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<![CDATA[INTEGRATING DIGITAL READABLE APPLICATIONS TO FOSTER STUDENTS' MOTIVATION IN ENGLISH READING ]]>
<![CDATA[Yauri, Andi Muhammad]]>;
<![CDATA[Kasmiati, Kasmiati]]>;
<![CDATA[Nur, Hasriati]]>;
<![CDATA[Adisaturrahimi, Andi]]>;
<![CDATA[Dj, Muhammad Zuhri]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.9079
<![CDATA[As a successful strategy for raising students' interest and engagement, the use of digital resources in language learning has grown in significance. The purpose of this study is to look into how incorporating Readable applications affects students' motivation to read in English. Thirty eleventh graders from Bone, Indonesia, public senior high school participated. Using a pre-experimental design and a quantitative methodology, the data was gathered via a motivation survey and statistically examined. A higher mean score and a statistically significant difference (p < 0.05) between pre- and post-test results demonstrated that students' enthusiasm to read English texts was greatly enhanced by using Readable applications. These results imply that digital reading platforms might provide a more engaging and dynamic learning environment that encourages students' independence and curiosity. The study advises teachers to include similar digital tools into their teaching practices and emphasizes the pedagogical implications of technology-enhanced learning in tackling motivating issues in EFL reading classrooms.]]>
<![CDATA[APPRAISING ENVIRONMENTAL CRISIS: AN ECOLINGUISTIC EVALUATION OF THE LOS ANGELES WILDFIRE COVERAGE IN NATIONAL GEOGRAPHIC MAGAZINE ]]>
<![CDATA[Zamruddin, Mardliya Pratiwi]]>;
<![CDATA[Sanhadi Rahayu, Famala Eka]]>;
<![CDATA[Mubarok, Ahmad]]>;
<![CDATA[Max, Jonathan Irene Sartika Dewi]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.7773
<![CDATA[Environmental crises are increasingly mediated through global media platforms, shaping public perception and ecological awareness. National Geographic, as a prominent environmental outlet, plays a key role in constructing narratives around ecological issues. However, the linguistic strategies it employs—particularly evaluative language—remain underexplored. This study aims to investigate the evaluation of LA Wildfire in National Geographic Magazine through an ecolinguistic framework. The study is designed as qualitative research with a content analysis approach, which analyzed four articles discussing LA Wildfire 2025 in the National Geographic Magazine in the Environmental Section. The analysis focuses on appraisal patterns which cover three aspects: attitude, engagement, and graduation where each aspects has their sub categories which makes this analysis detailed. The findings reveal a dominant use of appreciation and judgment to evoke urgency and moral responsibility, while affect is comparatively minimized. Salience patterns foreground scientific authority and global impact, often marginalizing local ecological voices. Metaphors such as “tipping point” and “planetary fever” reinforce crisis framing but risk oversimplifying complex ecological dynamics. This study contributes to ecolinguistics by demonstrating how evaluative language in environmental media can both amplify ecological concern and obscure systemic causes, highlighting the need for more reflexive and inclusive environmental storytelling.]]>
<![CDATA[PAN-ASIAN BEAUTY IDEOLOGY IN INDONESIAN SKINCARE PRODUCTS ADVERTISEMENTS: CRITICAL DISCOURSE ANALYSIS ]]>
<![CDATA[Kurniawan, Muhammad Hafiz]]>;
<![CDATA[Sunendar, Neidya Fahma]]>;
<![CDATA[Juwintan, Juwintan]]>;
<![CDATA[Snytsar, Liana]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8849
<![CDATA[Social media has changed the people perspective about beauty because it shapes beauty standard by giving exposure to particular body shape and skin tone. This research aims to investigate the ideology in the concept of beauty in local brand of skincare products in Indonesia via Instagram. Those two local brands are chosen because it shows how different ideologies are starting to be contested: “whiteness’ and ‘local’ beauty. This concept cannot be ignored because it is rooted in imperialism and colonialism. To reveal the ideology, this research began with the analysis of visual and verbal texts in Instagram posts from two official accounts, Kezia Skincare and Votre Peau. This case study uses Critical Discourse Theory proposed by Jäger & Maier and then supported by theories developed within social semiotics. The data in this research were collected by applying four steps adopted from Bezemer and Jewitt and in analyzing the data this research focuses on the discourse fragments to reveal the ideological statements. Linguistic and non-linguistic features are used intersemiotically to strengthen the message of ‘whiteness’ and ‘brightness’ beauty is within the customer reach. Although, one of beauty products has promoted the ‘local’ beauty, the consistency is still questioned because whiteness beauty ideology and the pan-Asian beauty still leaves the trace in representing the beauty thorough process types, metaphors, pathos and images. ]]>
