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LinguaEducare: Journal of English and Linguistic Studies
Published by Cipta Pustaka Nusantara
ISSN : 30890098     EISSN : 30640547     DOI : https://doi.org/10.63324/lec222025
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
LinguaEducare: Journal of English and Linguistic Studies (e-ISSN: 3064-0547 and p-ISSN 3089-0098) is a peer-reviewed journal managed by Cipta Pustaka Nusantara, Indonesia and published twice a year in June and December. The journal focuses on disseminating high-quality empirical and original research that benefits teachers, lecturers, and researchers in the fields of English Language Teaching (ELT), Applied Linguistics, Linguistics, and Literature. Additionally, the journal includes book reviews of potential interest to its readers. Submissions to the journal must be original and not under consideration by other publications. The journal is available in both print and online formats, with the online version offering free access and downloads.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 24 Documents
 1   2   3 
Podcast towards Students’ Listening Comprehension: A Literature Review Safitri, Isnaini Amanda; Najwa, Siti
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.1i.1

Abstract

Listening comprehension remains a challenging skill for many English learners. This research investigates the effectiveness of podcasts as a tool for developing listening skills in students. Using a SLR (Systematic Literature Review), this article analyzed three studies from 2018-2023 exploring the impact of podcasts on student listening comprehension. Findings reveal a significant improvement in listening skills across all studies, regardless of student levels or contexts. The researchers attributed this success to several factors: (1) authentic material, (2) diverse content, (3) active listening activities. Based on these findings, this article conclude that podcasts offer a valuable and engaging tool for improving listening comprehension in English language learning.
Digital Tools in Language Education: Boosting Listening Skills with Edpuzzle for High School Students Kholid, M. Fikri Nugraha; Kurniawati, Dewi; Nadila, Aulia Ulva Devi
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/h6q1ak79

Abstract

This research investigated the impact of the Edpuzzle application on the listening skills of eleventh-grade students at SMAN 1 Sekincau, Lampung Barat. The study aimed to assess whether using Edpuzzle as a digital tool could significantly enhance students' listening comprehension compared to traditional methods. A quasi-experimental design with a pre-test and post-test approach was employed. Two groups were involved: an experimental group that used Edpuzzle for listening practice and a control group that received conventional listening instruction. Pre-tests and post-tests were conducted over six weeks to measure improvements in listening skills, focusing on understanding the main idea, identifying details, and making inferences. Data were analyzed using SPSS version 26, with an independent samples t-test comparing the scores of both groups. Results showed a significant improvement in the experimental group’s listening skills, confirming Edpuzzle's effectiveness in enhancing comprehension. The findings suggest that digital tools like Edpuzzle provide an interactive learning experience, allowing students to learn at their own pace and receive immediate feedback, crucial for developing listening skills. The study implies that educators should integrate digital tools like Edpuzzle into teaching strategies to promote active learning and improve listening skills. It highlights the benefits of combining traditional methods with digital innovations to create more engaging and effective language learning environments. Future research should examine the long-term effects of digital tools in language education and their impact on other language skills.
Effect of Zoom on English Speaking for EFL Students Andewi, Widi; Trinovita, Diyah
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1.1.3

Abstract

This study investigates the impact of using Zoom as a learning platform on the English-speaking proficiency of undergraduate students. A quasi-experimental research design was employed, comparing an experimental group that attended English-speaking classes via Zoom with a control group that participated in traditional face-to-face instruction. The participants were 60 undergraduate students from Institut Bakti Nusantara in Lampung, Indonesia, selected using a purposive sampling technique to ensure similar baseline English proficiency levels. The primary instrument for assessing speaking proficiency was a standardized oral examination administered as both a pre-test and post-test. Data collection included these tests and supplementary surveys and semi-structured interviews to capture students' experiences and perceptions. Quantitative data were analyzed using paired sample t-tests, independent sample t-tests, and Analysis of Covariance (ANCOVA) to evaluate improvements within and between groups. Qualitative data were analyzed thematically. The results revealed significant improvements in speaking proficiency for both groups, with the Zoom-based group showing a significantly higher improvement than the control group. These findings suggest that Zoom's interactive features and flexibility can effectively enhance English-speaking skills. The study implies that digital platforms like Zoom can be integrated into English language teaching to create more engaging and supportive learning environments, promoting speaking proficiency. Future research could explore the impact of such platforms on other language skills and across diverse educational contexts.
Exploring Deixis in Taylor Swift's Song 'Cardigan': A Descriptive Qualitative Analysis S, Kartika
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1.1.4

