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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 222 Documents
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AUTHENTIC ASSESSMENT IN EFL CLASSROOMS: SENIOR HIGH SCHOOL TEACHERS’ PROBLEMS Winny Berliana; Friscilla Wulan Tersta
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

This study aimed to research the current problems faced by English teachers in senior high schools in Indonesia in applying authentic assessment for reading skills. In the 21st century, learning language focuses on creating students’ skills and critical literacy, communication, collaboration, and creativity to survive in this world. To achieve those aspects, Emancipated Curriculum (Kurikulum Merdeka) provides an authentic assessment that reflects learners’ real competencies, such as attitudes, knowledge, and skills. Emancipated Curriculum class emphasizes that teachers use authentic assessment to assess the process and results of teaching and learning activities. Furthermore, this study is a qualitative method with a case study approach. This study concerned three (3) English teachers who have used authentic assessment in the classroom. In collecting data, the researcher used documentation, observation, and interviews. In this study, the observation data is in the form of the implementation Emancipated Curriculum in the teaching and learning process by English teachers in class. The researcher made observations regarding the implementation of the Emancipated Curriculum such as the way teachers teach, student activities, and methods used by teachers in the teaching and learning process. Interviews were also used as data for this study. The researcher wrote down the results of the interview in English in the form of words from the explanation results. From the results of data analysis can be concluded that all English teachers in those schools already implemented authentic assessments. They faced several problems in implementing authentic assessment for reading skills, such as students’ lack of vocabulary, teachers’ lack of knowledge about authentic assessment, and limited time allocation. This study is hoped to give beneficial information related to the implementation of authentic assessment for reading skills.
LEVERAGING THE ACTIVITY OF READING USING LINE WEBTOON: ITS EFFECT ON EFL STUDENTS’ VOCABULARY DEVELOPMENT Winarti, Desita Ahadia; Kusuma, I Putu Indra
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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In technology era, the use of digital-based media is certainly a facility that has good prospects on the condition that it pays attention to techniques so that technology-based learning facilities are feasible to be integrated into English language teaching including in using digital comics as media in facilitating students in learning the language. The interest and enthusiasm of students to learn through the use of digital comics such as Webtoon make students feel confident in reading skills, this research was employed to determine the effect of using media digital comic Webtoon in teaching reading especially in sub skill vocabulary development. This research was a quasi-experimental research using a posttest-only control group design. This research used a quantitative approach. The research was conducted on SMP Negeri 4 Sawan, Grade IX students for the 2023/2024 academic year. The experimental group was taught using Webtoon, and the control group used conventional strategies. The sample was selected using an intact group sampling technique. The total population of this study was 129 students, and the sample was 64 students. Data was collected through a post-test through, a multiplechoice test given to students. Data were analyzed using the Mann Whitney U Test in the SPSS 26.0 program. The Mann-Whitney U test for independent samples shows a significant difference in students' vocabulary understanding between the experimental and control classes {Sig. (U) is smaller than 0.05}. The learning outcomes of the experimental class were higher than the control class (Mexp= 48.69; Mcon= 17.29). Based on these results, there was a significant influence on student's vocabulary development on teaching reading in grade IX students SMP Negeri 4 Sawan. Students' responses to the application of reading Webtoon in vocabulary development are positive. This can be seen from an increase in metacognition through increasing students' vocabulary development and in the affective aspect, namely increasing motivation, self-confidence, interest in learning, and students' sense of enjoyment. This research implied that a webtoon media was recommended for implementation by teachers in the classroom. Key Words: Teaching Reading, Vocabulary Development, Webtoon
DEVELOPING PROJECT BASED LEARNING ACTIVITIES IN ENGLISH CLASSES FOR IMPLEMENTING MERDEKA CURRICULUM IN SMPN 2 SINGARAJA Darmawan, Cahya Swaztine; Padmadewi, Ni Nyoman; Utami, IGA. Lokita Purnamika
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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This study aims to develop project-based learning activities in English classes for implementing the Merdeka curriculum in the 7th grade second semester. This study has an objective purpose. First to describe the specification of PJBL activities needed, second to describe the kinds of PJBL activities that result from its specification, and last, to analyze the quality of the development result. At the end, this study resulted in the book module with PJBL design. ADDIE from Kurt (2018) was used as a model in developing the book. The book was designed based on needs analysis obtained from teacher-student questionnaires, interviews, and document analysis. The results of the needs analysis provided PJBL activity specifications that emphasize the relevance of PJBL activities to the syllabus, as well as student characteristics, Pancasila Student Profile emphasis, and 6C (communication skills, collaboration, creativity, critical thinking, computational thinking, and compassion skills). The eight steps of implementing PjBL by Hamidah (2020) were used to develop this book. Therefore, two kinds of books' modules are developed by the researcher: a teacher’s book and a student's book. And the last is product quality test results; it showed that the PJBL Activity Book has amazing quality materials in the aspects of content, language, and media. With the Greogory’s Result 1.00 it means very good quality. Therefore, this study provided references regarding PJBL activities in book form for teachers to use in English learning and also for the students to learn English material.
DEVELOPING INFOGRAPHICS OF CAKEAPP BASED TEACHING SPEAKING IDEAS FOR TOURISM VOCATIONAL HIGH SCHOOL ENGLISH TEACHER IN 11th GRADE AT SMK NEGERI 2 SINGARAJA Yasa, Gede Amerta; Utami, IGA Lokita Purnamika; Agustini, Dewa Ayu Eka
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

