Lingua
Journal Lingua is focused on publishing the original research articles, review articles from contributors, and the current issues related to language and linguistics. The main objective of Lingua is to provide a platform for the international scholars, academicians, and researchers to share the contemporary thoughts in the fields of language, language teaching, and linguistics.It also aims to promote interdisciplinary studies in language, language teaching and linguistics and thus become the leading international journal in language, language teaching and linguistics in the world. The journal publishes research papers in the all the fields of language, language teaching, and linguistics such as, Phonetics and Phonology, Morphology, Lexicology, Syntax and Language Typology, Semantic, Pragmatics, Discourse Analysis, Grammar Analysis, Historical Linguistics, Dialectology and Language Evolution, Applied Linguistics, Biolinguistics, Clinical Linguistics, Neurolinguistics, Computational Linguistics, Psycholinguistics, Sociolinguistics, Forensic Linguistics, Language Teaching, Language Development, Translation, and other related studies of language. Since 2017, all papers submitted to the journal should be written in good English. Authors for whom English is not their native language are encouraged to have their paper checked before submission for grammar and clarity. English language and copyediting services can be provided by English Faculty . The work should not have been published or submitted for publication elsewhere. The official language of the manuscript to be published in journal Lingua is English. Lingua Journal is published two times a year by English Education Study Program Faculty of Teaching and Educational Sciences As-Syafi’iyah Islamic University of Jakarta. The journal welcomes articles on English language teaching and research. Articles should be in English, typed double-spaced on quarto-size paper. The length of the article should be between 10-15 pages including references.Total words should be 5000-8000 words, Times New Romans 12, in MS-Word. P-ISSN:1829-7951 E-ISSN:2655-9889 DOI 10.34005
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100 Documents
<![CDATA[ENGLISH READING AND WRITING AS AN INTERCONNECTED SKILL IN INDUSTRIAL REVOLUTION 4.0 ERA: CONCEPTUAL DEVELOPMENTS AND IMPLICATIONS TO ITS PEDAGOGY ]]>
<![CDATA[Selnistia Hidayani]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1642
<![CDATA[Previous studies have demonstrated the significance of Industrial Revolution (IR) 4.0 in advancing the educational reform including in English as a foreign language (EFL) teaching and learning context. The reason is that English language remains the global lingua franca in which the top ten skills pronounced by World Economic Forum in 2016 can be achieved by good command of English. Hence, the attention devoted to the quality of students’ EFL literacy in this IR 4.0 era is more increasing than ever. Nevertheless, the issue is merely focused on the pedagogical interventions to elevate the students’ new literacies like the formulation and implementation of Education 4.0. This study aims to demystify the changing orientation of perceiving reading and writing as an interconnected skill or literacy in EFL context. The review process started from collecting relevant previous studies. Afterward, a careful reading was performed followed by synthesizing process. The findings encompass three main points: (1) the redefinition of English reading-writing connection in Industrial Revolution 4.0 era; (2) the learning resources to maximize the students’ English reading-writing competences; and (3) the implications of the changing orientations to the pedagogical practices. Recommendations for future research are also presented]]>
<![CDATA[AN ANALYSIS OF STUDENT’S READING COMPREHENSION THROUGH STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE ]]>
<![CDATA[Tauricha Icha Astiyandha]]>;
<![CDATA[Afifi Umar]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1678
<![CDATA[This study consisted of two variables, namely the independent variable (STAD Technics) and the dependent variable (Reading Comprehension). The purpose of this study was to determine the usefulness of STAD on reading comprehension of class XI students at SMA Attaqwa 03 Bekasi. In addition, this research was conducted using qualitative data with a descriptive analysis approach. The subjects of this study were students of class XI SMA Attaqwa 03 in the 2020/2021 academic year, totaling 5 random students. Data collection was carried out through observation and interviews as instruments. The data analysis technique in this research is thematic analysis through answers to interview questions and then transcripts to get the topics that will be used as themes. The themes used were analyzed as a result of this study. Based on these data, the results showed that STAD can be used as a learning technique and improve students' reading comprehension. In addition, STAD can also be used by teachers as an effective learning technique to support teaching and learning activities.]]>
<![CDATA[THE USE OF ADVERTISEMENT IN SOCIAL MEDIA TO ENRICH STUDENTS’ VOCABULARY ]]>
<![CDATA[Arli Adinda]]>;
<![CDATA[Hanafi Wibowo]]>;
<![CDATA[Enci Zarkasih]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1681