Abstract

This study explores the use of deixis—a pragmatic linguistic concept of context-dependent expressions—in Taylor Swift's song "Cardigan." Utilizing a descriptive qualitative research design, the analysis categorizes deictic expressions in the lyrics into five types: personal, spatial, temporal, social, and discourse deixis. Personal deixis, represented by pronouns like "I," "you," and "we," establishes a sense of intimacy and emotional engagement by drawing listeners into the narrative. Spatial deixis, such as "back when you could touch me," evokes vivid imagery that enhances the song's nostalgic and intimate feel. Temporal deixis anchors the narrative in time, emphasizing themes of growth, reflection, and the lasting impact of past experiences, as seen in phrases like "when you are young." Social deixis reflects the complexities of relational dynamics, while discourse deixis helps maintain narrative cohesion by connecting different parts of the song. The findings highlight deixis as a powerful tool in songwriting, enabling artists to create emotionally compelling and relatable lyrics. This research underscores the importance of deixis in enhancing lyrical storytelling and emotional impact in music, offering insights for songwriters and language educators. However, the study's focus on a single song limits its generalizability across genres and languages. Future research should explore a wider range of songs and cultural contexts to gain a more comprehensive understanding of deixis in music. Comparative studies across languages and genres could further illuminate the universality and variability of this linguistic phenomenon in artistic expressions.
Awareness and Familiarity with AI Writing Tools Among Media Students Narayan, Satya
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.1i.5

Abstract

This study investigates the level of awareness and familiarity with AI writing tools among students in the Department of Media at Maharishi University of Information Technology. A mixed-methods approach, combining a descriptive survey and semi-structured interviews, was used to gather quantitative and qualitative data from 200 students. The survey results revealed that 72% of students were aware of AI writing tools like Grammarly, Quillbot, and ChatGPT, but their familiarity and usage varied. While 61% of students had used these tools at least once, only 15% reported frequent use, and 39% had never used them. Most students perceived AI writing tools as beneficial for improving writing skills and saving time, yet 42% expressed concerns about over-reliance, potentially hindering independent learning. Qualitative insights from interviews highlighted that peer influence and coursework were primary sources of awareness, and while students valued these tools for enhancing grammar and clarity, they also raised ethical concerns about excessive dependency. The findings suggest a need for educational institutions to provide clear guidelines and training on the ethical use of AI writing tools to enhance digital literacy without compromising academic integrity. The study's limitations include its focus on a single department, which may affect generalizability. Future research could explore the impact of AI writing tools across various disciplines and assess the long-term effects on students' writing proficiency and critical thinking. This research underscores the importance of a balanced approach to integrating AI tools in education, promoting both technological engagement and foundational skills development.
Reflection of English Language Teaching for High School Students Using E-LISDA E-Learning Platform Hasbi, Muhamad; Purnama, Restu
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.1i.6

Abstract

This study aims to describe the implementation of E-LISDA e-learning platform in English language teaching and the teachers’ challenges in using it in English language teaching at SMA Islam Sudirman Ambarawa. Two English teachers from SMA Islam Sudirman Ambarawa served as the study's subjects. Researchers used a descriptive qualitative approach to gather data through observation, documentation, and interviews. The results showed that teachers used E-LISDA to manage online learning sessions such as in the forms of sharing English materials, conducting distant classroom activities, exchanging information, and motivating students, where they have followed four out of Salmon’s five required e-learning stages, namely access and motivation, information exchange, knowledge construction, and development; the online socializing stage was absent. In using E-LISDA, teachers faced several challenges, such as unstable internet networks, electricity cuts, students’ low academic performances, and students’ practice of cheating.
Enhancing Students' Reading Comprehension through Reciprocal Questioning Sari, Andini Septama; Lipta; Marlinda, Sherly
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 2 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.2i.10

