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<![CDATA[CONTEXT CLUES AND READING COMPREHENSION IN THE IBDP ENGLISH ACQUISITION EXAMINATION: ANALYZING TEXT DESIGN AND DISTRIBUTION ]]>
<![CDATA[Ariyanti, Ariyanti]]>;
<![CDATA[Hidayat, Didin Nuruddin]]>;
<![CDATA[Husna, Nida]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.6804
<![CDATA[While previous studies have extensively examined the effectiveness of using context clues in reading comprehension through experimental designs, limited attention has been given to the use of context clues in the reading section as an element of the examination, particularly in the context of the International Baccalaureate Diploma Programme (IBDP) English Acquisition Examination in 2023. This research examines the critical role of context clues in enhancing reading comprehension, specifically within the reading section of the English Acquisition component of the International Baccalaureate Diploma Programme (IBDP). Through a detailed analysis of context clues across three provided texts, the findings reveal a significant disparity in their distribution. The first text employs a wide range of context clues, such as definitions, punctuation, restatements, antonyms, cause and effect relationships, hints from surrounding sentences, and word formation. In contrast, the second and third texts depend on a narrower selection of context clues, which could hinder readers' capacity to understand intricate passages and fully appreciate subtle meanings. The research suggests that future studies should explore how different distributions of context clues impact specific learner outcomes and comprehension strategies, ultimately contributing to best practices in text design for educational assessments.]]>
<![CDATA[BUILDING TRUST TO PROMOTE AUTONOMOUS LEARNING: A CASE STUDY OF ESP INSTRUCTION IN AN INDONESIAN UNIVERSITY ]]>
<![CDATA[Tersta, Friscilla Wulan]]>;
<![CDATA[Karea, Syahrial]]>;
<![CDATA[Mukminin, Amirul]]>;
<![CDATA[Ibbara, Florante]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.7645
<![CDATA[English proficiency is a crucial skill in today’s globalized world; however, non-English major students at universities often receive only two credits of English courses, which is insufficient to ensure their language mastery. This limitation presents a significant challenge for both students and lecturers, requiring innovative approaches to enhance students' learning experiences. One such approach is autonomous learning, which emphasizes students’ responsibility and self-direction in the learning process. This study aims to explore lecturers' understanding of autonomous learning and how they implement it within the constraints of limited English instruction. A qualitative research design employing a case study approach was utilized. Data were collected through semi-structured interviews with 14 lecturers teaching English in non-English study programs at a public university in Jambi, Indonesia. The participants included lecturers with varied backgrounds in English language teaching, providing diverse perspectives on the implementation of autonomous learning. The findings reveal that despite the emphasis on autonomy, students still require an instructor’s presence (teaching presence) to stimulate engagement and provide guidance in learning English. Two key themes emerged from the analysis: students’ sovereignty and trust in students’ exertion. Students' sovereignty refers to their freedom, independence, responsibility, and self-determination in identifying their learning needs and strategies. Meanwhile, trust in students' exertion highlights the importance of creating an atmosphere of acceptance, where students feel encouraged to take charge of their learning. This study underscores the need for a balanced approach between autonomy and instructional support to optimize English language learning. It is recommended that future research examine both lecturers’ and students’ perspectives to ensure that autonomous learning is a collaborative process rather than a unilateral expectation. Insights from this study contribute to the development of effective pedagogical strategies for promoting learner autonomy in higher education.]]>
<![CDATA[STUDENTS’ NEED ANALYSIS ON SPEAKING MATERIAL: A SURVEY STUDY AT SMA 1 MUHAMMADIYAH BENGKULU ]]>
<![CDATA[Hayadi, Algrin]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Kristiawan, Muhammad]]>;
<![CDATA[Badeni, Badeni]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.6664
<![CDATA[This study aims to examine the needs and obstacles faced by students about speaking materials, as proficient speaking skills are crucial for efficient communication. The research seeks to identify the domains in which students encounter challenges in speaking and to gather information regarding their preferences for speaking resources. This study included 30 students in the 11th grade of SMA 1 Muhammadiyah Bengkulu. Interviews were conducted to obtain additional information, in addition to a questionnaire that contained 29 items. Simultaneously, six students conducted interviews at random. According to the questionnaires and interviews of students, the majority of students concur that the most difficult aspect of learning English speaking and fluency is grammar (63.3%) and fluency (13.3%). Additionally, certain students in the interview are unable to identify the exposition text due to its perceived difficulty in conclusion. The interview involved six students who utilized a voice note to document their responses regarding the necessity of speaking materials. The majority of students concurred that they desired to engage in discussions, perform games, and engage in conversation in order to create a friendly and enjoyable learning environment in English. This research provides educators and material developers with valuable insights to address the requirements and challenges of students in speaking materials, thereby enhancing their speaking abilities.]]>
<![CDATA[INTEGRATING LOCAL WISDOM-BASED CHARACTER EDUCATION INTO LANGUAGE TEACHING: A MODEL FOR CULTURAL AND MORAL DEVELOPMENT ]]>
<![CDATA[Anggraini, Dian]]>;
<![CDATA[Riyanti, Asih]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.7542
