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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
 1 
Search results for , issue "Vol. 29 No. 1 (2022)" : 5 Documents clear
THE EFFECTIVENESS OF USING STORY MAP TECHNIQUE TOWARDS STUDENTS READING COMPREHENSION ON NARRATIVE TEXT (A QUASI EXPERIMENTAL STUDY) Rika Nurhikmah Sugandi; Yudi Juniardi; Eri Rahmawati
Lingua Scientia Vol. 29 No. 1 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i1.33901

Abstract

The aim of this research is to find out the effectiveness of using story map technique towards students reading comprehension on narrative text. The methodology used in this study was quantitative method. The design of this study was quasi experimental design. The population of this research was the tenth grade students of SMKN 01 Kragilan. The sample of this research was chosen based on the random sampling technique. The class was put into the experimental class and control class, each class consisted of 20 students. Pre-test was given to both classes at the beginning phase. Then treatment was given only to the experimental class. To find the effectiveness, post-test was given to the class. The data was collected through pretest and posttest that analyzed by using t-test formula. The result of the research showed that story map as a technique is effective towards students reading comprehension in narrative text. The calculation result of t-test showed that Tcount ≥ Ttable, 5.85 ≥ 2.00, it can be said that Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (H0) was rejected, it means that the use of story map technique was considered effective in teaching reading comprehension on narrative text.
SOCIAL ISSUES IN JOHN BOYNE’S THE BOY IN THE STRIPPED PYJAMAS Ida Ayu Made Istri Utami; Komang Ayu Dita Anggraeni; Ni Komang Arie Suwastini; I Wayan Budiarta
Lingua Scientia Vol. 29 No. 1 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i1.34937

Abstract

Literature reflects life and shares insights about human life. Holocaust literature focuses on sharing the dark experience of the German Nazis' occupation of Poland in the Second World War. This study aims to identify the representation of social issues in John Boyne’s The Boy in the Striped Pyjamas (2006), one of the Holocaust novels that focuses on children’s experience of the Holocaust. The study employs the interactive qualitative data analysis from Miles, Huberman, and Saldaña (2014), where the data analysis consists of three simultaneous processes of data condensation, data display, and conclusion drawing. It reveals five major social issues included in the novel: the ethnocentric Nazi’s beliefs about German’s superiority, slavery, child labor, class difference, and marginalization toward women. The results imply that children’s literature can also present social issues that may raise awareness about the cruelty of the Holocaust.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF KAHOOT! IN ENGLISH LANGUAGE TEACHING Laily Mahbubah; Syafiul Anam
Lingua Scientia Vol. 29 No. 1 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i1.35644

Abstract

A paradigm of integrating technology in education has been reaching increasing attention in past decades, one of which is by implementing gamification (the use of game-like features in non-game contexts) in English Language Teaching (ELT). This descriptive qualitative study explores how 23 secondary students in Indonesia perceived the strategy (Kahoot! application) in the classroom activities to support their learning activities which were divided into two: brainstorming and Kahoot! implementation as the main learning activity in the classroom. The data was derived from questionnaire and interview section. The finding shows that Kahoot! motivates and engages students in the learning process. It covers three dimensions of students’ engagement, namely: cognitive, emotional, and behavioral engagement.  However, internet connection becomes a vital factor that has to be considered to create the success of Kahoot integration in teaching and learning activities. Keywords: Gamification, Kahoot!, English Language Teaching, students’ perception
LANGUAGE STYLES OF JOKO WIDODO’S SPEECH IN CHATTING ON YOUTUBE CHANNELS Ni Made Saraswati Ansari; Ni Nyoman Padmadewi
Lingua Scientia Vol. 29 No. 1 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i1.36976

Abstract

This research analyzed the language style of Joko Widodo's speech in chatting with the hosts of three YouTube channels. The videos were published on January 18, March 17, and April 16, 2019. The writer applied two theories in analyzing the speech: S.P.E.A.K.I.N.G theory from Dell Hymes (1974) and Martin Joos' theory (1976) about language styles. S.P.E.A.K.I.N.G is derived from the situation, participants, ends, act, key, instrumentality, norms, and genre. While language styles are divided into five, those are frozen or oratorical, formal or deliberative, consultative, casual, and intimate styles. This study is qualitative descriptive research. In analyzing the data, the writer did it by watching those videos, transcribing President Joko Widodo's speech, classifying the data or speech based on the language styles, narrating the data, and the last step was interpreting. Through the analysis, the writer finds that the most prominent style used by Joko Widodo is the casual style.
EXPLORING EFL LEARNERS’ LITERARY COMPETENCE THROUGH THEIR CRITICAL STANCE IN READING NARRATIVE Wigati D Prasasti; Joesasono O Soelistjowati; Lambang E Suyadjid
Lingua Scientia Vol. 29 No. 1 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i1.43790

Abstract

Critical reading has been promoted as the objective of the reading activity in English language learning. However, previous studies have reported that reading comprehension still centres on comprehending the literal meaning and puts aside critical reading as part of their language learning activity. One of the ways to examine EFL learners’ critical reading is to enquire into their literary competence. This study, aiming at exploring the EFL university students’ literary competence from the perspective of critical reading, was conducted in one of the Indonesian private universities. The participants were required to write an essay containing their critical responses towards a literary text. Content analysis on the essay of each participant was done to explore their literary competence. The findings reveal that the participants were able to demonstrate their literary competence that felt into three categories, namely: relating the literary text to one’s experience, empathising with the literary text, and situating the literary text in a wider sociocultural scope. The critical stances reflected in each of the literary competence were respectively accomplished through constructing and engaging; dialoguing and engaging; and reflecting and evaluating. EFL learners’ literary competence is reflected on the critical responses they produced, in which they relate the content of the text with wider out-text contexts. In order to promote critical reading ability, EFL teachers can include aesthetic reading and involve literary competence in the reading activity.

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