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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 177 Documents
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THE ENGLISH TEACHERS’ EXPERIENCES IN APPLYING TEACHING STRATEGIES DURING COVID-19 HARYANA, LIA; HARDIYANTI, SRI; YUDANINGRUM, PUSPITA
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 2 (2021): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.4179

Abstract

Knowing the teaching strategy is very important in the teaching and learning process because it dramatically influences the students' outcomes. Many studies on teaching strategies have been done in many parts of the world. However, the studies on teaching strategies in the pandemic era applied by the teachers in a reputable school in Indonesia are rarely discussed. Thus, this research aims to explore a reputable school's teachers' experiences in applying strategies during covid-19. There were three senior high school teachers from one of the reputable schools in Bengkulu who participated in this research. This research adapted a case study design by using a semi-structured interview as the research instrument. The interview data were recorded, transcribed, and coded into several themes based on the focus of this research. The result showed that the teachers tended to use the same materials, such as books from the government and materials from the internet. In addition, the teachers dominantly use zoom meetings for the teaching media. Meanwhile, they had their preferences on the teaching strategies. Generally, the teachers prefer to implement online discussion, computer-based learning exercises, online collaboration projects, online lectures, independent study, and online learning using social networking as the teaching strategies. The result of this study can be used as a guideline for teachers from other schools in implementing the teaching strategies, especially in online teaching.
IMPLEMENTATION DEBATING TECHNIQUE IN TEACHING SPEAKING (Descriptive Study of Student At Twelve Level of SMAN1 Curup ) Warnidah, Nining
Linguists : Journal of Linguistics and Language Teaching Vol 2, No 2 (2015): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v2i2.114

Abstract

This research described the implementation of the debate technique in teaching speaking ofSMAN 1 Curup and analysis how debate technique can be applied for speaking class and itcan be a good way to make students’ speaking more better as their skill of languange masteryin English. The debating activity of this class is a kind of debate that different with australianor parlementary style where of Parlementary style the student present in each group contain 3members and when they present the debating activity there are 2 groups. The group ofAffirmative which agree to the motion given and the Negative group which dissagree to themotion. While on Australian style the each group has two members and in delivering activitythere are 4 group of its presentation. Two groups for Affirmative group and two group fornegative group.The observation have three steps the firsly,t to get data who students that has ability in speakingwell they will be the main group. The main group contain of 6-7 students of each class and theywill be an opposite group for other group of the class. It is about 5 group will present of theclass with the opposite team for the students who has ability well in speaking. Theobservervations had been done directly in the class, it need 4-6 weeks of each class. Secondly,they present their debating with the motion given with the turn and motion that given lotteryrandomly.Next, after the debating held of each class the observer give another activity by asking them topresent speaking individually, and there is good result, their speaking performance increaseto be better than of the first activity before debating
TEACHERS AND STUDENTS’ PERCEPTION TOWARD CHARACTER EDUCATION IN ENGLISH TEXTBOOKS PERMANA, DIO RESTA; INDERAWATI, RITA; VIANTY, MACHDALENA
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 2 (2020): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i2.3955

Abstract

This study aimed at investigating how far teachers and students really understand the existence of character education in the curriculum, especially through the teaching and learning process in the classroom by using English textbooks as a medium. There were six teachers and six students who participated in this research. A semi-structured interview with a one-on-one interview was conducted in order to see the perspective of teachers and students about character education in their textbooks.  The study revealed that both teachers’ and students’ agreed that character education is essential in creating good individuals with noble characters to tackle moral degradation. Their understanding of character education in the textbooks they were using now was satisfactory. It can be seen through both teachers and students were aware of dealing with character values in the textbooks that embedded in the teaching and learning materials which can be presented both in form of implicit and explicit but they did not know about 18 character values proposed by the government yet.
THE ROLE OF INPUT, INTERACTION, AND NEGOTIATION IN SECOND LANGUAGE ACQUISITION Permana, Dio Resta
Linguists : Journal of Linguistics and Language Teaching Vol 4, No 2 (2018): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v4i2.1662

