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<![CDATA[CHALLENGES FACED BY PARENTS OF CHILDREN WITH SPEECH DISORDER IN KOTO LAMO ]]>
<![CDATA[PUTRI, ELDA SELJA]]>;
<![CDATA[KARDENA, ABSHARINI]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3984
<![CDATA[Parenting a child is difficult, but parenting disabled children is even more difficult. The complexity of a child's disability needs to be coupled with its complexity, frequently putting parental skills to the test. The experiences of three parents of children with speech disorders disabled children are examined in this study. A phenomenological framework and study strategy were adopted to collect data, including group discussions and individual interviews. The first participant in this study is J, who has a 17-year-old disabled son; the second is SY, who has a 4-year-old disabled son; and the last one is A, who has a 19-year-old disabled daughter. The researchers used content analysis in this study. Per review and member checks were used to improve credibility. The themes that emerged showed that parents had different experiences parenting their children with disabilities, as well as the need to provide parents with accurate information about their children's problems. It seemed clear that such parents would gain from counselling to help them cope with the problematic situations of raising a disabled kid. The author suggests that this study showed the challenges faced by parents who have speech disorders and disabled children, especially in Koto Lamo.]]>
<![CDATA[ENGLISH TEACHER’SDIFFICULTIES IN TEACHING VOCABULARY TO STUDENTS WITH LEARNING DISABILITIES ]]>
<![CDATA[LESTARI, ULVHA DWI]]>;
<![CDATA[ERLINA, DIAN]]>;
<![CDATA[SAPUTRA, EKO]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3992
<![CDATA[This study investigated teachers' difficulties in teaching English vocabulary to students with learning disabilities and how they overcame the situation at SLB C KaryaIbu Palembang. The researchers used qualitative research with a case study method. This study was conducted at SLB C KaryaIbu Palembang. Purposeful sampling was employed in selecting the English teacher, with the criteria that the subject had an educational background from a particular school and had taught students with a learning disability who has more qualified in learning. In collecting data, the researchers used semi-structured interviews. The data were analyzed by using the thematic analysis technique. The result of the study showed that the teacher at SLB C Karya Ibu Palembang had difficulties teaching English vocabulary to students with a learning disability and some strategies to deal with the problem, such as asking the students to remember English vocabulary, attracting the attention of students, controlling pronunciation of students, managing the learning time, and finding proper strategies.]]>
<![CDATA[AN EXPLORATION OF INDONESIAN EFL LEARNERS' SPEAKING ANXIETY ]]>
<![CDATA[MELIYANI, YULI]]>;
<![CDATA[MASRUPI, MASRUPI]]>;
<![CDATA[UTOMO, DHAFID WAHYU]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3926
<![CDATA[This research reports the factors that trigger Foreign Language Speaking Anxiety as perceived by Indonesian EFL learners. The qualitative method was employed in this research. The participants of this research were the 33 Indonesian EFL learners from the class X IPS 3 of SMAN 1 Pandeglang, year academic 2019-2020. The initial process of collecting the data was by spreading a questionnaire known as Foreign Language Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). Then it was followed by an in-depth interview for the ten students with high anxiety levels based on their FLCAS Score. The data was then analysed through three steps developed by Miles and Huberman (1994). The triangulation technique was used to strengthen this research's credibility. This research found that the factors that could trigger students' anxiety are divided into two. The first is teacher-related factors such as assertive teaching and the teacher's calling method. The second is student-related factors such as their negative view of English, being mocked by friends, fear of making mistakes, self-confidence, and inadequate support to practice English speaking. To reduce anxiety, students need to be exposed to the target language as often as possible and get used to it to improve their confidence in speaking English. In addition, the teacher should always be able to find a way to make an entertaining and less tense classroom environment.]]>
<![CDATA[PROMOTING AN INTEGRATED SCIENCE AND ENGLISH POP-UP BOOK FOR PRIMARY SCHOOL STUDENTS ]]>
<![CDATA[HANDAYANI, RINDU]]>;
<![CDATA[KURNIA, FENI]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3985
