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LinguaScopes: International Journal of Language Education
Published by Madiha Press
ISSN : -     EISSN : 30633184     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
LinguaScopes: International Journal of Language Education is an academic platform dedicated to fostering deep understanding, innovative research, and advancements in the field of language education. This journal is published by Synergizejournal in collaboration with Research and Community Services Center of STIT Tanggamus. The journal aims to present the latest contributions in the development of language teaching methods, curricula, and language education policies on an international scale. LinguaScopes encourages the exchange of ideas and collaboration among academics, education practitioners, and researchers dedicated to advancing our understanding of language learning processes. LinguaScopes welcomes multidisciplinary research contributions that encompass, but are not limited to, the following areas: - Language Teaching Methods: Innovations in language teaching approaches, strategies, and learning technologies. - Curriculum Development: Design, implementation, and evaluation of effective language education curricula. - Second Language Education: Learning strategies and challenges in the context of second language acquisition. - Teaching Materials Development: The creation and assessment of teaching materials suitable for language learners. - Language Education Policies: Evaluation and analysis of language education policies at the national and international levels. - Technology-enhanced Learning: The use of technology in language learning and its impact on learning outcomes.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 25 Documents
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Roland Barthes Semiotics Study in Gojek Indonesia's Ramadan Edition Advertisement and Its Implications for Indonesian Language Learning in High School Nuraeni, Intan; Munaris, Munaris; Pratama, Aditya; Samhati, Siti
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

This study focuses on Roland Barthes' semiotic analysis of Gojek Indonesia's Ramadan edition advertisements and their implications for Indonesian language learning in high schools. The purpose of this study is to reveal the denotative, connotative, and mythical meanings in advertisements and their relevance to persuasive text learning. This study uses a descriptive qualitative approach with data in the form of visual and verbal signs from advertisements uploaded through the official YouTube channel. Data collection techniques were carried out through documentation and recording. The results show that the advertisement contains denotative, connotative, and mythical meanings that represent the social and cultural values of Ramadan. These findings are implied as teaching materials for persuasive texts in high school in accordance with the Merdeka Curriculum for Grade XI Phase F. The use of advertisements as a learning medium helps improve students' critical thinking skills regarding persuasive language and encourages the use of polite, rational, and contextual language.
Novel Adaptation of Ancika: Dia yang Bersamaku 1995 Into Film and Its Implications for Indonesian Language Learning in Senior High School Dimas Dwi Pramudia; Muhammad Fuad; Aditya Pratama; Munaris Munaris
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

This study aims to describe the adaptation process of the novel Ancika: Dia yang Bersamaku 1995 into its film version and to explain its implications for Indonesian language learning in Senior High School (SMA). The adaptation of a novel into a film is a process that not only transfers the story but also involves structural and narrative transformations due to differences in the characteristics of each medium. This research employs a descriptive qualitative method. The data sources consist of the novel Ancika: Dia yang Bersamaku 1995 and its film adaptation. The data were analyzed by comparing the intrinsic elements of the novel and the film namely plot, characters, and setting based on adaptation theory, which includes reduction, addition, and variation changes. The results show that reduction is carried out by omitting certain narrative details to achieve dramatic effectiveness; additions are made to strengthen conflicts and clarify relationships between characters; and variation changes occur through modifications in the presentation of events without eliminating the core of the story. The findings of this study have implications for Indonesian language learning in Senior High School, particularly in drama text material for Phase F Grade XI of the Merdeka Curriculum, as contextual teaching material that supports the development of students’ critical, analytical, and creative thinking skills.  
English Writing Skill of Bengali Medium Students: Comparison between First-Generation Learners (FGL) and non-First-Generation Learner (NFGL) Subir Sen
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

English writing skill is essential for the students of India in modern society. This skill is essential for the students to become a global learner. Although, this skill is taught from primary stages, secondary level is very crucial for the development of the writing skill especially in English. FGLs are very much neglected to achieve the English writing skill by several means in West Bengal, India. Objectives for this study were to compare attitude, connect activities of different components and achievements between FGL and NFGL students. Five null hypotheses are framed to compare achievements between FGL and NFGL students. A mixed method approach is followed to analyze results. 1200 secondary level students are considered as a sample using stratified random sampling method. All students at first interviewed with the help of 6 questions and after that an essay type test on English writing skill was administered. A network analysis was performed based on the results of written test scores for different components. Performance of writing skill between FGL and NFGL for five different components of English writing skill was done using t-tests. Several issues were found regarding English writing skill. It was found that NFGL secured better position in enjoyment, interest, confidence, student-teacher interaction, use of internet and regular practice. In every component of English writing skill, NFGL students performed significantly better than FGL students. Supervision, proper feedback and guidance is recommended for the improvement of English writing skill for a FGL students.
Exploring Morphological Awareness of EFL Students through a Contrastive Analysis Approach Novriyani Novriyani; Emilda Oktaviyani; Novita Nurdiana; Bintang Rosada
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

Morphological awareness is widely recognized as a central element of language proficiency, particularly within the field of Second Language Acquistion. The present study aims to examine the level of morphological awareness among English as a Foreign Language (EFL) learners by applying a contrastive analysis framework to explore both the structural similarities and differences between English and Indonesian. To achieve this objective, the study adopts a mixed-method research design, integrating quantitative data obtained from morphological assessments with qualitative insights derived from students’ written outputs. The result demonstrate that although learners possess a foundational understanding of morphemic structures, they encounter significant challenges in the accurate use of inflectional morphemes, particularly in expressing tense and number distinctions. The contrastive analysis further indicated that these difficulties are largely attributable to the absence of inflectional morphology in the Indonesian language system. In addition, the incorporation of contrastive analysis into instructional practices has been shown to substantially improve students’ morphological awareness as well as their grammatical precision. Overall, this study highlights the pedagogical significance of contrastive analysis within EFL settings and advocates for its systematic integration into language instruction in order to promote deeper linguistic awareness and enhance overall learning outcomes.
The Resilience of 'Silent' Students: Re-evaluating Introversion as a Strategic Competence in EFL Learning Ulyati Retno Sari; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.251

Abstract

EFL classrooms have long treated verbal participation as the primary evidence of language learning, a conflation that places introverted students at a structural disadvantage before any instruction begins. This study examines what those students are actually doing during the silences teachers routinely read as disengagement. Twelve introverted tertiary EFL students in South Sumatra, Indonesia, participated in in-depth phenomenological interviews and Stimulated Recall Interviews (SRI) conducted against video footage of their own EFL classes. Inductive thematic analysis of the resulting data identified three superordinate themes: internal language processing, metacognitive monitoring, and learner resilience. Students were engaging in silent rehearsal, mental grammar mapping, self-monitoring, and hypothesis testing, cognitive work that left no audible trace in the classroom. Their resilience took the form of compensatory strategies and self-directed learning routines that were deliberately constructed outside class hours. These findings reposition silence as a metacognitive choice rather than an affective deficit, and introversion as a form of strategic competence that standard oral assessment rubrics cannot detect. EFL teachers need assessment and participation structures that register the range of ways learners actually engage with a language.

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