Abstract

Reading has been very challenging for students especially when its position is as a foreign language. During the researchers’ observation, it was found that students’ reading scores at SMA Muhammadiyah Pagaralam are still below the standard passing score. The students expressed that it was hard for them to comprehend the reading due to their lack of vocabulary and the text was a bit difficult to understand. This study offered a method called reciprocal questioning (REQUEST) to solve that problem. This study aimed at finding out whether there was a significant difference in reading comprehension of the narrative text between the 10th-grade students of SMA Muhammadiyah Pagaralam who were taught by using the REQUEST strategy and those who were not. The method of this study is quantitative with a quasi-experiment design. Two classes were used out of six for experiment and control classes. Pre-test and post-test were used as data collection and distributed to the students in both experiment and control classes. The sample was chosen purposely non-random. Paired sample t-test and independent t-test were used to analyze the data through SPSS 22. The result of this study indicated that there was a significant difference in students’ reading comprehension.
Fostering English Language Skills’ Literacy Through Debate: Students' Views Islamiah, Neneng; Fadila, Nur Ahyana
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 2 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.2i.11

Abstract

Education greatly influences the outcome of the students' learning process. One obstacle in education today concerns the literacy of students’ English language skills, namely listening, speaking, reading, and writing skills. Most students possess a low interest in enhancing the literacy of those four skills. The researchers believe that the strategy that can be adopted to enhance students’ literacy skills is the use of debate. So, the purpose of this research is to identify the students’ views of debate as a strategy to enhance English language skills’ literacy. Since the research used qualitative design, the researchers conducted semi-structured interviews, and used primary data and secondary data for data collection. The participants involved are debaters from different public and private universities in South Kalimantan. The result of the research showed that all participants agree that their literacy skills are influenced positively by debate and most participants view that debate can be used as a strategy to enhance the four skills’ literacy.
Students' Perception of Learning English Vocabulary Via @Kampunginggrism Instagram Account Hasbi, Muhamad; Cahyaningsih, Apriliana Dwi
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 2 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.2i.12

Abstract

This research seeks to explore students' perceptions of learning English vocabulary through the @kampunginggrism Instagram account and to detail how the platform enhances their vocabulary. The study uses a descriptive qualitative approach, focusing on six eighth-semester students from the English Education Department at Salatiga State Islamic University (UIN Salatiga). Data was gathered via observation, interviews, and documentation.The findings reveal that the @kampunginggrism Instagram account is a highly effective tool for improving students' English vocabulary. It provides an engaging and accessible way to learn, making the experience enjoyable and easy for students. The account is recommended as a valuable resource for other students looking to enhance their English vocabulary. Through features such as quizzes, the platform encourages active participation, helping students to look up unfamiliar words and apply new vocabulary. Overall, the account offers a range of tools that make vocabulary learning fun, efficient, and impactful.
A Conceptual Analysis of Utilizing English Songs in Teaching Speaking Skills Safitri, Isnaini Amanda; Najwa, Siti
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 2 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.2i.13

Abstract

This study investigates the effectiveness of using English songs to enhance speaking skills among seventh-grade students at SMPN 26 Bandar Lampung. A quasi-experimental design was employed, with 30 students in the experimental group, who received instruction incorporating English songs, and 30 students in the control group, who were taught using traditional methods. Data were collected through pretests and posttests assessing speaking skills across five criteria: fluency, pronunciation, vocabulary usage, grammar, and confidence. Additionally, a student motivation questionnaire was administered to gauge engagement and attitudes toward learning. The results indicated that the experimental group showed significant improvement in all areas, with notable gains in fluency and confidence, compared to the control group. Students in the experimental group also reported higher motivation and enjoyment in learning English through songs. The study concludes that English songs can be a valuable tool in improving speaking skills, fostering student engagement, and reducing anxiety. However, the study also highlights the need for teacher training and addressing logistical challenges to fully integrate songs into language instruction. Future research should explore larger, more diverse samples and examine the long-term effects of song-based learning.

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