<![CDATA[This study aims to at improving the vocabulary mastery in students' vocabulary by using advertisement media for grade 9 at SMPN 168 Jakarta. This research is a Classroom Action Research conducted, each cycle consists of 4 stages, namely: planning, action, observation and reflection with the research process (1) learning by using advertising media (2) planning the form of action in cycle 2 based on the results of cycle 1 reflection. research indicators show an increase in student learning outcomes. The research subjects were grade 9 students at SMPN 168 Jakarta in the odd semester 2021/2022, totaling 18 students. The results showed that in the cycle. The results showed that in the first cycle only 11 students (61.2%) achieved the KKM score (75), while 7 students (38.8%) were below the KKM score. The second cycle showed that only 2 people (11.4%) did not reach the KKM score. Meanwhile, 16 students (88.6%) whose scores exceed the KKM. The description of learning outcomes through advertising media for grade 9 students based on the results of the second cycle test, namely in the complete category reaching 88.6 percent and only a few students having learning outcomes through advertising media, namely 11.4 percent, in the first cycle students who completed only 61.2 percent and not completed as much as 38.8 percent. This illustrates that learning with the learning model with advertising media has been going well and can support increasing vocabulary with advertising media on social media. Therefore, it is recommended that teachers in teaching subject matter should prioritize the use of cooperative learning models using advertising media on social media.]]>
<![CDATA[BUILDING VOCABULARY THROUGH SONG AS EFFECTIVE METHOD IN LEARNING ENGLISH ]]>
<![CDATA[Henni Rosa Triwardani]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1710
<![CDATA[Abstract: This study aims to determine the effectiveness of songs in learning English vocabulary through quasi experiment method. The population is 287 students and used random sampling obtained for experimental class and control class. The research data gained is from English vocabulary test. Based on the instrument test, 10 items were valid and reliability was 0 ,346. Data analysis using application SPSS 23for windows.The results showed that the value of taccount 2.558 was highest than ttable 2.021 with a significance level (α) = 0.05 with db = 40. This shows that the value of taccount (th) was highest than ttable (tt) which means there was a significant difference in vocabulary learning between the experimental class and the control class.The average final score of the experimental class was 22.85, higher than the control class was 18.92. It could be concluded that the use of song media for learning English vocabulary is effective.]]>
<![CDATA[An ANALYSIS OF SPEAKING PROBLEMS IN ONLINE ENGLISH PRESENTATION DURING COVID-19 PANDEMIC ]]>
<![CDATA[Muhammad Yusuf]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1798
<![CDATA[Speaking is one way to convey information to others. Those speaking skills are the primary skills that need to be learned in English. To master English speaking skills, it is necessary to have sufficient habituation and practice to use English actively. A class presentation is one way to provide speaking training to students to become accustomed to using English in their daily lives. However, due to Covid-19, all learning activities are online through the platform, including the presentation class. This research investigates students' English language problems in online English presentations during the covid-19 pandemic. This research used qualitative phenomenological research, data taken from observations, questionnaires and semi-structured interviews obtained from eight participants. Data were analyzed using Nvivo 12 software to process data effectively and efficiently. The analysis results showed that the participants experienced linguistic problems (lack of grammar, pronunciation errors, and lack of vocabulary when speaking in online English presentations during the covid-19 pandemic. In addition, participants revealed that psychological problems (shyness, anxiety, and nervousness) made it difficult to speak English in online presentations. The findings also indicate that the causes of the problem were lack of practice, unsupportive environment, and mother tongue]]>
<![CDATA[FOSTERING ENGLISH VOCABULARY ACQUISITION THROUGH THE "KNOW YOUR DICTIONARY" GAME ]]>
<![CDATA[Fitriyah ,]]>;
<![CDATA[Rohmani Nur Indah]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1805
<![CDATA[Vocabulary mastery is the most critical element in learning English, and it can be obtained by applying games in teaching-learning activities designed for millennial teens. This study aims to identify whether the eight-grader students taught using the "Know Your Dictionary" game had higher vocabulary mastery than those who did not. Using a quasi-experimental design, the study was conducted on the eighth grade of Junior High School of Ma'arif 2 Pamekasan. It had two groups to be investigated; they were A class as experimental group and B class as the control group. The instruments of this study were tests and documentation. The study verified Wright's theory that students could foster their vocabulary through games. The research results indicate a significant impact of treatment on the students' vocabulary mastery. The students given treatment using the "Know Your Dictionary" game had higher vocabulary mastery than those taught conventionally. The experimental group's post-test results are proven to be higher than their pre-test scores and those of the control group. It confirms that the game effectively fostered the students' vocabulary mastery]]>
