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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 204 Documents
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EFL LECTURERS' AND STUDENTS' ACADEMIC WRITING EXPERIENCE AND CHALLENGES IN USING AI WRITING TOOLS: A QUALITATIVE STUDY Fauziah, Meli; Edy, Sarwo; Amrullah, Abdul Karim; Nuraini, Jesi; Apriani, Eka
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.v11i2.9666

Abstract

This study investigates the experiences and challenges of lecturers and students in the English Tadris Study Program of IAIN Curup in using AI writing tools for academic work. Using a qualitative approach with purposive sampling, data were collected from one lecturer and ten students through interviews, supported by a preliminary pilot study confirming the integration of AI in academic writing practices. The findings reveal that AI enhances idea development, organization, syntactic accuracy, vocabulary refinement, and writing confidence, functioning as a cognitive accelerator that streamlines the writing process. However, significant challenges emerge, including shallow idea generation, rigid structures, machine-like language, inaccurate citations, limited access to premium AI features, and insufficient prompt literacy. The discussion highlights deeper pedagogical implications, particularly the shifting paradigm from “writing as creation” to “writing as collaboration,” emphasizing the lecturer’s role as mediator of ethical AI use. Psychological transformations also appear, where efficiency leads to dependency, forming a “comfort paradox” that threatens independent thinking and authorial identity. The study concludes with recommendations for institutional AI guidelines, AI literacy integration, equitable access, and pedagogical redesign to balance automation with originality.
DEVELOPING METACOGNITIVE AWARENESS READING QUESTIONNAIRE (MARQ) FOR READING COMPREHENSION; A PRELIMINARY STUDY Aprilliandari, Dwi Indra; Handayani, Rindu
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.v11i2.5370

Abstract

This initial study seeks to create a Metacognitive understanding Reading Questionnaire (MARQ) to evaluate university students' understanding of metacognitive methods in reading comprehension. The MARQ emphasises critical tactics including preparation, monitoring, and evaluation, which are vital for enhancing reading comprehension, especially in academic and assessment environments such as the TOEFL. The study used a qualitative method to assess the initial usefulness of the MARQ, highlighting its potential to guide treatments and improve students' metacognitive awareness and reading ability. Three experts were asked to validate the questionnaire; one expert to validate a construct validation sheet and two experts to validate the content validity sheet. The statements in validation sheets used a Likert-scale from a range of Strongly Agree and Strongly Disagree. The results from the experts were then described in percentages to obtain the validity and reliability of the questionnaire. It is recommended that the tool undergo more improvement for wider use. Integrating metacognitive strategy training into the academic curriculum may augment learning results, enhance reading efficiency, and elevate overall performance in high-stakes reading assessments.
ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Budiman, Theresia Cicik Sophia; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9570

Abstract

Vocabulary mastery plays a crucial role in successful language acquisition, and blended learning approaches have increasingly been adopted to enhance lexical development in higher education. However, existing studies have predominantly focused on general blended learning designs without fully exploring the specific contribution of the Enriched Virtual Model (EVM) in strengthening different dimensions of lexical competence. Moreover, limited research has examined how diverse learning preferences, such as those identified through the VARK framework, influence students’ engagement and vocabulary development within EVM-based instruction. Addressing these gaps, this study investigates the effectiveness of EVM in improving students’ lexical competence and examines how different learning styles contribute to learners’ engagement and vocabulary growth. Employing a mixed-methods design, the research integrates quantitative data from pre- and post-tests with qualitative insights obtained from reflections, observations, and open-ended responses. Participants were undergraduate students enrolled in a Lexical Studies course, who engaged in a combination of multimodal online modules and targeted face-to-face sessions throughout the intervention. Quantitative findings revealed substantial gains across all dimensions of lexical competence—vocabulary breadth, depth, collocational knowledge, and contextual use—with contextual vocabulary demonstrating the highest improvement. Differences were also observed across learning-style groups, with Visual and Read/Write learners showing the greatest lexical gains, while Auditory and Kinesthetic learners benefited most from modality-congruent strategies. Qualitative findings further indicated that EVM supported learner autonomy, enhanced multimodal engagement, and strengthened vocabulary retention through structured online learning and collaborative face-to-face consolidation. Overall, the results demonstrate that EVM provides an effective, flexible, and learner-responsive framework for vocabulary instruction in blended learning environments.
INTEGRATING E-PORTFOLIOS IN FLIPPED ENGLISH CLASSES: IMPACTS ON NURSING ESP SPEAKING Budiani, Bridgita Berlian; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Wahyuni, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10775

