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LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Published by Universitas Islam Negeri Fatmawati Sukarno Bengkulu
ISSN : 23552069     EISSN : 26565765     DOI : http://dx.doi.org/10.29300/ling.v9i2.
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The aim of this Journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: Second and foreign language teaching and learning; Literature and teaching; Language in education; Language planning and Language testing; Curriculum design and development for Second/ Foreign Language; Discourse analysis; Translation; and Linguistics; ELT in Muslim Communities
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol 10, No 2 (2024): December" : 10 Documents clear
Developing E-Book Based on Multimodal Digital Storytelling Approach to Enhance the Seventh Grade Students’ English Skills Amelia, Pratiwi; Handayani, Rindu; Pratama, Suprayuandi
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5203

Abstract

Despite the widespread research on the use of technology and multimodal digital storytelling to boost the students ‘learning, there are only fewer studies conducted in junior school circumstances. To fill this gap, this study aims to develop e-book based on multimodal digital storytelling and local wisdom to enhance the seventh-grade students’ English skills. The framework of technological, pedagogical, content and technological knowledge (TPACK) adopted as the theoretical background in this study. Research and development (R&D) method through ADDIE model was employed to construct e-book based on the seventh-grade students’ needs in learning language in which consist of five stages namely Analysis, Design, Development, Implementation, Evaluation. The findings showed that e-book based on multimodal digital storytelling approach able to create interactive activities to improve the students’ competencies in generating ideas, igniting creativity, and developing multimodal literacy. The findings also reveal that multimodal digital storytelling approach adopted are applicable to junior school students to improve their motivation in learning language.
Enhancing English Oral Communication Skills Through the Use of Artificial Intelligence Thoyyib Shofi, Ahmad; Ainiyah, Maslakhatul
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5270

Abstract

This study aims to explore how artificial intelligence (AI) technology impacts the improvement of students' oral communication competence in English. The ELSA (English Language Speech Assistant) application, powered by AI, provided feedback to users to enhance their English speaking skills. An Action Research approach was employed, integrating both quantitative and qualitative methods to gain a holistic understanding of AI's effectiveness in English language learning. The research was conducted in three phases: pre-observation, Cycle 1, and Cycle 2. Each cycle consisted of several stages: planning, implementation, action, observation, and reflection. To assess student achievement, quantitative analysis was used to evaluate test results. Additionally, a survey was conducted to gather students’ perceptions and experiences regarding the use of AI in learning. The results showed that after Cycle 1, 11 students (44%) achieved the minimum required score of 75, while 14 students (56%) scored below the success criteria (below 72). Based on the success criteria of 75% of students meeting the minimum score, the study proceeded to Cycle 2. In Cycle 2, 76% of students met the success criteria, showing significant improvement over Cycle 1. The survey also indicated positive perceptions from students regarding the ELSA app’s design, interface, variety of topics, and feedback feature. Students expressed satisfaction with the app, as it allowed them to practice English conversation anytime and anywhere.
Examining EFL Teachers' Perspectives: Enhancing Learning Through Technology-Integrated Instruction Marsevani, Maya; Sasmi, Nafa Indah; Zaki, Leil Badrah
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5390

Abstract

This study aims to examine EFL teachers' perspectives on improving learning by integrating learning with technology. This research utilized a qualitative case study methodology. Data collection was conducted using a combination of observation and in-depth interviews. Observations provided direct insight into the classroom environment, while interviews allowed teachers to share their perspectives and experiences regarding technology integration. The participants of this study were two purposively selected English teachers from a public secondary school in Batam City, each of whom had more than five years of experience in integrating technology into their teaching practices. The findings showed that technology integration significantly increased students' motivation and engagement, facilitating a more dynamic learning environment. Teachers reported that multimedia resources, interactive apps, and authentic language materials improved language proficiency and fostered important skills such as digital literacy and problem-solving. In addition, this study highlights the importance of flexibility and adaptability in teaching strategies, as teachers have to face technical challenges and adjust their lesson plans accordingly. 
Using Metacognitive Strategies in Second Language Learning: A Bibliometric Analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.4602

Abstract

Metacognitive strategies can help students learn autonomously, so they have been studied in second language learning. However, mapping research trends and future challenges on this issue is rare. This study aims to conduct a bibliometric study using metacognitive strategies in second language learning. Scopus papers from the past decade provide data. Descriptive statistics and Vosviewer were used to analyse data. The results showed six research clusters: (1) the use of metacognitive strategies in achieving learning outcomes, (2) students’ motivation and awareness in a second language, (3) teaching writing, (4) learning interventions and their effects on students’ comprehension and abilities, (5) learning activities, problems, and reflections in learning a second language, and (6) courses related to learning a second language. Cluster 6 has the weakest relationship with other clusters in their study. Year-to-year research themes developed. Research focuses on managing course programs in the early five years by utilising metacognitive strategies, technology, motivation, and student awareness. From mid-2018 to 2019, research trends have developed in learning to write. After that, there are no new research trends to date. Trends address second language learning outcomes, student motivation and self-awareness, learning interventions, and their effects. Student issues research themes are rarer.
Representation of Culture in English Textbook: A Content Investigation Pulungan, Anni Holila; Kusmanto, Joko; Mukmin, Mohammad Jamil bin
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5105

