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Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris
Published by Universitas Islam Nahdlatul Ulama Jepara
ISSN : 23565535     EISSN : 25492667     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 139 Documents
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AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RESEARCH PROPOSAL Diad, Januardi; Rezeki, Yanti Sri; Rahmani, Eka Fajar
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 2 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i2.5626

Abstract

This study aimed to analyze and identify the factors contribute to the difficulties faced by undergraduate students in writing research proposal. Descriptive research design was employed in this study. 36 undergraduate students of English Education Study Program at FKIP of Universitas Tanjungpura in Pontianak were selected as the sample by using purposive sampling. The data were collected by using questionnaire consists of 25 items adapted from Dwihandini, et al. (2013), focus on the three factors causing undergraduate students’ difficulties in writing research proposal, involving psychological factors, sociocultural factors, and linguistic factors. Data analysis indicated that psychological factors with the percentage of 61%, as the most dominant factors causing students’ difficulties in writing research proposal, linguistic factor with the percentage of 21%, and sociocultural factor with the percentage of 18%. Therefore, psychological aspects as the most influential factor causing students’ difficulties in research proposal writing.
THE IMPLEMENTATION OF SHOW AND TELL TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL Putri, Aprilia Riyana
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 2 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i2.5817

Abstract

In teaching and learning process, the suitable technique has a good impact for the students’ ability. Here, the researchers focus on how to implement show and tell technique in teaching speaking because the most appropriate one for describing things as the topic for better understanding and to foster effective communication in the classroom. This research employed a qualitative study by using a classroom action research which was done during for 2 cycles. Each of the cycle was done in two meetings. Data were collected through the observation sheet, field notes, interview and tests. The research findings showed that there were some improvement on students’ speaking skill. In cycle one, the process of teaching learning with Show and Tell technique suggested a potential improvement, the researchers found some minor technical problems and weaknesses.  After that, many revision were done and later applied in cycle two. The result of the research showed that the students have some improvements during the process of teaching and learning when show and tell technique was implemented. The students’ participation, pronunciation, fluency and vocabulary mastery were increased; they were more active, enthusiastic, and more confident in practicing speaking in intensive speaking class
THE IMPORTANCE OF ENGLISH LANGUAGE EDUCATION FOR EARLY CHILDHOOD Amiatun Nuryana
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/kyp69091

Abstract

Abstrak: Awareness of the importance of mastering English in today's digital era has prompted various efforts to learn the language from an early age. Therefore, English language teaching is expected to be introduced in formal education institutions or early childhood schools. This certainly has its own challenges, considering that English is a foreign language in Indonesia. When a foreign language is introduced to early childhood, knowledge of the background of how children acquire, learn and understand a language becomes very important, so that appropriate learning methods can be created. This paper will discuss the process of learning English for early childhood. Kata Kunci: Educational strategies, English Language, Early Childhood.
The Correlation Between Students' Reading Interest and Their Writing Ability Andri Fadillah; Nina Suzanne; Suswati Hendriani; Hendra Eka Putra
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/zjkv1m45

Abstract

ANDRI FADILLAH, Reg. No: 2130104006, entitled: “THE CORRELATION BETWEEN STUDENTS’ READING INTEREST AND THEIR WRITING ABILITY”, English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. This study is motivated by the importance of writing skills in English language learning, especially in higher education, where writing is the main means to express ideas appropriately. Reading interest is believed to play an important role in improving writing skills, preliminary observation results shows that some students have a high interest in reading, they feel that with their high reading habits, they have broader insights. However, there are some students who have a low interest in reading, which can affect their writing skills, so the purpose of the study is to examine the correlation between students' interest in reading and their English writing ability in 6th semester students of the English Teaching Department of State Islamic University (UIN) Mahmud Yunus Batusangkar. The type of this research is quantitative with correlational design with total sampling technique; the research sample consisted of 46 students. Data were collected through a reading interest questionnaire and an argumentative text writing test. Both instruments were validated by three expert validators using Aiken's V coefficient-the validation results showed a coefficient of 0.82 for the questionnaire and 0.93 for the writing test (indicating high content validity). The collected data were analyzed descriptively and by Pearson's Product Moment correlation test using SPSS 24.0. Descriptive analysis shows that the average reading interest score of students is 82.80, indicating that students generally have a moderate level of reading interest. Meanwhile, the average writing ability score of students is 76.46, indicating that their writing ability is categorized as moderate. Correlation analysis shows that = -0.176 is lower than (5%) = 0.312. The conclusion of the study is that there is no relationship between reading interest and writing ability, so the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected.
THE QUALITY OF ORAL DISCOURSE IN TOURISM PROMOTIONAL VIDEOS BY TOURISM DEPARTMENT STUDENTS Sri Ariyanti Sabiku; Meilinda Lestari Modjo; Muchlis Polin
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/9txt2532

Abstract

This study analyzes the quality of spoken English discourse in tourism promotion videos produced by students of the Tourism Department at Universitas Negeri Gorontalo. Using a descriptive qualitative case study, the research applies systemic functional linguistics to examine ideational, interpersonal, and textual aspects, along with a phonological analysis to assess pronunciation. Data was taken from 13 student videos, transcribed and analyzed qualitatively. The findings show that while students can convey basic information, there are wide variations in language quality. Students mainly relied on relational processes and descriptive adjectives to represent destinations but demonstrated limited syntactic variation. Interpersonal interaction was often restricted to the opening, with weak calls to action at the closing. Phonological analysis revealed systematic errors influenced by the mother tongue, such as flat intonation, misplaced stress, and inaccurate vowel and consonant sounds, which affected clarity. The study concludes that professional communication competence requires a stronger understanding of language functions and significant improvement in phonology. Recommendations include developing assessment rubrics and targeted learning strategies to enhance students’ communicative skills.
The Roles of Age and Motivation in SLA: A Case Study of Two Senior Language Learners Reza Renita; Novie Feronika; Ike Tresiani; Arlinda Putriani; Listyani - Listyani
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/6r413p81