Abstract

It has been still debatable whether someone acquire second language acquistion similar to first language or not especially in field of input. Input is one of the most important elements in the process of second language acqusition. Without input, learning second language cannot take place. In this paper, two hypotheses of input processing have been described based on Krashen’s input hypothesis and Long’s interaction hypothesis in order to see its influence in second language acquisition.
THE IMPACT OF ROLE-PLAY ON STUDENTS' SPEAKING PERFORMANCE KHASBANI, IMAM; SELI, FENNY YUTIKA
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 2 (2021): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.4168

Abstract

Speaking has been widely regarded as the core element of English language learning. The success of students in learning English is often measured by how well and articulates they can express themselves orally. Despite its popularity and the fact that it becomes one of the most embraced language skills by educational practitioners inside the classroom, speaking has been and is still thought of as the most challenging skill to master. A number of teaching techniques have been invented to tackle this issue and among them is role-play. Relying on this situation, the present study seeks to reveal the possible impact of role-play on students' oral performance and speaking confidence. Preliminary and post-tests as well as questionnaires were employed during the study for the purpose of data collections. The analysis of the collected data suggests an improvement in the participants' speaking ability in the experimental group, indicated by an increase in their average score on the speaking test from 66.50 to 76.28. This score improvement appears to be higher than the control groups, whose average score moved from 67.29 to 71.76. In addition to that, the investigation on the collected data also shows that role-play had a significant effect on the establishment of positive interaction with both high and low speaking confidence participants in the experimental group. There was an improvement in speaking performance scores from 69.70 to 78.29 and 50.50 to 68.80 from high and low speaking confidence participants. The improvement witnessed in the experimental class also appears to be more significant than that of the control group, whose scores changed from 70.25 to 74.10 for high speaking confidence participants and from 52.50 to 59.20 for the participants with low speaking confidence. The results of the study indicate that role-play plays a prominent part in improving students' speaking performance.
The Use of Debate Activitiesto Improve Students’ SpeakingAbilityat State Religious Senior High School (MAN 02) of Kepahiang,Bengkulu, Indonesia Efrizal, Dedi
Linguists : Journal of Linguistics and Language Teaching Vol 3, No 1 (2016): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v3i1.105

Abstract

This study was carried out to improve the students’ speakingabilitythrough Debate Activitiesin Second Year Students of State Religious Senior High School (MAN 02) of Kepahiangin academis year 2015-2016. The subjects of this study were consisted of 30 students.The method used in this study was Classroom Action Research ( CAR). The Clasroom Action Research design applied in this study was a collaborative classroom action research. It mean that the researcher collaborated with the English teacher of State Religious Senior High School (MAN 02) of Kepahiangas an observer and collaborator. The study was carried out in three cycles. Each cycles consisted of three meetings. The data were gathered in this study through field notes, and test.The result of the study showed that there was improvement of students’ speakingability. Most of the students gradually gained good scores at the end of each cycles. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English subject was 70 (seventy). The data shows that in cycle I, students speaking achievement is 0% (excellent), 10% (good), 17% (average), 40% (poor), 34% (very poor). In cycle II the students’ speaking achievement is 7% (excellent), 20% (good), 40% (average), 20% (poor) and 13% (very poor). In cycle III students’ speaking achievement is 13% (excellent), 20% (good), 54% (average), 13% (poor) and 0% (very poor). In conclusion, Debate Activitiescould solve the students’ problems and improve their speaking ability
REVOLUZIOTING SPEAKING SKILS: THE POWER OF NEURO-LINGUISTIC PROGRAMMING (NLP) FOR TENTH-GRADE STUDENTS AT SMK BINONG PERMAI AN-NURMANIYAH Gunawan, Yudhie Indra; Rahmania, Seruni
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.7658