This research aims to develop infographics based teaching speaking ideas for Tourism Vocational High School English teacher in 11th grade, odd semester at SMK Negeri 2 Singaraja. The Design and Development research by Richey and Klein (2014) was involved in this research as the foundation with DDE as research steps. DDE stands for the design, development, and evaluation stage in order to develop  and determine the quality of infographics based teaching speaking ideas. The data collection procedure in this research used several instruments, namely, observation sheet, interview guides, document analysis (syllabus analysis, and blueprint of infographic). Meanwhile, the other instruments were used to evaluate the infographics in the form of content and product judgment validation, infographic refinement sheet. The data was analyzed through descriptive qualitative method. This research involved the syllabus analysis and needs analysis that will be considered in designing and developing an innovative IDT (Instructional Design and Technology) product for ESP (English for Specific Purposes) teachers, especially in teaching speaking skills in Tourism Vocational High School at SMK Negeri 2 Singaraja. In order to measure the product quality, the researcher used content and product expert judgment adapted from Findawati and Suprianto (2014). The quality of  the infographics was assessed through content validity testing using Gregory Formula (Gregory, 2007) and Likert scale. The research validity test results show that the infographics are suitable for the learning needs in the ESP context with relevant teaching speaking ideas and as good digital learning tools.
EXPLORING 8TH GRADE STUDENTS’ EXPECTATIONS ON INTERCULTURAL-BASED SPEAKING MATERIALS TO PRACTICE LINGUISTIC FEATURES AND PEACE EDUCATION IN THE MERDEKA CURRICULUM Deviani, Putu Maya Bertha
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

This study explored 8th-grade students' expectations regarding English speaking materials integrated with intercultural content and peace education within the Merdeka Curriculum. The research aimed to examine how these materials support both linguistic development and the promotion of tolerance, empathy, and cultural understanding. A mixed-methods approach was employed, involving 60 eighth-grade students from Jembrana, a culturally diverse area. Results indicated that students valued vocabulary, grammar, and pronunciation exercises but identified a significant gap in materials that address peace education, conflict resolution, and respect for differing perspectives. Additionally, students expressed a desire for innovative, engaging speaking activities and contextually relevant materials that reflect both local and global cultures. These findings suggest that current textbooks fall short of students’ expectations for building intercultural competence and peaceful communication skills. The study’s insights offer essential considerations for enhancing English speaking materials to better meet students’ linguistic and cultural needs, preparing them for meaningful intercultural interactions in diverse environments.
DEVELOPING INTERCULTURAL-BASED SPEAKING MATERIALS FOR THE 9TH GRADE STUDENTS OF JUNIOR HIGH SCHOOLS TO PRACTICE LINGUISTIC FEATURES AND PEACE EDUCATION IN KURIKULUM MERDEKA Waisya, I Gede Komang Waisya Giri Wisnawa; Budiarta, Luh GD Rahayu
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

This research focuses on developing speaking materials based on intercultural themes for 9th-grade junior high school students, in accordance with the Merdeka Curriculum. The goal is to integrate intercultural competence and peace education while enhancing students' speaking skills. The study utilized the Successive Approximation Model (SAM) for the development of these materials, which involved surveys, document analysis, and expert evaluations. Findings indicated that students have a strong preference for speaking activities that are engaging, interactive, and culturally relevant. The materials were revised multiple times in response to expert feedback, ensuring alignment with the Merdeka Curriculum's objectives of promoting inclusivity, critical thinking, and effective communication skills. The final version comprises activities designed not only to enhance linguistic abilities but also to foster cultural awareness and peacebuilding.
THE ANALYSIS OF INTERCULTURAL AND PEACE EDUCATION ENGLISH MATERIALS, FOCUSING ON SPEAKING SKILLS IN JUNIOR HIGH SCHOOL I Komang Agus Tirtayasa, I Komang Agus Tirtayasa; Budiarta, Luh Gd Rahayu; Kusuma, I Putu Indra
Lingua Scientia Vol. 31 No. 2 (2024)
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Abstract