Abstract

There are many factors that influence the success of language learning. One of them is the  age factor. Another is motivation.This study investigates age and motivation as contributors to second language acquisition (SLA) in older learners. Considering the cognitive and social challenges that characterize language learning in later life, the study examines the role of intrinsic and social motivation in helping older learners overcome age barriers. The study involved a 60-year-old American missionary learning Indonesian and a 70-year-old Indonesian professor learning English. A qualitative case study design was used to collect data through semi-structured interviews conducted over a month in Salatiga. The interviews explored each participant's learning experiences, motivations, and barriers to language learning. Thematic analysis was used to identify key patterns and insights in the data. It was found that both participants faced similar memory retention issues, lack of practice situations, and circumstances such as work and the pandemic. Despite this, their strong intrinsic motivation, stemming from personal, professional, and community goals, kept them engaged. This study suggests that older learners can succeed in SLA if there is alignment between motivation and social goals and an appropriate learning context.  
The Effect of Focused Comprehensive Corrective Feedback on EFL Learners’ Writing Accuracy and Quality Masrul Masrul; Wida Rianti
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/7rgpc609

Abstract

This study investigated the effects of focused versus comprehensive written corrective feedback (WCF) and revision on EFL learners’ writing accuracy and quality across three measurement occasions. The participants were 130 intermediate EFL learners aged 20–22 years enrolled in an undergraduate program at Universitas Pahlawan Tuanku Tambusai. They were assigned to four conditions combining feedback focus (focused vs. comprehensive) and revision (revision vs. non-revision). Data were analyzed using Spearman’s rank-order correlation and mixed factorial analysis. Spearman’s correlation examined relationships among indicators of writing accuracy and quality, while the mixed factorial analysis examined the effects of time, feedback focus, revision, and their interactions. The results showed significant associations among several writing accuracy and quality indicators across the conditions. For writing accuracy, no statistically significant effects were found for time, feedback focus, revision, or their interactions. For writing quality, feedback focus had a significant main effect, F(1, 126) = 41.686, p < .001, partial η² = .249. The multivariate analysis also showed a significant overall effect of time, Pillai’s Trace = .049, F(2, 125) = 3.245, p = .042, partial η² = .049. However, none of the Time × Feedback, Time × Revision, or Time × Feedback × Revision interactions was significant. These findings suggest that feedback focus may contribute more substantially to overall writing quality than writing accuracy, while revision alone did not produce significant differences in either outcome. The findings highlight the importance of multidimensional writing assessment and structured learner engagement with feedback during revision.
ANTHROPOMORPHISM IN ROALD DAHL’S FANTASTIC MR. FOX ILLUSTRATED BY QUENTIN BLAKE Cahya Ramadhan; Irman Nurhapitudin; Pepen Priyawan
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/70h50p85

Abstract

This study examines the representation of anthropomorphism in Roald Dahl's Fantastic Mr Fox, illustrated by Quentin Blake. It investigates how textual narrative and visual illustrations construct human-like traits in animal characters, using a descriptive qualitative method guided by Stewart Guthrie's framework of partial and accidental anthropomorphism. Data were collected through documentary analysis of Dahl's narrative and Blake's illustrations in the 2016 Puffin Books edition, then coded and analyzed using qualitative content analysis. The findings identify two forms of anthropomorphism across modalities: partial anthropomorphism, where characters retain their animal forms but exhibit specific human traits, such as speech or upright walking; accidental anthropomorphism, where an isolated visual detail bears a coincidental resemblance to a human feature without being established as a trait through the character's narrative or visual characterization. The combination of Dahl's narrative and Blake's illustrations forms a multimodal approach in which visuals externalize human-like physical features and emotional expressions, while text supplies intentionality and moral reasoning. This synergy positions the book as a coherent anthropomorphic system that may support reader engagement and invite moral reflection. The study contributes an analytical framework for understanding how text-image interaction constructs anthropomorphism in illustrated children's fiction.
ENGLISH TEACHING STRATEGIES IN A YOUTUBE VIDEO BASED ON GAGNÉ'S NINE EVENTS Wayan Ariawan Warestana WARESTANA
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol. 13 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/69r6d018

Abstract

The purpose of this study was to iinvestigate the English teaching techniques employed on the YouTube channel “Learn English with TV Series” and to examine the implementation of these techniques using Gagne's Nine Events of Instruction theory. A descriptive qualitative method was used in this research. Using observation and documentation sheets,the video from the channel were analysed and documented. The following criteria were used to choose the video had to be uploaded in 2025, have over 100,000 views, and include a scene from a film or TV show. The results revealed that the channel consistently used a contextual, video-based teaching approach that included real movie and TV show clips, a colour-coded subtitle system (blue for vocabulary, orange for pronunciation, and green for cultural information), and an organized three-part structure that included WATCH with Subtitles’, ‘LEARN with clip’, and ‘TEST your knowledge’. The majority of the nine stages in Gagné's theory were present in every video, except for the giving feedback stage, which generally appeared as indirect audience remarks rather than direct answers from the content creator.

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