<![CDATA[After doing an observation and interview with teachers, the researchers found that English and science were taught in a conventional method and were not thoroughly learnt. Hence, the teaching was not effectively conducted, and learning often ended up in boredom, which resulted in ineffective teaching and learning atmosphere. The objectives of this research were to create a combined English language and science pop-up book learning media for animal and human movement organs and to acknowledge its feasibility. The 4D development steps developed by S. Thiagarajan et al. were used in the research design, consisting of four stages: define, design, develop, and disseminate. The participants included in this research were the 5th-grade students of SD N 26 Belinyu, consisting of 35 students. Out of 35, 20 were female, and 15 were male. Two senior female teachers in the same school were also included in the interview. Data were collected by documentation, expert validation sheets, feasibility test sheets and user response questionnaires. Expert validation was conducted by two expert judgments, while language validation was justified by two language experts in Bahasa Indonesia and English. The results showed that the benefits students gain from using pop-up book media include seeing, opening, and shutting images on the pop-up book, which helps strengthen children's motor development.]]>
<![CDATA[TEACHERS’ TPACK IN TEACHING EFL DURING COVID-19 PANDEMIC ]]>
<![CDATA[MARTINA, FENY]]>;
<![CDATA[AFRIANI, ZELVIA LISKA]]>;
<![CDATA[ARYATI, SEPTIAN NUR]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3993
<![CDATA[This study explores the TPACK of EFL teachers in two distinct school districts during the Covid-19 pandemic. This study comprised two English teachers from rural and urban schools in Bengkulu, Indonesia, with 2 to 10 years of experience teaching English. The researchers collected the data utilizing an interview-based comparative descriptive methodology to address research questions. Following the interview, the collected data was transcribed. The findings of this study indicate that urban teachers have a higher level of TPACK than rural teachers in terms of their ability to use technology and manage classes when teaching English during the Covid-19 pandemic, particularly concerning online learning applications such as Zoom meetings, WhatsApp, Google Classroom, and the YouTube app.On the other hand, rural EFL teachers have insufficient TPACK. Due to a lack of time to design technology lesson plans, technology training, and inadequate supporting facilities and infrastructure, such as limited internet network availability and power outages, teachers lack knowledge of technological advances for online learning. Even though teachers in rural and urban areas had never utilized an online learning system during the previous school year, they had varying capacities for addressing problems that developed while utilizing this system.]]>
<![CDATA[A DISCOURSE ANALYSIS OF LEXICAL COHESION ON NAILA FARHANA’S VIDEOS ]]>
<![CDATA[BATUBARA, WINDA WASALWA]]>;
<![CDATA[HIDAYAT, DIDIN NURUDDIN]]>;
<![CDATA[HUSNA, NIDA]]>;
<![CDATA[ALEK, ALEK]]>;
<![CDATA[MACHFUDI, MOCH. IMAM]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3934
<![CDATA[The study sought to investigate the lexical cohesion in three YouTube videos by Naila Farhana, "Language Learning when you are an Introvert," "This useful language translation hack will help you!" and "Change your life! Benefits of Learning English Language". Farhana is known as an Indonesian YouTuber engaged in Languages. Through her video, the study analyzed Farhana's utterances on some topics based on lexical cohesion elements. Moreover, this study is concerned with Farhana's consistency, properly using lexical cohesion based, and finding out which lexical cohesion is the most dominant. Since to produce good writing and speech, it needs to pay attention when used to make the reader or listener not misunderstand. The research method was a qualitative description of the YouTube transcript to analyze the lexical cohesion devices. The results showed that the most dominant lexical cohesion of Farhana's three Youtube videos was Collocation of 36.93%. In addition, the study found Farhana's consistency in using lexical cohesion seen in the percentage of using the correct type of lexical cohesion reached from Halliday and Hasan's theory.]]>
<![CDATA[THE INTEGRATION OF THE KWL (KNOW, WANT, LEARN) STRATEGY AND THE ZOOM CONFERENCE IN TEACHING READING: AN ACTION RESEARCH ]]>
<![CDATA[HASTOMO, TOMMY]]>;
<![CDATA[ZULIANTI, HAJJAH]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3986
<![CDATA[This research aimed to improve the students’ reading comprehension by using the Know Want Learn (KWL) strategy. The objectives of this research were to investigate whether the integration of the Know Want Learn (KWL) strategy in the Zoom conference can improve the students’ reading comprehension and identify the students' perception of using the KWL Strategy in the Zoom conference. In this research, the researchers used classroom action research as the research design in collecting the data. The research was conducted in three cycles. The samples of this research were 30 students. The researchersemployedquestionnaire, observation and test for the data collecting technique. The test used in this research was reading test consisted of 25 questions. The researchers used descriptive analysis for analyzing the data. The findings of this research show that the integration of the Know Want Learn (KWL) strategy in the Zoom conference successful to improve students’ reading comprehension and reading activity. The improvement of students’ reading comprehension can be concluded from the mean score of the pre-test is 65.42and the mean score of the post-test is 85.49. Moreover, there are 26% (8) students who show moderate perception, 24% (7) students offer positive perceptions, and 50% (15) students show very positive perceptions.Furthermore, the combination of KWL Strategy and Zoom conference can help students achieve the learning target. The students can get many benefits from using this combination to study English. They also can conduct an effective teaching-learning activity in a modern way even though they are not allowed to attend the face-to-face classroom.]]>