<![CDATA[Character is a positive trait reflected in a person's daily behavior. It is an essential part of one’s personality and social life, although it is sometimes not systematically integrated into education. Therefore, this research aims: 1) To describe the process of integrating local wisdom-based character education values at Baitul Izzah Nganjuk Islamic Junior High School. This research used a qualitative method with a phenomenological approach. There were three research subjects: headmaster of school, teachers and also and seventh grade students at Baitul Izzah Nganjuk Islamic Junior High School. Students were selected using purposive sampling method. Data collection was conducted through in-depth and open-ended interviews, observation, and document analysis. Data analysis was carried out with four steps, namely: collecting data, condensing data, presenting data and finally drawing conclusions. The results of this study show that the process of integrating the value of character education in Language learning used material book. The findings of this study indicate that teachers integrate language learning with materials rooted in local wisdom. Furthermore, throughout the learning process, teachers also model positive behavior that reflects the character values inherent in local wisdom. This integration not only enriches the content of language instruction but also fosters students’ character development by embedding cultural values in everyday classroom practices. As a result, students not only improve their language skills but also internalize important moral and social values grounded in their own cultural heritage. This research is expected to be used as a model and cultural development and also can be used as a reference for other researchers who want to research the value of character education.]]>
<![CDATA[ARTIFICIAL INTELLIGENCE INTEGRATION IN ENGLISH LANGUAGE TEACHING: PERSPECTIVES OF SPORT SCIENCE EDUCATION STUDENTS ]]>
<![CDATA[Rachmawati, Umi]]>;
<![CDATA[Yunianti, Sukma Shinta]]>;
<![CDATA[Agustyaningrum, Nina]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.5241
<![CDATA[Artificial intelligence education in the era of society 5.0 becomes widely used for in English language learning for many purposes. This study is aimed at finding the students’ perspectives on their needs of English language learning for a specific purpose in the field of sport science educations with the use of artificial intelligence as the teaching and learning media. The importance of needs analysis in the initial process of teaching and learning is conducted to gather information that will justify the learning goals, process including the methods, learning media, and the learning activities, and the evaluation of their learning to the betterment of the students’ learning achievement. The needs analysis was conducted through a qualitative design study with the use of questionnaires to gather the data from the subject of the study. This study is a qualitative study focusing on the needs analysis of the artificial intelligence use in English language learning for sport education study program. The subject of the study is university students of Sport Science Education, Faculty of Social Science Education and Sport Science Education in a private university in Indonesia. The data were gathered through questionnaire and observation on the subject. The questionnaire was administered following the criteria of needs analysis including the needs, necessities, wants, and lacks. The observation was conducted during the teaching and learning process of English in sport science study program. The data were analyzed qualitatively. The results of the study present that the students’ needs on the learning English is high that is aimed at enabling the students’ access any scientific articles to complete their tasks during the study program. The use of artificial intelligence during the teaching and learning is strongly suggested to support the students in developing not only the target language but also their technological skills. However, the application of the artificial intelligence during the English class is still limited due to several challenges discussed in this article. ]]>
<![CDATA[IDEOLOGY IN THE POETRY ANTHOLOGY 'FIRE IS NOT A COUNTRY' BY CYNTHIA DEWI OKA ]]>
<![CDATA[WULANDARI, SITI]]>;
<![CDATA[PUTRA, AIDIL SYAH]]>;
<![CDATA[SUTIKNO, EKA UGI]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.8727
<![CDATA[The limited academic attention to the ideological dimensions of diasporic poetry—particularly the works of Indonesian diaspora poets—reveals a critical gap in contemporary literary studies. This research aims to explore how poetry functions not only as an artistic expression but also as an ideological medium that articulates hybrid identities, intergenerational trauma, and resistance to dominant narratives. Using a qualitative descriptive method and a Thematic Discourse Analysis approach, this study examines how the anthology Fire Is Not A Country by Cynthia Dewi Oka constructs ideological meaning through poetic language, literary devices, and narrative structure. The analysis focuses on eight selected poems that highlight recurring themes such as identity, family, migration, and trauma, which are intricately intertwined in representing the complexity of diasporic subjectivity and critiquing hegemonic socio-political structures. The findings indicate that Oka’s lyrical strategies effectively infiltrate and challenge dominant ideologies—such as nationalism, patriarchal family expectations, and assimilationist pressures—while offering a counter-discourse that empowers marginalized communities through cultural articulation and collective healing. ]]>
<![CDATA[THE PHENOMENON OF ENGLISH USE IN INDONESIAN TELEVISION ADS: A SOCIOLUNGUISTICS STUDY ]]>
<![CDATA[Mustofa, Ihyak]]>;
<![CDATA[Nur Rohman, Tefur]]>;
<![CDATA[Sohnui, Suhailee]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.5517