<![CDATA[CHARACTERISTICS OF ARTICLE TITLES IN HIGH-IMPACT LINGUISTICS & ENGLISH EDUCATION JOURNALS ]]>
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Arsyad, Safnil]]>;
<![CDATA[Yunita, Wisma]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8395
<![CDATA[The Title is an integral part of a journal article because it advertises the article to readers; if it is attractive, readers will read it. However, studies on the characteristics of article titles published in reputable journals in Applied Linguistics and English Language Education are scarce in the literature. Based on quartile rankings, this study compares the linguistic features and content structure of scientific article titles in reputable international journals in Applied Linguistics and English Language Education. Using a content analysis design, 982 article titles from 12 international journals published between 2022 and 2024 were analysed quantitatively and qualitatively. The results showed that the title length varied according to quartile: Q1 and Q3 had a higher average title length than Q2 and Q4, reflecting the tendency to use more descriptive titles in highly reputable journals. Linguistically, noun phrases were the most commonly used syntactic structure, but Q1 journals used compound constructions and -ing verb phrases that reflected the complexity and dynamics of ideas. Regarding content, the research method feature appeared most frequently, followed by data and findings, especially in Q1 and Q3 journals. In contrast, topic-only titles were more dominant in Q4 journals. These findings confirm that the structure of article titles reflects a scientific communication strategy tailored to the Journal's reputation. This study offers a conceptual contribution through a combined classification framework between linguistic features and title content. It provides practical guidance for academic authors in designing effective titles according to the expectations of target journals.]]>
<![CDATA[THE EFFECTIVENESS OF DIGITAL GAME BASED LEARNING ON STUDENTS’ WRITING SKILL BASED ON GENDER DIFFERENCES ]]>
<![CDATA[Wulandari, Ratih Ayu]]>;
<![CDATA[Dahlina, Ulinuha]]>;
<![CDATA[Rosnaningsih, Asih]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.9017
<![CDATA[This study highlights the importance of preferences between male and female students that should be taken into account when designing digital game-based learning (DGBL) to improve writing skills. Until the present time, there were limited studies exploring gender differences among male and female students in using DGBL to teach narrative writing text. Thus, the purpose of this study is to examine the effect on students’ narrative writing skills enhanced through DGBL utilizing the Wordwall application, with an emphasis on gender differences. It employed a mixed-method design combining quantitative and qualitative techniques. A quasi-experimental design with a non-equivalent control group was utilized for the quantitative technique, while descriptive method was employed in the qualitative technique. The samples were selected purposively into different groups: experimental (XI Saintika 2 = 36 students) and control (XI Saintika 4 = 36 students). DGBL was utilized to teach narrative writing to the experimental group, whereas traditional techniques were employed to the control group. Students in the experimental group fared much better than those in the control group on both pre- and post-tests (M = 88.05 vs. 79.27), which was supported by t-test results (p < 0.05). It showed that by boosting motivation, engagement, and instant feedback, DGBL successfully improved writing performance. Even among normally passive students, Wordwall’s interactive elements encouraged active involvement. Although both male and female students benefited from DGBL, gender-based analysis showed that males were more competitive and females generally had more positive attitudes and structured writing styles. Teachers are required to design DGBL with various learning activities according to students’ individual differences to make sure all of them are involved actively during the teaching writing process.]]>
<![CDATA[RHETORICAL PATTERNS OF DISCUSSION SECTIONS OF REPUTABLE INTERNATIONAL JOURNALS ]]>
