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INDONESIA
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 267 Documents
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Cognitive-Strategy Based Method Vs. Metacognitive-Strategy Based Method: The Impact on Listening Comprehension Erniwati, Erniwati; Mertosono, Sudarkam Ramlan; Arid, Muhammad; Refnaldi, Refnaldi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.125288

Abstract

The ability to speak English is very important, but it will not be successful without being supported by the ability to listen to understand the verbal language. The poor listening skills of the English Education students at Tadulako University in the final exam of the Listening for General Communication course became the basis for conducting this study. The results of the test showed that around 80% students failed the course with percentage intervals of comprehension levels of 0-39%. Therefore, this study is carried out to specify if using Cognitive-Strategy Based Method and Metacognitive-Strategy Based Method is effective in improving the participants’ listening comprehension as well as to compare the effectiveness of the two strategies. This study applied experimental design involving 80 samples evenly distributed in two classes. One class was instructed using Cognitive strategy, while the other one was taught using Metacognitive strategy. Results of data analysis demonstrated that both the Cognitive and Metacognitive strategies effectively improve the participants’ listening comprehension. There is no significant difference in terms of the effectiveness of both strategies in improving listening skills of the participants. In practice, they support each other resulting in learners better listening comprehension.      
Lovecraftian Elements in the Writing of ‘Three Icons of Dongbei Renaissance’ Wang, Aiqing
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.124316

Abstract

Literary works based on Dongbei (China’s Northeast) or composed by Dongbei-born writers have been playing a preponderant role in modern Chinese literature. There is a recent resurgence of Dongbei-born writers who are collectively referred to as ‘neo-Dongbei writers’, exemplified by ‘three icons of Dongbei Renaissance’, aka ‘three swordsmen in the Tiexi District’. Notwithstanding reality-oriented depictions pertaining to social issues such as redundancy and dipsomania, fiction composed by Ban Yu, Zheng Zhi and Shuang Xuetao bears resemblance to Cthulhu Mythos. To be more specific, the three leading neo-Dongbei writers portray preternatural creatures, and their narratives convey fear of the unknown and nameless approximations of form.   
Students’ Voice Toward English for Nutritionist and Dietitian Dewintha, Rezza; Trihardiani, Ismi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.117395

Abstract

This paper addressed the students’ voice toward English for Nutritionist and Dietitians. Its objective was to know the holistic experience of learning during ESP material given to them. This study used a diary circle combining online diary method with face-to-face focus group to generate dialogue. Data analysed narratively in form of descriptive data in nature. Researcher did believe students faced some problems in learning English, furthermore they were not an English major student. They got English especially as additional competence to support their main role as health workers. The poor internet connection while teaching learning process. Furthermore, the results of this study showed that 85.2% students were excited in English Class, 72.2% were focused, 60% were participated, 68.7% were interested, 53.9% like group discussion a lot, 40.9% gave intentions to listening skill, 43.5% liked poster as one of the assignments, 50.4% were asked their friend to have discussion, 73.9% said that English class was easy but still they need help, and 64.3% students were very happy. This study leaded to get the emotional dimensions of learning method and of course can be applied in teaching approach.
Traditional Islamic boarding School Students’ Experience in Learning English through Reading based on Morphological Awareness Background: A Narrative Inquiry Tama, Yudi Wili; Sulistyaningrum, Dyah; Mardiana, Rizdika
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.124681

Abstract

Previous studies had shown that morphological awareness has an important role in the development of English ESP students' reading skills. However, there is still a gap in studies that specifically focus on the experiences of students in learning English through reading in various educational contexts, especially in traditional Islamic boarding schools. Therefore, this study aims to investigate (1) Students’ experience in learning English through reading in traditional Islamic boarding Schools, (2) the role of morphological awareness in learning to read, and (3) Impact of Morphological awareness on English reading ability. This research is a narrative inquiry study that aims to explore the experiences of three students from traditional Islamic boarding schools who took an English program where their morphological awareness background having an effect on learning English through reading. To collect data researchers use semi-structured interviews. Then, the data were analyzed using thematic analysis. The results of this study indicate that their morphological awareness plays an important role in their journey of learning English through reading, as indicated by their understanding of word forms, functions and structures. By integrating morphological awareness into language education, educators can enhance vocabulary development, improve reading comprehension, foster cross-linguistic transfer, and support language interrelations.
Students’ Strategies with Technology Integrated to Overcome the Interlanguage Issue Fitriani, Naria; Anhar, Anhar; Sabarniati, Sabarniati
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.123660