<![CDATA[STUDENTS WEBINAR PROJECT: AN AUTHENTIC ASSESMENT OF SPEAKING SKILL ]]>
<![CDATA[Astrid Wangsagirindra Pudjastawa]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1839
<![CDATA[This paper reports on one of the best practices in assessing students' speaking skills in the pandemic era. Given that speaking is a productive skill that should be assessed through authentic assessment, the teacher decided to assign students to create a students webinar project as part of their final exam. This project requires students to conduct real-life webinars where the organizer, speaker and audience are students themselves. To describe a related project the researcher combined qualitative and quantitative methods including peer feedback, interviews, self-reflection, and a learning satisfaction survey. Once implemented, it can be concluded that this project can be used as an alternative authentic assessment model that can be applied in the classroom that focuses on developing students' public speaking skills. This students webinar project is recommended not only because it can be used as an alternative assessment model but also encourages students to work together in teams and encourages them to work creatively, creating something new to work better. Another important thing obtained in the implementation is feedback from students, which is the main factor that can make them feel satisfied and motivate them to study effectively.]]>
<![CDATA[THE USE OF CAKE APPLICATION ON STUDENTS' SPEAKING SKILL IN ENGLISH FOR SPECIFIC PURPOSES (ESP) ]]>
<![CDATA[Chusnul Chotimah]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1851
<![CDATA[In a digital era, utilizing techonology as a learning media is important things. As mentioned earlier, there are several applications to improve students' speaking skill, one of them is cake application. Speaking is one of the most important skills in learning English and a skill practiced in speaking is how to pronounce words properly and correctly. The purpose of this research is to know the use of cake application as an improvement students’ speaking skill in English for Specific Purposes (ESP). The participant are 33 college students of As-Syafi’iyah Islamic University. This research used qualitative methods and using questionnaire created using google forms and distributed via WhatsApp as the instrument to the students . From the answer of questionnaires can be conclude that students got new word with correct pronunciation and can speak fluently in ESP.]]>
<![CDATA[THE CORRELATION OF ENGLISH LANGUAGE LEARNERS’ E-LEARNING ANXIETY, E-LEARNING READINESS AND E-LEARNING ACHIEVEMENT ]]>
<![CDATA[Jenuri ,]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1861
<![CDATA[Abstract: the era of Covid19 pandemic is where the online learning appears as an alternative learning method. the spread of virus makes reguler education stopping the face to face learning. this study aimed to find out the relationship between anxiety, readiness, and achievement in online learning. Also, this research was conducted by using correlational study. The participants of this research were the 3rd semester of students 2018 (sixth-semester students), 2019 (fourth-semester students), and 2020 (second-semester students) generation. The data were gathered through secondary data and questionnaire. findings in this study directly explained in the analysis that readiness and achievement showed no significant association, anxiety and achievement showed no significant association and also the analysis of three variables between readiness, anxiety, and achievement showed no significant association.]]>
<![CDATA[THE SEMANTIC FEATURE ANALYSIS ON TEACHING VOCABULARY FOR YOUNG LEARNERS ]]>
<![CDATA[Dieni Nurhasanah Dwihastuti]]>
<![CDATA[ Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v18i01.1864
<![CDATA[ABSTRACT As vocabulary is a necessary mode of communication, it must be acquired first to be able to master the English language. It is a good idea to start vocabulary classes in elementary school. As their memory is still strong in remembering things, they are ready to learn anything new. However, since English is a second language, teachers will need to employ strategies to have students acquire and memorize new words. This study focuses on linguistic knowledge, that is, semantics, which the teacher uses in the classroom and the learning materials to encourage students’ vocabulary. This is a content analysis of the teacher's approaches to teaching new words to young learners using semantic aspects. This research will be observed through two videos of English-language classrooms. The findings reveal that semantic features such as synonym and antonym pairs, polysemy, and applying in short sentences were used in the classroom when teaching vocabulary. During the class, photos, cassettes, music, and a variety of other learning resources are used. These strategies motivate and encourage students to learn the new vocabulary. Keywords: vocabulary, instruction, young learner, semantics]]>