Abstract

This study examines the effectiveness of integrating e-portfolios into a flipped English classroom to enhance English for Specific Purposes (ESP) speaking performance and speaking self-efficacy among nursing students. Grounded in ESP pedagogy, communicative language teaching, and self-efficacy theory, the study addresses the persistent gap between students’ linguistic knowledge and their ability to perform professional oral communication in healthcare contexts. A quasi-experimental one-group pre-test-post-test design was implemented with 40 second-year nursing students at a private health sciences college in Central Java. The instructional intervention combined pre-class input, in-class communicative practice, and iterative speaking development through e-portfolio-based recording, feedback, and reflection over one academic semester. Speaking performance was assessed through task-based ESP speaking tests, while self-efficacy was measured using a Likert-scale questionnaire. The findings revealed statistically significant improvements in both speaking performance and speaking self-efficacy, with large effect sizes indicating substantial educational impact. The results suggest that integrating e-portfolios within a flipped classroom expands opportunities for structured practice, fosters reflective learning, and strengthens learners’ confidence, thereby supporting both linguistic and psychological dimensions of professional communication. The study underscores the pedagogical value of technology-supported, contextually grounded speaking instruction in health sciences education and recommends the combined use of flipped learning and e-portfolio-based formative assessment to promote sustainable ESP speaking development.
FIGURATIVE LANGUAGE AND HUMOR ANALYSIS IN CHRISTIAN GIACOBBE’S INDONESIAN STAND-UP COMEDY PERFORMANCES Dinanda, Muhammad Alhafiz; Deliana, Deliana; Rangkuti, Rahmadsyah
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9664

Abstract

This study investigates the use of figurative language and its influence on joke structure in the stand-up comedy of Christian Giacobbe, an Italian performer active in the Indonesian comedy scene. Despite growing research on humor and figurative language, few studies have examined how figurative language systematically functions within the setup–punchline structure in cross-cultural stand-up comedy. Adopting a qualitative descriptive approach, the research analyzes 41 jokes across 14 performances selected from YouTube, focusing on how figurative language contributes to comedic rhythm, cultural framing, and audience engagement. The analysis applies Kennedy’s (1995) typology of figurative language and Attardo’s (1994) general verbal theory of humor (GVTH) to examine how various figurative language are strategically placed within the setup–punchline structure. Findings reveal that contradictive figurative language dominates the punchlines, delivering surprise and critique, while comparative forms appear in setups to build contextual contrast. Symbolic references further enrich the cultural depth and communicative resonance of the humor. The study concludes that figurative language not only enhances joke construction but also serves as a powerful tool for cross-cultural connection and commentary, particularly in multilingual and multicultural settings like Indonesia. This study contributes by demonstrating that figurative language as a structural mechanism in humor construction, rather than merely as a stylistic feature, particularly through its alignment with GVTH components.
ENVIRONMENTAL LITERACY IN ELEMENTARY EDUCATION THROUGH ECOTHEOLOGY-INTEGRATED MULTIMODAL LEARNING Puspitasari, Dewi; Khasanah, Nur; MUFIDAH, ELY; ABRORI, RAFILA KASAMIRA DEWI; MAULIDA, CHUSNA; AFRONI, AKHMAD; AJI, GUNAWAN; AMINI, AULIA
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10593

Abstract

Environmental degradation presents an urgent challenge that requires early educational responses grounded not only in knowledge acquisition but also in ethical responsibility toward nature. This study explores how environmental literacy among elementary school students can be fostered through ecotheology-informed multimodal learning. Employing a mini participatory action research design, the study was conducted with fifth-grade students at an elementary school in Indonesia. Students engaged in a multimodal project centered on environmental issues, with drawing used as the primary medium for expressing understanding and reflection. Data were collected through students’ drawings, classroom observations, and oral explanations, and analyzed qualitatively. The findings indicate that multimodal learning supported students’ comprehension of environmental issues such as pollution, deforestation, and climate change while encouraging emotional engagement and a sense of responsibility toward nature. From an ecotheological perspective, students’ representations reflected values of care, stewardship, and moral accountability for the environment, positioning nature as something to be protected rather than exploited. This study demonstrates that ecotheology-informed multimodal learning can provide meaningful learning experiences for young learners and contribute to the development of environmental literacy in elementary education.  
TEYL PRINCIPLES IN PRACTICE: A CONTENT ANALYSIS OF PRE-SERVICE TEACHERS’ DIGITAL STORYTELLING VIDEOS Sopiah, Siti
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10393

Abstract

This study investigates how Teaching English to Young Learners (TEYL) principles are represented in digital storytelling videos created by pre-service teachers. Drawing on theories of digital storytelling and TEYL pedagogy, the study aims to examine the extent to which Meaningful Learning, Contextualization, Interaction, Scaffolding, Repetition and Recycling, and Affective Engagement are integrated into digital learning media. A qualitative content analysis was employed to analyze seven digital storytelling videos produced by pre-service teachers within a single instructional context. The videos were selected using purposive sampling based on specific criteria, and the data were analyzed using a coding framework derived from established TEYL principles. The findings reveal an uneven integration of pedagogical principles. Meaningful Learning, Contextualization, and Affective Engagement are consistently implemented at a strong level, indicating that pre-service teachers are able to create engaging and context-rich storytelling. However, Interaction and Scaffolding are weakly represented, with most videos relying on one-way narration and limited instructional support. Repetition is present across videos but is generally used as a narrative feature rather than as a structured learning strategy. Only one video demonstrates a balanced integration of all principles. These findings suggest that pre-service teachers tend to approach digital storytelling as a performance-oriented activity rather than a pedagogically driven instructional tool. The study contributes to the literature by highlighting the gap between the theoretical potential of digital storytelling and its practical implementation in TEYL contexts. It also emphasizes the need for teacher education programs to provide more explicit guidance on integrating pedagogical principles into digital media design. 
A CORPUS-BASED ANALYSIS OF LEXICAL FREQUENCY AS EVIDENCE IN UNDERGRADUATE LITERARY ARGUMENTATION Widyaningrum, Agnes
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10844

