROM CHILDREN ]]>
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 3 No 2 (2011) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2011.3.2.169-174
<![CDATA[Learning a foreign language has haunted many adult learners since it is considered very difficult. Looking at the childhood period, everybody has been successfully through his first language learning process. Therefore, every foreign language learner can revival their childhood victory in learning language simply by recurring their strategies in learning a foreign language. This article offers a foreign language learner, in this case English, a strategy by imitating the way young children learn their first language.]]>
<![CDATA[EXTENSIVE READING; SOME SUGGESTIONS TO ITS TEACHING PROCESS AT STAIN TULUNGAGUNG ]]>
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 2 No 1 (2010) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2010.2.1.93-99
<![CDATA[Extensive Reading possesses a very strategic role not only to improve the students’ schemata and language skills, but also to shape the students’ learning culture and attitude. Through reading a wide range of topics, the students will develop their knowledge on various issues. Besides, their varieties of language will also get improved since they will acquire new vocabularies and expression and their correct use in some contexts. Besides, a enjoyable and fun reading activities will finally motivate them to read more books autonomously. This new habit will help a lot in improving the students’ self-learning enthusiasm. This article discusses some characteristic of extensive reading and some practical suggestions to improve the quality of the running Extensive Reading course.]]>
