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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 194 Documents
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CHARACTERISTICS OF ARTICLE TITLES IN HIGH-IMPACT LINGUISTICS & ENGLISH EDUCATION JOURNALS Syaprizal, Syaprizal; Arsyad, Safnil; Yunita, Wisma
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8395

Abstract

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.
THE EFFECTIVENESS OF DIGITAL GAME BASED LEARNING ON STUDENTS’ WRITING SKILL BASED ON GENDER DIFFERENCES Wulandari, Ratih Ayu; Dahlina, Ulinuha; Rosnaningsih, Asih
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9017

Abstract

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.
RHETORICAL PATTERNS OF DISCUSSION SECTIONS OF REPUTABLE INTERNATIONAL JOURNALS Kasmaini, Kasmaini; Riswanto, Riswanto; Zahrida, Zahrida; Putri, Adesti Anggita
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7919

Abstract

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.
GRAMMATICAL ERRORS IN WRITTEN ENGLISH: A CASE STUDY OF MALE AND FEMALE EFL STUDENTS ACROSS DIFFERENT MOTHER TONGUES Ilyas, Ilyas; Mohd Tahir, Asman Bin; Nursidah, Nursidah
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8370

Abstract

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.
SELF-REPAIR OF INDONESIAN JAPANESE LEARNERS’ SPEAKING: CASE STUDY IN VOCATIONAL TRAINING INSTITUTION Arianingsih, Anisa; Gunawan, Wawan; Haristiani, Nuria; Sudana, Dadang; Trianto, Ikmal
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7633

Abstract

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. 
FROM PROJECTS TO PORTFOLIOS: IMPLEMENTING GOOGLE SITES TO FOSTER AUTONOMOUS LEARNING IN ESP-BASED ACCOUNTING COURSES Asrifan, Andi; Musdalifah, Musdalifah; Oliviera De Barros Cardoso, Luis Miguel; A. Dzhelilov, Akhtem
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8989

Abstract

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.
STUDENTS’ PERCEPTIONS OF ENGLISH LEARNING MATERIALS FOR CHILDHOOD EDUCATION THROUGH PJBL MODEL Zasrianita, Fera; Hamzah, Syukri; Andriadi, Andriadi; Nadrah, Nadrah
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8794

Abstract

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.
ANALYZING YOUNG LEARNERS’ ORAL NARRATIVES THROUGH SYSTEMIC FUNCTIONAL LINGUISTICS Setyaji, Arso; Sodiq, Jafar
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8962

Abstract

Oral narrative ability plays a pivotal role in children’s language development, yet studies in EFL settings have seldom examined how young learners construct meaning through functional and curriculum-based perspectives, and drawing on Halliday’s three metafunctions, namely, ideational, interpersonal, and textual. The study analyzes the oral presentations of six 9-10-year-old young learners in a private primary school in Semarang, Central Java, Indonesia, completing a classroom narrative assignment titled “A Day in My Life”. The data consisted of audio recordings of students' storytelling, which were transcribed and analyzed using metafunctional categories: process types, mood structures, modality, and thematic organization. The analysis reveals how children’s language choices reflect emerging narrative competence, social identity, and classroom positioning. While most narratives followed predictable patterns with material processes and simple themes, some learners exhibited agentive voice, evaluative stance, and interpersonal variation. This qualitative inquiry demonstrates how the combined application of SFL can uncover subtle layers of meaning in children’s oral narratives, yielding pedagogical insights for narrative instruction and deepening understanding of language development in EFL contexts. 
ONLINE SPEAKING TEST APPLICATION: IS IT EFFECTIVE IN ELEVATING STUDENTS’ ENGLISH SELF-EFFICACY, ANXIETY AND MOTIVATION? Pratiwi, Putu Ayu Asty Senja; Malini, Ni Luh Nyoman Seri
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9670

Abstract

This study aims to evaluate the impact and efficacy of the Online Speaking Test (OST) application on students' motivation and self-efficacy to optimize English learning and produce students with greater English language proficiency. Using a variety of techniques, such as pre-test, observation, interviews, treatment in using the OST, and post-tests to see whether changes had occurred before and after the treatment, 102 university students from various faculties in Bali’s university participated in this study. Employing the OST, the research revealed variations between the factors of rising and decreasing student motivation, anxiety, and self-confidence following treatment and post-treatment. Nevertheless, there was a very small variation in the proportion of students whose self-confidence improved following therapy, which was brought on by variations in the students' English proficiency levels. The students with excellent proficiency inboth comprehending and using English did not encounter major challenges when using the online speaking test. Students who feel less confident, on the other hand, have a different experience. Due to differences in prior learning experience, learner characteristics, teaching and learning methods, learners’ motivations and the urgency of language acquisition, an OST may results differently according several factors affecting the learners intrinsically and extrinsically.
CONTEXT IN MEANING CONSTRUCTION: A FUNCTIONAL LINGUISTICS APPLICATION TO LITERARY TEXTS Fadhillah, Nurul; Asrifan, Andi; Nurlaila, Nurlaila; Enriquez, Alexis Arizabal
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7079

Abstract

Context and meaning formation are crucial to functional linguistics, especially literary texts. Using language within texts and meanings drawn from textual units to form interpretations, this essay examines this dynamic. Based on systemic-functional linguistics (SFL), the exploration stresses language's flexibility and ability to connect micro and macro textual elements. The study uses Halliday's context description as a fluid, ever-changing construct to analyse how context influences and reshapes meaning through meaning-making. The structure explains the context, analyses lexicogrammatical selections and patterns, and applies these theoretical descriptions to literary narratives. The study examines fictive narratives, integrates socio-semantic theory to show how context works in diverse literary settings, and reflects on SFL in literary studies. According to functional linguistics, literary interpretation is based on the fundamental processes that shape literary texts. So that understanding related to language constructing meaning in literature by using genre-specific frameworks, digital humanities tools, cross-cultural studies, interdisciplinary collaborations, and dynamic socio-cultural contexts can be better and these methods will illuminate the broad and complex realm of literary expression

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