<![CDATA[THE PROCEDURES OF CONSECUTIVE INTERPRETING ]]>
<![CDATA[MAULIDA, DE LARA SITI]]>;
<![CDATA[SAEHU, ANDANG]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3994
<![CDATA[One of the types of interpreting is known as consecutive interpreting. Regarding the modes on how the message is rendered, the interpreter begins to interpret the utterances from the speaker only after the speaker has finished speaking. It is also believed that the procedures of consecutive interpreting involve certain stages. Thus, this small-scale research is intended to explore and discover the procedure of consecutive interpreting. Qualitative design was employed to gather and analyze the data by utilizing open-ended interview in which the interviewee was a professional interpreter. The evidence of this research revealed that there is no determined procedure to perform interpreting since every experts, researchers, and interpreters has their own set of approaches and practices for conducting interpretation consecutively. In general, the steps of consecutive interpreting consist of three stages namely pre interpreting, while interpreting and post interpreting. The procedures of consecutive interpreting are concerned with the interpreter's preparation such as preparing the material, briefing, and professional ethics, the agreement or contract between the organizer and the interpreter, strategy if interpret happened to make mistake, and, most importantly, note-taking techniques.]]>
<![CDATA[WOMEN AND RACISM IN KAMALA HARRIS’ SPEECHES: A CRITICAL DISCOURSE ANALYSIS ]]>
<![CDATA[TSANI, NOVIA KURNIA]]>;
<![CDATA[RATNADEWI, DWIJANI]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3987
<![CDATA[Critical Discourse Analysis is an approach to studying a text to increase the reader's awareness of the meaning behind and the real purpose of the text. Previous studies analyzed texts with a general CDA approach, while this research focuses on a specific topic, namely women and racism. Using Norman Fairclough's three-dimensional critical discourse analysis theory and Van Dijk's sociocognitive approach, this study aims to analyze the types and uses of women's issues and racism, as well as the personal and impersonal motivations behind Kamala Harris' speeches. A total of three speeches and their scripts were selected and categorized based on the indicators of women's issues and racism. This study revealed five types and use of racism issues for women of colour that Kamala Harris raised in her speeches, namely women of colour in the economy, education, civil and society, justice, and health care. Her motivation was a call to take action against women of colour's injustice.]]>
<![CDATA[THE EFFECT OF MOVIE SYNOPSIS ON STUDENTS’ VOCABULARY MASTERY OF THE FIRST GRADE STUDENTS AT MTSN 2 BENGKULU ]]>
<![CDATA[ZASRIANITA, FERA]]>;
<![CDATA[PUTRI, MELU SUDARMI]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.3989
<![CDATA[This research aims to know the effect of using movie synopsis on students' vocabulary mastery in the first-grade students of MTsN 2 Kota Bengkulu. The population of this research is seven classes of the first-grade students of MTsN 2 Kota Bengkulu; the total number is 301 students. The sample was taken by class VIIB, an experimental class with 30 students, and class VIIA, a control class with 30 students. The instrument of the research used a vocabulary test. The data was evaluated and analyzed to determine the effect using the T-test Formula. The result means that there are differences between both classes in the effect of movies synopsis on students' vocabulary mastery. In other words, the experimental class's vocabulary increased more than the control class. The mean score of the pre-test result of the experimental class was 58,56, the mean score of the control class was 59,86, the mean score of the post-test result of the experimental class was 76,63, and the control class was 61,90. The gain of pre-test and post-test of the experimental class was 18.07, and the gain of pre-test and post-test of the control class was 2.04. It means movies' synopsis as education media was influential in developing students' vocabulary mastery. The researchers suggest that teachers use the synopsis of the movie as one of the techniques in teaching vocabulary, so the teacher can motivate the students to develop their vocabulary mastery and contribute to developing the teaching and learning English process, especially in teaching English vocabulary.]]>