<![CDATA[Kasmaini, Kasmaini]]>;
<![CDATA[Riswanto, Riswanto]]>;
<![CDATA[Zahrida, Zahrida]]>;
<![CDATA[Putri, Adesti Anggita]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.7919
<![CDATA[This study aims to investigate the rhetorical patterns in the discussion sections of reputable international journals (Q1) in the field of English language teaching using a qualitative content analysis design. The discussion sections of the selected journals are analyzed using the Ruiying and Allison model (2003). A total of 30 articles served as the research corpus. This study will reveal the rhetorical patterns (based on the Ruiying and Allison model). The findings indicate that certain moves and steps are consistently present across the articles, reflecting conventional or obligatory rhetorical practices. Moves 2 and all steps of Move 4 were observed in 100% of the articles, identifying them as obligatory elements in structuring discussion sections. Other moves, such as Moves 1, 3, 5, 6–Step 1, and 6–Step 2, appeared in 90–96.6% of the articles, demonstrating their conventional but non-obligatory nature. In contrast, optional steps, including Move 6–Step 3 and Move 7–Step 3, were present in only 30–36.7% of the articles, suggesting that they are not essential to the overall rhetorical structure. These results can serve as valuable resources for academic writing courses.]]>
<![CDATA[GRAMMATICAL ERRORS IN WRITTEN ENGLISH: A CASE STUDY OF MALE AND FEMALE EFL STUDENTS ACROSS DIFFERENT MOTHER TONGUES ]]>
<![CDATA[Ilyas, Ilyas]]>;
<![CDATA[Mohd Tahir, Asman Bin]]>;
<![CDATA[Nursidah, Nursidah]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8370
<![CDATA[This study investigates grammatical errors in English writing produced by male and female EFL students from different mother tongue backgrounds (Makassarese, Bugis, and Javanese). Using a qualitative descriptive case study design, six participants, three males and three females, were asked to compose 150-200 words essay on the topic “The Benefits of Using Cell Phones” to examine how gender and mother tongue influence grammatical accuracy. The errors were identified and categorized using Dulay et al.’s (1982) surface strategy taxonomy, consisting of omission, addition, misformation, and misordering. The analysis revealed that the Bugis male student demonstrated the highest frequency of omission errors, while the Makassarese male student produced the fewest. Both male and female students showed similar patterns in addition errors, with the Bugis and Makassarese female students recording the highest counts. Misformation errors were most frequently found in the Bugis male student and the Makassarese female student, whereas misordering errors were also common among the same two participants. Overall, the findings indicate that mother tongue plays a substantial role in shaping the types and frequencies of grammatical errors committed by male and female EFL learners. These results highlight the importance of recognizing linguistic background in instructional planning, enabling educators to design targeted teaching strategies to improve grammatical accuracy. Moreover, the findings can assist curriculum developers in constructing more inclusive and effective programs that address the specific learning needs of students from diverse mother tongue backgrounds.]]>
<![CDATA[SELF-REPAIR OF INDONESIAN JAPANESE LEARNERS’ SPEAKING: CASE STUDY IN VOCATIONAL TRAINING INSTITUTION ]]>
<![CDATA[Arianingsih, Anisa]]>;
<![CDATA[Gunawan, Wawan]]>;
<![CDATA[Haristiani, Nuria]]>;
<![CDATA[Sudana, Dadang]]>;
<![CDATA[Trianto, Ikmal]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.7633
<![CDATA[Self-repair is correcting a sentence's structure or meaning and rewording it to provide more specific information. Exploring the use of self-repair in learners is important as a potential indicator of language attrition in second-language learning. Self-repair can solve misunderstandings and clarify the speaker’s intention. It also allows students to repair their errors without the teacher’s involvement. Previous studies of self-repair in Japanese mostly investigate learners in formal institutions. However, research on using Japanese learners in non-formal institutions is limited. This study investigates the types and the changes in the self-repair of Indonesian Japanese learners’ speaking over a five-month training program in a Vocational Training Institution (LPK). This study used a mixed method, which combined quantitative and qualitative. Participants of this study were 10 Indonesian Japanese learners at an LPK in West Java, Indonesia. The instruments through a monologue speaking task were given at the