Abstract

Investigation of the usage of English language textbooks in educational institutions has been lacking, despite significant progress and changes on a global scale regarding the cultural dimension of learning English as a global language. This research thoroughly analyzes how culture is portrayed in English textbooks published by the Ministry of Education and Culture, specifically those under the title "Bahasa Inggris-Grade X." The study aims to investigate both the content and how cultural elements are presented within these English textbooks. The study critically examines the contents through descriptive analysis, employing observations and reviewing documents in data analysis. The study discovered that the English textbook contained various cultural categories and interpretations. Out of the total content, 64% related to the source culture, 9% to target culture, 13% to international culture, and 14% represented global culture. When examining the different dimensions of senses, it was encountered that pragmatics was the most dominant, making up 44%, followed by sociological senses at 25%, semantic senses at 19%, while aesthetics had the lowest representation at just 12%. Teachers are encouraged to integrate an English textbook that encompassing a more diverse range of cultural elements assisting learners in broadening their perspectives and emotions to involve them in communities influenced by various of cultural backgrounds actively.
Implementation of Cross-Culture Based Instruction in Teaching Listening Comprehension at Indonesian Islamic Higher Education Nursidah, Nursidah; Ilyas, Ilyas
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5080

Abstract

In the context of globalization, cross-cultural competence has become essential, particularly in language learning. Listening comprehension is a vital skill for effective communication, yet many educators overlook its significance, often focusing more on grammar and vocabulary. Despite this, integrating cross-cultural elements in language instruction has been shown to enhance students' communicative abilities. However, there remains a gap in the literature concerning the effective implementation of cross-cultural instruction in listening comprehension, particularly in Islamic higher education in Indonesia. This study aims to explore the implementation of cross-culture-based instruction in teaching listening at Indonesian Islamic Higher Education institutions. A qualitative case study approach was employed, involving two lecturers and 34 students from the English Education Department at State Islamic Institute (IAIN) Bone. Data were collected through classroom observations, questionnaires, and structured interviews. The findings reveal that lecturers utilized a combination of textbook and authentic materials, including YouTube videos and articles, to provide culturally diverse content. Digital tools such as WhatsApp, Google Classroom, and Zoom were also employed, particularly during the COVID-19 pandemic, to facilitate learning. The integration of these tools allowed for flexible instruction, yet the study found limitations in fostering deep cultural understanding through asynchronous communication. In conclusion, while the implementation of cross-culture-based instruction in listening comprehension demonstrated potential, the study highlights the need for a more robust pedagogical framework that fully integrates cultural content with technology. Future research should explore more dynamic methods of engaging students in real-time cultural exchanges to enhance both linguistic proficiency and cross-cultural competence.
Investigating Online Collaborative Grammar Learning Via Google Docs and Whatsapp: Indonesian EFL Undergraduate Students Views Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Arfani, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5143

Abstract

Acquisition of grammar is essential in English instruction because it is the foundation of learning its language, yet EFL learners often face obstacles, particularly in online settings. At the same time, recently, technology has rapidly embraced and offered various platforms or applications as learning aids in the English education field. The incorporation of technology facilitation is believed to boost the student’s grammar competency. However, the delving of students’ views of grammar learning online and collaboration is still infrequent. In an attempt to fill the gap, the current study investigated the students’ views on utilizing Google Docs and WhatsApp in online collaborative grammar learning. This descriptive qualitative case study examined 99 participants consisting of 17 males and 82 females of Indonesian EFL undergraduate students at a private university in Jakarta, Indonesia, who viewed Google Docs and WhatsApp in online collaborative grammar learning. The data was collected by questionnaire and interview and then analyzed descriptively. The findings revealed that the students' views positively influenced their substantive feelings, collaboration, teamwork skills, confidence, autonomy, and self-regulation. Grounded by the findings, the current paper illustrates recommendations for conducting online collaborative grammar learning integrated with Google Docs and WhatsApp for the learner and the instructor in preparing a syllabus and technical procedure. The result of the current study implied that both the platform and application offer the potential to be adopted in online or hybrid collaboration instruction.
Attitude and Ideology in Media Reporting: A Case Study of Kompas's Coverage of the Free Nutrition Meals Program Anshori, Sakut; Hidayah, Jumatul; Zain, Abd. Rahman
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.4616

