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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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CONTEXT CLUES AND READING COMPREHENSION IN THE IBDP ENGLISH ACQUISITION EXAMINATION: ANALYZING TEXT DESIGN AND DISTRIBUTION Ariyanti, Ariyanti; Hidayat, Didin Nuruddin; Husna, Nida
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.v11i1.6804

Abstract

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.
EFL TEACHERS’ PERCEPTIONS AND STRATEGIES IN IMPLEMENTING LEARNER AUTONOMY YUZULIA, IRZA
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.v6i1.3937

Abstract

Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
STUDENTS’ PERCEPTIONS ON THE USE OF TIKTOK APPLICATION FOR DIGITAL STORYTELLING AS SPEAKING LEARNING MEDIA FEBLIANSYAH, MUHAMMAD; SYAFRYADIN, SYAFRYADIN
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3885

Abstract

This study examined how students perceived using the less well-known and understudied TikTok application for digital storytelling in their combined learning. This research was conducted using a quantitative method. One of the Senior High Schools in Bengkulu recruited a sample of 19 students from the 12th grade. The Likert scale was used to do a quantitative analysis of it. The study's findings indicated that most students had a favorable opinion of using the TikTok application to help them learn how to speak. They had positive feelings about Tiktok. They thought of tiktok as an engaging, fascinating, inspiring, and enjoyable learning tool. Based on how the students felt utilizing TikTok affected them, TikTok was the ideal learning tool for them. Additionally, Tiktok had an impact on the students' utilization of a variety of features and tools in an application for digital storytelling. It demonstrated that the pupils gave the learning process more consideration. Based on the findings, the researchers fervently advised teachers to start using Tiktok to learn English, especially for speaking.
Developing E-Book Based on Multimodal Digital Storytelling Approach to Enhance the Seventh Grade Students’ English Skills Amelia, Pratiwi; Handayani, Rindu; Pratama, Suprayuandi
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.v10i2.5203

Abstract

Despite the widespread research on the use of technology and multimodal digital storytelling to boost the students ‘learning, there are only fewer studies conducted in junior school circumstances. To fill this gap, this study aims to develop e-book based on multimodal digital storytelling and local wisdom to enhance the seventh-grade students’ English skills. The framework of technological, pedagogical, content and technological knowledge (TPACK) adopted as the theoretical background in this study. Research and development (R&D) method through ADDIE model was employed to construct e-book based on the seventh-grade students’ needs in learning language in which consist of five stages namely Analysis, Design, Development, Implementation, Evaluation. The findings showed that e-book based on multimodal digital storytelling approach able to create interactive activities to improve the students’ competencies in generating ideas, igniting creativity, and developing multimodal literacy. The findings also reveal that multimodal digital storytelling approach adopted are applicable to junior school students to improve their motivation in learning language.
INTERACTIVE ACTIVITIES FOR EFFECTIVE LEARNING IN OVERCROWDED CLASSROOMS Ayu, Mutiara
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.v4i2.1658

Abstract

Involving students to participate in overcrowded classrooms activities is a challenging problem faced by teachers. They may spend much time to make students pay attention and concentrate on managing classroom activities. In Indonesia, many classrooms still go beyond thirty students, and it is common to be more than forty students in a class. As a result, the students are halfhearted and reluctant to participate actively in classroom activities. Promoting interactive activities such as forcing students’ engagement in group discussion and presentation seem to be alternative ways to aid students to learn English in a meaningful way and make them communicate effectively in English during teaching and learning process. Thus, the aim of this paper is to highlight some interactive activities for effective learning which can motivate and engage students with learning activities and create their interest in learning English in overcrowded classrooms.
ENGLISH LANGUAGE TEACHING STRATEGY FOR ASD (AUTISM SPECTRUM DISORDER) STUDENTS LASINTIA, MIFTA; PRIHANTORO, PRIHANTORO; EDY, SARWO; ARIANI, DESTI
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 1 (2021): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4155

Abstract

This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. Drawing upon a constructivist epistemology, this study applied a descriptive qualitative method to reveal the data. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.
The Differences on the Grammar Learning Strategies Used Based on the Students’ Gender Perspective FITRI, GESNA; YUNITA, WISMA; HARAHAP, ALAMSY AH
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 2 (2023): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i2.3855

Abstract

Learning grammar is an essential thing in learning new language and a strategy in learning grammar is needed to cope with it. The research aimed to investigate the grammar learning strategy that was used by English students at Muhammadiyah University of Bengkulu based on the gender. A quantitative reseach design was carried out to collect and analyse the data. The participants were 37 male and 96 female English students who studied at the English education study program of Muhammadiyah University of Bengkulu. The data were collected by using questionnaire and they were analysed quantitatively. The result revealed that there was the difference strategy used by male and female students in learning grammar. The male students tended to use the Cognitive strategy meanwhile the female students preferred to use the social strategies. Based on the result, it was concluded that the English students seemed to choose the grammar learning strategy based on their interest to enhance their grammatical competency.
Using Story Mapping Strategy and Reading Motivation to Improve Reading Narrative Comprehension Achievement of Tenth Graders of SMAN 1 Kotapadang Firmansyah, Hendri; Istikomah, Istikomah; Hidayati, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 5, No 2 (2019): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v5i2.4924

Abstract

The study was conducted to see whether or not there was a significant improvement in reading narrative comprehension achievement between the students who were taught by using Story Mapping and those who were taught by Guided Reading, to know what the students’ reading motivation, and to know whether or not reading motivation significantly contributed to reading narrative comprehension achievement of tenth grader of SMAN 1 Kotapadang Bengkulu. The experimental research with non-equivalent control design was applied in this study. The population was the tenth graders of SMAN 1 Kotapadang and sixty students were selected as the sample purposefully; they were equally grouped into experimental and control ones. To collect the data, Reading Comprehension Test and Motivation Reading Questionnaire (MRQ) were used. The results showed that there was significant improvement in reading narrative comprehension achievement of the students who were taught by Story Mapping, students’ reading motivation was high, and reading motivation was significantly contributed to reading narrative comprehension achievement of tenth graders of SMAN 1 Kotapadang.
TRANSLATION OF ENGLISH LOCATIVE PREPOSITION PHRASES INTO INDONESIA (Content Analysis of Suharto : A Political Biography by R.E Elson and Its Translation) Putra, Pebri Prandika
Linguists : Journal of Linguistics and Language Teaching Vol 2, No 1 (2015): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v1i1.124

Abstract

The objective of this research is to understand comprehensively the translating of Englishlocative preposition phrase into Indonesia, It is a qualitative research with content analysismethod. The procedure of collecting data were first the writer read the original book and itstranslation detailed. Then, identified English locative preposition phrase and its translation.The data were analyzed according to research purpose. Findings of this study show thetranslation equivalances that used by translator are formal equivalance 58 data (44 %) anddynamic equivalence 72 data (55 %).
ENGLISH TEACHER’SDIFFICULTIES IN TEACHING VOCABULARY TO STUDENTS WITH LEARNING DISABILITIES LESTARI, ULVHA DWI; ERLINA, DIAN; SAPUTRA, EKO
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i1.3992

Abstract

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.

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