beginning and end of the training program. The results showed that morphological change is the most frequent self-repair used by learners. However, the least used self-repair at the beginning and end of the training program was different. At the beginning of the training program, the least used self-repair was a phonological change, while at the end, there were phonological and lexical changes. This study showed a tendency for a reduced frequency of self-repair with increased proficiency. This study provided a learning strategy and contributed to developing a curriculum and teaching method that is more effective in improving learners' speaking skills, especially in preparing for work in Japan. However, this study only examines self-repair using monologue speaking tasks with familiar topics. Future studies should investigate self-repair using additional task designs to deepen insights into developmental patterns. ]]>
<![CDATA[FROM PROJECTS TO PORTFOLIOS: IMPLEMENTING GOOGLE SITES TO FOSTER AUTONOMOUS LEARNING IN ESP-BASED ACCOUNTING COURSES ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Musdalifah, Musdalifah]]>;
<![CDATA[Oliviera De Barros Cardoso, Luis Miguel]]>;
<![CDATA[A. Dzhelilov, Akhtem]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8989
<![CDATA[In the digital era of higher education, fostering learner autonomy through technology-enhanced pedagogy has become increasingly important, particularly in English for Specific Purposes (ESP) courses that demand contextualized and self-directed learning. Although e-portfolios have been widely implemented in general language education, their pedagogical role in ESP contexts—especially in English for Accounting—remains underexplored, and empirical evidence linking their use to learner autonomy dimensions is still limited. This study aims to investigate the use of Google Sites–based e-portfolios in promoting autonomous learning among students enrolled in an English for Accounting course at an Indonesian university. Employing a mixed-methods design, data were collected from a questionnaire administered to 35 undergraduate students, complemented by portfolio analysis and qualitative feedback. The quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that frequent use of Google Sites is associated with increased student motivation, improved accounting-related vocabulary, and enhanced reflective learning practices. More importantly, the platform supported key dimensions of learner autonomy, including self-regulation, goal-setting, and learning ownership. Despite minor technical challenges, students reported generally positive learning experiences. This study concludes that Google Sites–based e-portfolios represent an effective pedagogical tool for fostering learner autonomy in ESP instruction and offers practical implications for technology integration in discipline-specific language learning.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF ENGLISH LEARNING MATERIALS FOR CHILDHOOD EDUCATION THROUGH PJBL MODEL ]]>
<![CDATA[Zasrianita, Fera]]>;
<![CDATA[Hamzah, Syukri]]>;
<![CDATA[Andriadi, Andriadi]]>;
<![CDATA[Nadrah, Nadrah]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8794
<![CDATA[This study aims to understand the students' perceptions towards the implementation of English language material for early childhood based on project-based learning. This research was a qualitative descriptive study. The method used in this research is the survey method. The subject of this study was a student of the 6th semester at English Language Education who took TEYL courses at FTT UIN FAS Bengkulu. There were 26 (twenty-six) students in the sample for the research. In collecting the data, the researcher used a questionnaire about students' perceptions towards the implementation of project-based learning in designing English learning material for early childhood education. The result of the research clearly showed that project-based learning has a significant impact on student performance in designing English learning material for early childhood education. In designing English learning material for early childhood education. The subject of this study was a student of the 6th semester at English Language Education who took TEYL. There were 26 students in the sample for the research. In collecting the data, the researcher used a questionnaire about students' perceptions towards the implementation of project-based learning in designing English learning material for early childhood education. The result of the research clearly showed that project-based learning has a significant impact on student performance in designing English learning material for early childhood education.]]>