<![CDATA[This study explores the phenomenon of English use in Indonesian television advertisements, specifically analyzing the brand Kopi Good Day through a sociolinguistic approach. As globalization influences marketing strategies, the incorporation of foreign languages, particularly English, has become prevalent in Indonesia. While prior research has examined the effectiveness of foreign language advertising, there is a notable gap in understanding how this practice impacts local cultural values and consumer perceptions within Indonesia's multilingual context. The purpose of this study is to explore how attitudes and cultural identity among Indonesian audiences aged 18-35 are influenced by the use of the English language. To this effect, the present research has adopted a qualitative approach because it involves content analysis of selected Kopi Good Day advertisements and indepth interviews with around 20 to 30 individuals from various socio-economic backgrounds. The initial results show that 60% of the respondents believe that the use of the English language association makes the brand sound modern; while 30% are of the view that such an association will in due course undermine the cultural values at the local level. Another 70% said this would make the product more attractive and trendy for a younger audience, but 20% find it confusing since not everyone understands English very well. These findings testify to the greater complication in the interrelationship of global branding and local identity and point to the need for sensitivity on the part of advertisers to such dynamics. In this case, this study contributes to developing culturally sensitive advertising strategies that resonate with diverse consumer demographics in Indonesia, providing insights into how foreign language use in advertising can reflect and shape cultural identity in a rapidly globalizing society.]]>
<![CDATA[THE EXPLORATION OF EFL TEACHING SYLLABUS IN EMANCIPATED CURRICULUM ]]>
<![CDATA[Saputri, Kurnia]]>;
<![CDATA[Hadiyanto, Hadiyanto]]>;
<![CDATA[Sulistyo, Urif]]>;
<![CDATA[Haryanto, Eddy]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.7046
<![CDATA[This study investigates the implementation of the Emancipated Curriculum (Kurikulum Merdeka) in English as a Foreign Language (EFL) instruction, focusing on the alignment between teaching syllabi and the curriculum’s pedagogical vision. The objective of this research is to evaluate the design and structure of teaching syllabi prepared by English teachers, particularly in terms of instructional strategies, assessment practices, and learner-centred approaches. Employing a qualitative method with a case study approach, data were gathered through document analysis of syllabi developed by ten English teachers and supported by semi-structured interviews. Thematic analysis and coding were used to interpret the findings. The results reveal several strengths, including the integration of diverse teaching methods and relevant learning resources. However, the study also identifies notable challenges such as limited interactive classroom activities and a lack of differentiation to support diverse learner needs. The conclusion emphasizes that while the emancipated curriculum holds substantial potential for transforming EFL instruction, its effective implementation requires ongoing teacher development, collaborative planning, and contextual adaptation to ensure its long-term success.]]>
<![CDATA[CHOOSING INDONESIA OVER ENGLISH-SPEAKING NATIONS: INTERNATIONAL STUDENTS’ PURSUIT OF EFL TEACHING QUALIFICATION ]]>
<![CDATA[Lestari, Tri Puja]]>;
<![CDATA[Silvhiany, Sary]]>;
<![CDATA[Inderawati, Rita]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.5395
<![CDATA[The study examines the decision making process of international students opting to pursue graduate level education in non- English-speaking country, Indonesia, to become English as a Foreign Language (EFL) Teachers. Through a narrative approach, data was collected by using semi structured interviews with international students from diverse cultural background; South Korea, Brazil, and Mexico. The findings indicate that the ambitions of the international students are influenced by a combination of intrinsic motivations, including personal growth and cultural interest, as well as extrinsic factors such as career prospects, educational quality, and living environment. This analysis examines the impact of Indonesia's educational standards, cultural and geographical attractions, and career advancement opportunities on the decision-making processes of international students. The study indicates that international students perceive Indonesia as a favourable destination for EFL career development. It also identifies opportunities for institutions to better support these students by addressing their specific needs and improving employment pathways after graduation. The findings highlight Indonesia's increasing attractiveness as a destination for international EFL educators and indicate that promoting educational exchange can enhance international cooperation and contribute to the professional development of future teachers. Future research may investigate the educational experiences of international students from varied undergraduate backgrounds to enhance understanding of their journeys toward becoming educators in a global context.]]>
<![CDATA[AN EXPLORATORY STUDY INTO EFL TEACHERS AND STUDENTS’ PERCEPTIONS ABOUT THE 2013 CURRICULUM IMPLEMENTATION ]]>
<![CDATA[Ratih, Dewi]]>;
<![CDATA[Basikin, Basikin]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i1.6228
<![CDATA[Since the beginning, the 2013 EFL curriculum has become a center for research in the field of language learning. This can be seen from pro and cons that surround during the implementation. At certain level, the 2013 EFL curriculum has reported facing various issues. These issues, especially, related to the use of predetermined syllabus and textbooks as the main models of learning, reduction in teaching hours, teaching approach, and the authentic assessment. Reflecting from these issues, this study tries to map the implementation of the curriculum in the classroom by appointing to Snyder et al. (1992) approach models. It is conducted by noticing Fullan’s (2007) curriculum implementation factors. The study employs a sequential exploratory method involving twenty-one EFL teachers from five different senior high schools and two hundred-thirteen students. The study reveals that there are two models of approach that are most often applied by EFL teachers. These are mutual-adaptive and fidelity approach model. Eventually, the factors that emerge need to be taken into consideration by policy makers as evaluation material for further language curriculum development. ]]>