Abstract

During the achievement of the target language, interlanguage becomes a serious issue in second language acquisition (SLA). The influence of the student’s mother tongue both on vocabulary and structure plays an essential role, particularly in oral performance. This qualitative study aims to find out the interlanguage fossilization as well as the digital media used to overcome the interlanguage. In this study, 23 non-English department students participated by videotaping their speaking performance spontaneously for about two minutes. Each student submitted a video on the subject of “My Childhood” via google classroom at the end of the English program. Not only the documentation but also the interview is employed; five of the students took part in it. Additionally, the students’ strategies to be proficient in English were expressed. The findings indicated the syntactical errors in pronouns errors, articles, concords, and fragments and the morpheme errors in suffixes. Meanwhile, learning English videos integrated with technology such as YouTube, TikTok, and Instagram promotes the students’ strategies to boost their speaking skills.
From Comprehension to Expression: Exploring the Correlation of Listening and Speaking Anxieties in English as a Foreign Language (EFL) College Students Marlina, Leni; Safitri, Dian; Adnan, Aryuliva; Aufa, Fauzul; Shawfani, Amalya
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.128398

Abstract

Listening and speaking are two main English skills, which can determine the eligibility of EFL college students in comprehending the messages uttered by the speakers and delivering them through speaking. However, to obtain the better result of understanding the speakers and talking about the ideas in front of many other students and lecturers are demanding and it makes the students tend to have anxiety, which is called listening and speaking anxiety. The sample of research was one basic class of the English Language Education Program Specifically International Class EFL 30 Indonesia college students, the 2019 batch at English Language and Literature Department in one of public universities in West Sumatra. The type of sampling used was cluster random sampling. The findings suggested no link existed between the apprehension associated with oral communication and aural comprehension. The Pearson Correlation coefficient of .055, along with a two-tailed significance value of .760, provided support for the findings. Future studies are encouraged to further investigate the relationship between listening and speaking anxieties to gain a more comprehensive understanding of this topic.
Bridging Arabic Language Gap: Project-Based Learning through a Peer Tutoring for Pre-University Learners Ramadhan, Aji Rizqi; Sopian, Asep; Said, Uswah Mujahidah Rasuna; Dienana, Arina; Fadlurrahman, Irsyad
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.131724

Abstract

This study aims to determine the effectiveness of implementing the Project-Based Learning (PjBL) model combined with the peer tutoring method in improving and bridging the gap in Arabic language proficiency among pre-university students. The method used is quantitative with a quasi-experimental design. The research sample comprised 48 pre-university students at The research sample comprised 48 pre-university students from one of the Islamic boarding schools in Indonesia. The research instruments included tests (descriptive statistical analysis, N-Gain test, and T-test) and a questionnaire. The experimental class's pre-test scores ranged from a minimum of 40 to a maximum of 74, with an average of 58.25, while the post-test scores showed a significant increase, ranging from 73 to 98, with an average of 86.29. The control class showed a lower improvement, with a pre-test average of 57.75 and a post-test average of 70.04. The N-Gain result for the experimental class was 69.07% (moderate category), while the control class scored 29.70% (low category), showing a difference of 39.37%. The T-Test results indicated a sig. (2-tailed) value of 0.000 < 0.05, demonstrating significant effectiveness in the experimental class. Student response toward implementing the PjBL model and peer tutoring reached 83.23%, which is considered positive. Therefore, the implementation of the PjBL model and peer tutoring method has proven effective in bridging the gap in students’ Arabic proficiency and in producing personalized vocabulary dictionaries.
E-Assessment of Case Method and Team-Based Project (TBP) in Education 5.0 to improve Students’ Academic Writing in University Suswati, Rita; Hutasuhut, Mahmud Layan; Nuran, Ade Aini; Sianturi, Dini
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.133326