Abstract

Despite the growing use of corpus tools in literary studies, little is known about how undergraduate writers transform corpus-generated lexical frequency into argumentative evidence. This study investigates how lexical frequency outputs from Voyant Tools are used as evidential support in undergraduate literary argumentation. Using a qualitative discourse-analytic approach, the study examines three purposively selected student mini-research articles from a corpus-assisted literature course. The analysis identifies a recurring frequency-to-claim trajectory in which writers select a salient lexical item, report its frequency, connect the numerical observation to an evidential bridge, and extend it into a literary interpretation. Across the dataset, lexical frequency functions as a warrant for keyword selection, thematic centrality, theoretical labeling, and methodological legitimacy. At the same time, the findings show that frequency alone does not ensure interpretive validity; persuasive literary argumentation depends on contextual triangulation, particularly through keyword-in-context (KWIC) analysis. As a small-scale exploratory study, this article proposes the frequency-to-claim trajectory as a conceptual model for understanding how quantitative outputs are transformed into qualitative literary reasoning and highlights its pedagogical implications for corpus literacy and undergraduate literary writing.
ACCURACY, NATURALNESS, AND TERMINOLOGY CONSISTENCY IN ACADEMIC TRANSLATION: CHATGPT VS GOOGLE TRANSLATE PANGGABEAN, YUSI TRI UTARI; HUTAGALUNG, HERIYAWAN; SIHOMBING, SUCI ANGGIE MAYARANI; PASARIBU, SEPTIYAN ANDREAS G.
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9063

Abstract

The rapid advancement of artificial intelligence in translation has created an urgent need to examine its effectiveness in producing high-quality academic texts, particularly in relation to linguistic accuracy, naturalness, and terminological consistency. This study investigates the relationship among these three dimensions and their contribution to the quality of academic translation, while comparing the performance of ChatGPT and Google Translate. A quantitative quasi-experimental design with a non-equivalent control group was employed, involving two classes (experimental = ChatGPT; control = Google Translate; n = 30 each). Data were collected using a Likert-scale rubric covering four indicators: accuracy, naturalness, terminology consistency, and overall quality. The instrument was validated through Rasch analysis, and data met the assumptions for parametric testing. The findings indicate that the experimental group demonstrated consistent improvement across all indicators, with notable gains in naturalness and terminology consistency. Statistical analysis revealed significant differences between the two groups in key aspects of translation quality, favoring the use of ChatGPT. In addition, effectiveness analysis showed that the improvement achieved by the experimental group was higher than that of the control group. Structural modeling further suggests that naturalness and terminology consistency play a substantial role in shaping overall translation quality. Overall, the results highlight that high-quality academic translation is achieved through the integration of accurate meaning, fluent expression, and consistent terminology. ChatGPT demonstrates a comparative advantage in supporting these dimensions, suggesting its potential as a complementary tool in academic translation practices and higher education contexts.
SUSTAINING THE SELF: EFL TEACHERS’ CONCEPTIONS AND PRACTICES OF WELL-BEING Ilyas, Hamzah Puadi; Tarmini, Wini
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9636

Abstract

Teacher well-being is an essential foundation for effective language education, yet little is known about how experienced Indonesian EFL teachers understand and sustain their emotional and professional balance. This study addresses the question of how Indonesian EFL teachers conceptualize and maintain their well-being in relation to their classroom roles and daily practices. The research was conducted in senior high schools across seven urban areas in Indonesia, with 17 teachers aged 27 to 47. Data were collected through in-depth semi-structured interviews and reflective journals, and were analyzed using thematic analysis to identify patterns across participants’ accounts. The findings showed that teachers viewed well-being as grounded in meaningful teaching, positive relationships with students and colleagues, intentional classroom strategies that supported enjoyment and emotional steadiness, and cultural and spiritual values that strengthened their sense of purpose. Teachers also described institutional demands and administrative workload as threats to well-being, which they managed through boundary setting, selective task focus, and personal coping routines. The study concludes that teacher well-being emerges from the interplay of emotional fulfillment, social connection, pedagogical agency, and value-based reflection. The implications suggest that leaders and policymakers should prioritize supportive school cultures, reasonable workloads, and professional development that strengthens emotional awareness and reflective practice. 

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