Abstract

This study analyzes the language used by Kompas, focusing on the expression of attitude. The appraisal framework developed by Martin and White (2005) is used as an analytical linguistics tool to investigate aspects of attitude—affect, judgment, and appreciation—to identify the ideological position through a critical discourse analysis (CDA) of four online texts about the Free Nutrition Meals Program (FNMP). This qualitative research employs a content analysis method to interpret attitude resources utilized in constructing news texts. The results of the study reveal that Kompas demonstrates a relatively balanced representation of both positive and negative attitudes (53.8% positive, 46.2% negative). This equilibrium between positive and negative attitude data indicates significant and contentious issues faced by the government, political observers, and the general public regarding the FNMP. These findings illustrate how news reporting by media outlets can reflect ideological orientations and influence public perceptions regarding FNMP. Additionally, this study provides practical insights that can be utilized by media content creators and journalists to craft messages that are more effective and tailored to the intended audience. When presenting news that includes positive and negative assessments, it is crucial to maintain "impartial" and "balance" in news delivery, in accordance with journalistic ethics. In the context of EFL, this study also has significant implications for enhancing students' discourse competence.
Actualization of Differentiated Learning Approaches in English Subjects In The Merdeka Curriculum Paradigm at Central Bengkulu Senior High School Febriani, Hanura; Badeni, Badeni; Kristiawan, Muhammad; Risdianto, Eko; Efrizal, Dedi
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5342

Abstract

Differentiated learning approach is important to facilitates students to create a conducive learning environment that caters to the unique abilities and requirements of each student. The objective of the research is to investigate the implementation of a differentiated learning approach in the independent learning curriculum paradigm in English language subjects at senior high schools Bengkulu Tengah as well as to analyze the challenges faced by teachers in implementing differentiated learning in the context of the Merdeka Curriculum and their recommendation in implementing differentiated learning approaches in English subjects. This research method is descriptive qualitative by conducting interviews with guru penggerak (change agent teachers) who teach English classes with a differentiated approach. semi-structured interviews were conducted in this research. The result showed in implementing differentiated learning, SMAN 03 Bengkulu Tengah conducts initial diagnostics assessment to determine students' abilities, interests, and learning styles. This finding is slightly different from some previous researchers who implemented differentiated learning by using ability categories, namely low, medium and high.  There were some challenged faced by teachers in implementing differentiated learning were inappropriate diagnostic assessment results, time management, limited research because only a small number of teachers have participated in differentiated learning training as driving teachers. Teacher recommended to accommodate a variety of learning styles and it is crucial to receive collaboration and support from the institution. Teachers are required to collaborate with their counterparts in order to develop cross-curricular activities that incorporate a variety of learning styles. Therefore, investigating the implementation of differentiated learning approach is essential in giving contribution to teaching English especially for foreign language.    
Educational Transformation in Indonesia: Pedagogical and Cybergogy Orientation in the Age of Artificial Intelligence for English Subjects at Islamic Boarding School Efrizal, Dedi; Badeni, Badeni; Kristiawan, Muhammad; Risdianto, Eko; Febriani, Hanura
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5209

Abstract

This study aimed to explore the optimal and efficient pedagogical and cybergogy transformation for both teachers and students in the era of artificial intelligence (AI) in English subjects at Madrasah Aliyah of Darussalam Modern Islamic Boarding School, Kepahiang, Bengkulu since the use of AI in English subject at Islamic boarding schools has been notably inadequate due to many primary concerns. The restricted technological infrastructure includes inadequate internet connectivity and insufficient access to AI gear and software. By examining the dynamics within the school, the study seeks to empower students to enhance their critical thinking, reflection, creativity, and productivity in the digital-based education era. This study used a qualitative descriptive approach, the researchers collected data through visual observation and interviews with the English teachers and students. In analyzing the data, the researchers used the interactive model of triangulation data that developed by Miles and Hubermann. The study's findings reveal several key elements for the effective implementation of pedagogical and cybergogy transformations. First, customization of learning is essential. With AI, teachers can personalize instructional materials and methods to meet individual students' needs, skill levels, and learning styles. Interactive technologies are also critical, as they increase student engagement and foster collaborative online learning. AI technology provides quick feedback and automates assessments, streamlining the evaluation process. Additionally, AI can be used to source and deliver authentic educational materials, such as news articles, podcasts, or videos, aligned with students' competence levels. Beyond improving language proficiency, AI helps develop students' critical thinking, creativity, and problem-solving skills. To fully leverage AI, teachers must also enhance their digital competencies, enabling them to integrate AI effectively into their teaching and guide students in using these technologies responsibly and ethically.

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