This research aimed to analyze English teaching materials that integrated cross-cultural and peace education, with a focus on speaking skills at the junior high school level. The method used was basic qualitative with document studies to obtain the data. The objects in this research were two books each from three different curricula, namely the 2006 KTSP curriculum, the 2013 curriculum, and the Merdeka curriculum. Two books per curriculum were sufficient to reflect important elements of the research topic, allowing for in-depth analysis without requiring excessive resources and time. The research instruments consisted of an observation sheet, comprehensive notes, and the researcher as the instrument. Data was collected by carrying out thematic analysis, with Inductive Thematic Analysis used to analyze the possibility of themes emerging from the data itself, not determined by pre-existing theories or expectations. The results showed that the 2006 KTSP curriculum provided a strong foundation but required additional interactive elements to deepen cultural understanding and improve speaking skills. The 2013 curriculum offered a more engaging approach but faced challenges in terms of consistency and support. The Independent Curriculum excelled at integrating cultural context and practical application but required effective monitoring and assessment to fully realize its potential. It was concluded that each curriculum had its own advantages and limitations.
THE CODE-SWITCHING ANALYSIS ON INDONESIAN BOY BAND AND GIRL BAND SONGS Bhasmanara, Whikanta; Ratminingsih, Ni Made; Sari, Rima Andriani
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.91114

Abstract

This research was conducted to analyze the code-switching phenomenon on Indonesian boy band and girl band songs especially the type of code-switching by using Poplack’s (1980) theory and the function of code-switching by using the theory from Apple and Musyken (2005). This research used a descriptive qualitative method. The data source were songs from 2 Indonesian boy bands and 2 Indonesian girl bands as these bands often use two languages in most of their songs. The object of this research was 9 songs from 4 Indonesian boy bands and girl bands. This research also used the observation technique to collect the data that was gathered from the YouTube platform. Content analysis was used to analyze the data. The results showed that the most common type of code-switching found in Indonesian boy band and girl band songs was intra-sentential switching followed by the second most common type of code-switching inter-sentential switching. Only 1 data was found as tag-switching. This research provides insight of the use of code-switching in Indonesian songs, particularly on the types and the functions.  
AN ANALYSIS OF LANGUAGE FEATURES USED BY MEN AND WOMEN OF ENGLISH LANGUAGE EDUCATION (ELE) STUDENTS THROUGH WHATSAPP GROUP Cahyani, Putu Anggun; Suwastini, Ni Komang Arie; Saputra, Nyoman Pasek Hadi; Padmadewi, Ni Nyoman
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.91895

Abstract

Men and women both use language as a crucial device for communicating with a variety of persons both inside and outside of their immediate area. Language use and communication depend on many factors, such as region, age, socioeconomic class, gender, and others. One of factors that can create language variation namely, gender. Language features refer to one of the linguistic variances brought on by social factors like gender. This study aims to compare how male and female English Language Education students use language in communication media such as WhatsApp, the function of the language features also. The design of this study was the descriptive qualitative method. The researcher used one instruments there is observation sheet. To analysed the data, researcherrecognizing and categorizing the 10 categories of Lakoff's linguistic properties (1975). The findings revealed that English LanguageEducation students in WhatsApp Group used only five types of language features, which were categorized as men’s and women’s language characteristics. These include intensifiers, rising intonation, tag inquiries, lexical hedges, and polite forms. Each of features have unique function in communication and the purpose for which it is used.
AI-DRIVEN EDUCATIONAL INTERVENTIONS: HARNESSING ARTIFICIAL INTELLIGENT TO FOSTER LIFELONG LEARNING (A SYSTEMATIC INVESTIGATION) Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Budiman, Jeihn N. C.; Ganap, Nindy N.; Lengkoan, Fergina
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.97633

Abstract

This systematic investigation delves into the integration of artificial intelligence (AI) into educational interventions with the aim of fostering lifelong learning. The study examines the efficacy of AI-driven educational interventions, addressing key challenges and ethical considerations associated with their implementation, and proposing mitigation strategies. Drawing insights from a systematic review, the research highlights the transformative potential of AI technologies in promoting lifelong learning outcomes, including increased learner engagement, enhanced knowledge retention, and improved skill acquisition. However, the investigation also uncovers challenges such as disparities in access to AI-powered learning tools, algorithmic bias and discrimination, concerns about data privacy and security, and the potential depersonalization of education. Mitigation strategies are proposed to address these challenges, including investing in infrastructure and resources for equitable access, implementing transparent data collection and reporting practices, and fostering a human-centered approach to AI in education. By prioritizing ethical principles and values, stakeholders can harness the benefits of AI-driven educational interventions while safeguarding learners' privacy, autonomy, and well-being. The findings of this investigation contribute to the ongoing discourse on the responsible integration of AI into lifelong learning frameworks, providing insights and recommendations for educators, policymakers, and technology developers striving to create inclusive and equitable learning environments in the digital age.

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