Abstract

Integrating an e-assessment model based on the Case Method and Team-Based Project (TBP) will enhance academic writing skills among university students in the Contextual Writing Language Skills (CWLS) course. This study addresses the challenges experienced by the students in organizing ideas, employing accurate grammar, and developing logical arguments in writing. Utilizing a Research and Development (R&D) method, the study involved a sample of 25 students who participated in e-assessments research. They provided their immediate feedback and personalized learning experiences. The findings indicated a significant improvement in students’ writing abilities, with an increase of 27.4% in the students’ average post-test scores. This suggests that digital e-assessment not only improved student performance but also aligned with the principles of Outcome-Based Education (OBE) to give significant outcomes in the learning process. The research concludes that adopting digital technology in pedagogical practices can significantly elevate students' academic skills, contributing to more effective teaching and learning environments in higher education.
The Intersection of Culture and Speaking Ability: Examining Cultural Barriers to Speaking Proficiency in Students Ardhy, Andi Anugrah Surya; Ajis, Agus Fadilah
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.130428

Abstract

This study explores the impact of cultural awareness, language learning environment, and cultural barriers on students' foreign language speaking ability. Involving 80 English language students at Universitas Muhammadiyah Muara Bungo, this study used a quantitative method by purposively selecting a sample of 56 students based on specific criteria, including English comprehension and cultural awareness. A Likert-scale questionnaire was used as the research instrument, distributed through Google Forms, and the results were analysed using descriptive statistics (SPSS). The results showed that cultural awareness is important in improving speaking ability, and students who better understand cultural values and norms communicate more effectively. A conducive learning environment, supported by social interaction and experiential teaching methods, strengthens students' speaking skills. However, cultural barriers such as anxiety about cultural mistakes and misunderstanding of communication norms remain challenges that must be overcome through cultural sensitivity training and inclusive learning. The uniqueness of this study lies in its multidisciplinary approach, which combines aspects of psychology, education, and cultural anthropology to understand the complex interactions between culture and students' speaking ability in the context of foreign language learning. Therefore, this research can potentially contribute to developing more effective and sustainable language learning strategies in the era of cross-cultural communication.
Engagement Strategies in the USU English Debate Forum: An Appraisal Theory Perspective Hasibuan, Faninsky Aryanti La Ajina; Deliana, Deliana; Nurlela, Nurlela; Rosa, Rusdi Noor
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.134434

Abstract

Previous studies on engagement have a primary focus on textual discourse or written communication analysis rather than on interactive, spoken communication. This leaves a room for further exploration into how engagement functions dynamically, such as in debates. This study aims to find out the engagement strategies used in the USU English Debate Forum 2023 through the lens of Martin and White’s (2005) appraisal theory of engagement. Using a qualitative content analysis, this study categorizes debate discourse into monoglossic and heteroglossic engagement systems to analyze how the debaters construct meaning, position themselves in relation to their audience, and employ linguistic features to sustain engagement. The data were collected using observation and documentation methods and were analyzed using an interactive model of data analysis. The findings indicate that heteroglossic engagement overwhelmingly dominates the debate discourse, accounting for 83.3% of the engagement strategies used. Among the heteroglossic features, dialogic contraction strategies such as Deny (21.17%) and Counter (16.47%) were frequently employed, highlighting the competitive nature of debate discourse. Dialogic expansion, particularly Entertainment (32.94%), also played a significant role, allowing the debaters to introduce assessments of probability and possibility. The results suggest that the debaters strategically navigate linguistic resources to challenge opposing arguments, reinforce their stance, and engage with alternative perspectives. This study contributes to the understanding of engagement strategies in academic debates, offering implications for debate training and rhetorical education.

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