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INDONESIA
Lingua Scientia Journal
Published by Universitas Pendidikan Ganesha
ISSN : 08549125     EISSN : 25992678     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Lingua Scientia is a journal committed to publishing studies in the area of foreign language teaching and learning and linguistics. It adopts diverse theoretical and methodological perspectives in exploring a wide range of current issues in foreign language teaching and linguistic studies. Subject areas of study include, but are not limited to: Foreign language teaching, general linguistics (phonology, morphology, syntax, semantics, pragmatics), curriculum Development, applied linguistics, translation studies, (critical) discourse analysis, and intercultural communication.
Arjuna Subject : -
Articles 5 Documents
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Search results for , issue "Vol. 25 No. 2 (2018)" : 5 Documents clear
TYPES OF COMMUNICATION STRATEGIES USED BY YOUNG LEARNERS IN EFL CLASSROOMS Dewi N.L.T.; Batan I Gede; Myartawan I P.N.W
Lingua Scientia Vol. 25 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v25i2.18823

Abstract

The learner’s proficiency level in communication using English as a foreign language was indicated by their capability to make use of strategies to communicate both in written as well as spoken forms. This qualitative study focused on finding out (i) the types of communication strategies used by the students in EFL classrooms at SMP Negeri 4 Singaraja, and (ii) the students’ reasons towards the use of their communication strategies. The data were obtained from observation and focus group discussion. All data were analysed descriptively. The results of the study indicated that numerous types of strategies were used by the students when communicating in the classroom. They are the use of fillers, self-repetition, code switching, appeal for help, self-repair, asking for confirmation, massage abandonment, omission, approximation, and literal translation. Various types of reasons were expressed by the students toward the use of communication strategies such as thinking time, anxiety, and proficiency level.
SCIENTIFIC APPROACH BASED TRANSLATION USED BY EFL JUNIOR HIGH SCHOOL TEACHER Sumarningsih N.M.; Batan I Gede; Adnyani L.D.S.
Lingua Scientia Vol. 25 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v25i2.18825

Abstract

This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers’ reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques of analyzing data were done descriptively following the four processes according to the theory of Miles & Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. The results of analysis indicated that the teachers most frequently used translation in exploring step of scientific approach. In addition, there were seven teachers’ reasons found in relation to the use of translation in the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given by the teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understanding the tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presenting their work. The related parties interested in the same area of the research should give deeper concern in doing wider range of aspects involved in further study.
STUDENTS’ READING PREFERENCE AND ITS IMPLICATIONS: A STUDY OF THREE ENGLISH EDUCATION DEPARTMENTS IN JEMBER Noviyanti Sari Dewi
Lingua Scientia Vol. 25 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v25i2.18826

Abstract

This study aims to determine the students’ reading preference and its implications of three English Education Departments in Jember. Getting learners’ full attention in the learning process is very important, because the ability to read is one element of language competences that always needs to be elevated. However, reading material usually becomes the biggest obstacle for the lecturer to engage students’ full interest to the course. This study involved 273 students of three English Education Departments in Jember as research objects. Survey and interview methods were used to obtain the data. The research findings show that English Education Department students mostly interested to reading materials about entertainment and lifestyle, arts, religious, education and historical theme, and they avoid reading political and sport. Based on these findings, the suggestion for lecturers who specialize in the subjects related to reading activities is they should be able to present the teaching materials with themes favored by students in order to improve students’ reading motivation.
FOLKTALES AS MEANINGFUL CULTURAL AND LINGUISTIC RESOURCES TO IMPROVE STUDENTS’ READING SKILLS Mantra Ida Bagus Nyoman; Kumara Dewa Gede Agung Gana
Lingua Scientia Vol. 25 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v25i2.18827

Abstract

Creating an English learning environment in which learners are highly motivated is sometimes very challenging for EFL teachers. Folktales can be useful for facilitating learners in their competence of English language and also for enhancing their cross-cultural awareness. In the field of language teaching, the richness and potential of folktales seems to have been under-utilized in today’s language classes. This paper explores how folktales can be used as a medium of improving students’ reading skills and major benefits in using folktales for teaching English.  A classroom action research was employed to attain the purpose of this study in which two cyclic learning sessions were conducted to improve English learners’ reading skills. Several selected Indonesian folktales were intensively utilized in reading classes. This result of this study indicates that use of folktales by EFL teachers could improve student’ reading skill and widen their vocabulary and at the same time, culture is acquired by the students.
THE ANALYSIS OF EFL LEARNING STRATEGY OF THE VISUALLY IMPAIRED JUNIOR HIGH SCHOOL STUDENTS Setyawati N.M.Y.; Adnyani L.D.S.; Piscayanti K.S.
Lingua Scientia Vol. 25 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v25i2.18828

Abstract

This study aimed to describe about the learning strategies that the visually impaired students (VIS) used in learning EFL as what explained by Oxford (2005) that during a learning process, strategies used by the learners depend on their motivation, background, age, learning style, achievement, and gender. It was found that there are 6 strategies used, they are (1) cognitive such as practicing, repeating, getting idea, analyzing and reasoning, summarizing and translating; (2) metacognitive, they are paying attention to the lesson and showing evidence of understanding; (3) social strategy, they are empathizing with others, asking questions, asking for a review, asking for additional input, and asking for confirmation; (4) affective, by decreasing their anxiety; (5) memory, by making associations, contextualizing words, recalling, resorting to visual residue, wrapping up, and retaking previous ideas; (6) compensation, by overcoming limitations in speaking and writing, attempting to give an answer, and using language mixing. Thus, visually impaired students must be treated special to cover their needs with appropriate teaching strategies and facilities.

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