Abstract

The aim of this study was to investigate whether Neuro-Linguistic Programming (NLP) was effectively used by tenth-grade students at SMK BINONG PERMAI to improve their speaking skills. NLP is a learning method that integrates language and thought processes to optimize behavior in learning. It focuses on character development through structured thinking programs that enhance communication abilities. Applying NLP to speaking skills can be an effective strategy, as it helps students gain confidence and fluency. This study employed a quantitative approach with a quasi-experimental design to assess NLP's effectiveness. The results indicated that NLP significantly improved students' speaking skills. In the experimental class, the average pre-test score was 59.5, increasing to 63.6 in the post-test. Meanwhile, in the control class, the average pre-test score was 58.2, with a post-test score of 58. The post-test t-test results showed a significant difference between the experimental and control groups. With t-count ɑ = 5% and dƒ = 60 at 2.69, compared to the t-table value of 2.00, the results confirm that NLP is highly effective. Thus, NLP is recommended for teaching speaking skills, as it fosters confidence and ease in communication. Teachers should consider NLP as a valuable strategy for language learning.
IMPROVING READING COMPREHENSION AND SPEAKING PERFORMANCE OF THE EIGHTH GRADERS USING ICM SAPUTRA, EKO
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 1 (2020): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i1.3941

Abstract

The aim of this experimental study was to investigate whether or not there were significant improvements in students’ reading comprehension and speaking performance after being taught by using Instructional Conversation Method. This study also aimed to see the significant difference in reading and speaking achievements between the students who got the treatment and those who did not. Sixty eight eighth graders with the same reading level were selected as the sample and were divided equally into experimental and control groups. Pretest and posttest were given to both groups, but the treatment was only for the experimental group. The data obtained from reading comprehension and speaking pretest and posttests in both groups were analyzed by using paired and independent sample t-tests. The result showed that after the students were taught by using ICM there were significant improvements in their reading and speaking achievements. There were also significant differences in reading and speaking achievements between both groups. In conclusion, ICM could help students improve their reading comprehension and speaking performance.
INTERACTIONAL METADISCOURSE IN STUDENTS’ ABSTRACTS ACROSS STUDIES AT UNIVERSITAS QOMARUDDIN MAZIDAH, EVA NUR; MASRUROH, LAILATUL
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 2 (2022): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i2.3901

Abstract

Writing is one of the essential things that all students must do. In writing, the delivery of ideas needs to be arranged so that the writing is easy to understand and practical. One type of writing is when students write a research article for their final project or thesis. Abstract writing is one of the crucial sections of a final project or thesis because the abstract contains an outline of the research they did. In writing abstracts, metadiscourse markers were possible because they aimed to organize a sequence of ideas, attract readers' attention, and indicate how important the information was presented. This study investigated one hundred and twenty abstract theses from six study programs at Universitas Qomaruddin. They are English Department (PBI), Mathematic Department (PMT), Industrial Engineering (TI), Electrical Engineering (TE), Mechanical Engineering (MS), and Informatics Engineering (IF). Hyland (2005) formulated the interactional metadiscourse investigated as the primary reference. The results showed that all six study programs applied interactional metadiscourse markers when writing their abstracts. Moredespite different styles and preferences in applying markers. In terms of usage of overall metadiscourse, PBI applied the most markers, while MS applied the least. In terms of variants of metadiscourse, PBI also applied the most, and MS applied the least varied markers. The reasons behind more or less usage of interactional markers were influenced by how familiar they were with using English, as it also revealed their writing style. PBI is one example that their exposure to English pretty helps them vary the way they arrange their ideas in their abstracts. However, other surprising groups were PMT and IF groups, which frequently showed the uses of metadiscourse markers. It also strengthened that English was not only dominated by English department students. It was more on how this language was known to many students at Universitas Qomaruddin. It is hoped that English as one of the international languages is no longer a big problem for students, especially in the case of abstract writing.
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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