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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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Enhancing English Oral Communication Skills Through the Use of Artificial Intelligence Thoyyib Shofi, Ahmad; Ainiyah, Maslakhatul
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.v10i2.5270

Abstract

This study aims to explore how artificial intelligence (AI) technology impacts the improvement of students' oral communication competence in English. The ELSA (English Language Speech Assistant) application, powered by AI, provided feedback to users to enhance their English speaking skills. An Action Research approach was employed, integrating both quantitative and qualitative methods to gain a holistic understanding of AI's effectiveness in English language learning. The research was conducted in three phases: pre-observation, Cycle 1, and Cycle 2. Each cycle consisted of several stages: planning, implementation, action, observation, and reflection. To assess student achievement, quantitative analysis was used to evaluate test results. Additionally, a survey was conducted to gather students’ perceptions and experiences regarding the use of AI in learning. The results showed that after Cycle 1, 11 students (44%) achieved the minimum required score of 75, while 14 students (56%) scored below the success criteria (below 72). Based on the success criteria of 75% of students meeting the minimum score, the study proceeded to Cycle 2. In Cycle 2, 76% of students met the success criteria, showing significant improvement over Cycle 1. The survey also indicated positive perceptions from students regarding the ELSA app’s design, interface, variety of topics, and feedback feature. Students expressed satisfaction with the app, as it allowed them to practice English conversation anytime and anywhere.
Problem-based Learning: Developing Students' Critical Thinking Emiliasari, Raynesa Noor; Prasetyo, Eka; Syarifah, Eva Fitriani
Linguists : Journal of Linguistics and Language Teaching Vol 5, No 1 (2019): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v5i1.1962

Abstract

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.
The Post-Pandemic Reflection on Students’ Speaking Anxiety: A Case in Higher Education Febria, Desty; Marsevani, Maya
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4492

Abstract

This research aims to find out students' perspectives and reflection regarding speaking skills in higher education.  This research was conducted by involving 33 students from the batch of 2020 and 2021 in one of private universities in Batam. A case study design was employed by applying questionnaires and semi-structured interviews to collect the data. This research found that there were three categories which were the factors contributing to students' speaking anxiety in post-pandemic era. Those factors were communication apprehension, fear of negative evaluation, and test anxiety. In addition, to overcome their speaking anxiety, they used the methods of self-communication, self-healing, restarting the speech, and switching the language, while also learning and practicing in their effort to overcome their speaking anxiety. It is crucial to note that environment is also one of factors that affects students’ motivation in speaking skills. Hence, the lecturers hopefully can choose appropriate strategies to enhance students’ speaking skills, manage classroom environment well, and give positive reinforcement to students.
TEACHERS’ CORRECTIVE FEEDBACK ON STUDENTS’ PRONUNCIATION AT THE DAFFODILS ENGLISH COURSE KAMPUNG INGGRIS PARE INDONESIA Haryanto, Endang
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.v2i2.115

Abstract

Pronunciation is a micro skill of any languages. However, pronunciation is overlooked in the teaching and learning English, and it is not explicitly taught but it is taught in spoken activity in speaking by giving correction on pronunciation errors made they students or corrective feedback. It is one of key in teaching English for EFL learners.This study is aim at describing teachers’ corrective feedback strategies used by the teachers, the timing of corrective feedbacks and their influences on students’ psychological performance during speaking activity at the Daffodils English course . The research design of this research is a case study and the samples of this study were five experience teachers of The Daffodils English Course who are aware of giving corrective feedback on students’ pronunciation. The result of data analysis indicated that there were four types of corrective feedback strategies used by the samples (by the teachers) which involved recast strategies was 58%, metalinguistic was 28.03%, clarification request was 11.21% and elicitation and elicitation was 1.86%. In addition, from total of data, it indicated that the samples gave corrective feedback in two different times that involved immediate and delayed correction. It indicated that 28.03% total of data was immediate correction, and 71.96% data indicated the use of delayed correction.
LACK OF MOTIVATION FACTORS CREATING POOR ACADEMIC PERFORMANCE IN THE CONTEXT OF GRADUATE ENGLISH DEPARTMENT STUDENTS MAULIYA, ISLAHUL; RELIANISA, RESTY ZULEMA; ROKHYATI, UMY
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.v6i2.3956

Abstract

At the graduate level, students’ poor performance cuts across almost all the compulsory subjects in which English is inclusive. Poor academic performance of students is one problem impeding the smooth actualization of the educational purpose, which is to prepare an individual for mentally serving both himself and society. Therefore, the primary purpose of this research is to discover the internal factors, such as lack of motivation factors contributing to the poor academic performance of graduate students of the English Department. In this research, researchers selected three participants and utilized an interview as the method to collect the data, and interview guidelines as the instrument. The authors analysed the data qualitatively and explained the findings descriptively. Several things will affect students’ academic performance, especially those related to motivation. It starts from within the students themselves, from the family environment, and even lecturers greatly affect student motivation in improving academic performance. It should not only focus on the mistakes made by students, as there must be a cause behind it all. In a nutshell, the results of this study revealed that one aspect of internal factors causing poor academic performance was the lack of motivation derived from two sizeable directions, family and teacher.
ANALYSING THE EFL UNDERGRADUATE STUDENTS’ PLAGIARISM IN WRITING ACADEMIC PAPERS Nugraha, Ramdan; Putra, Juang Rudianto
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.v4i2.1664

Abstract

This research is aimed to identify the forms of plagiarism and to reveal the factors contribute toward the emergence of plagiarism in students’ undergraduate research papers. The method used is qualitative approach using content analysis. The data collection was done through analysing documents (respondents’ papers) and  interviewing the respondents and the lecturers of a private college in Bogor. The research found that there are three kinds of plagiarism forms produced by the undergraduate students; 1) Totally Copy-Paste (TCP) which means copying the texts as the same as the original without crediting the authors; 2) Totally Copy-Paste from the Mentioned Author (TCP-MA) means the respondents once credited the name of the author, but then they copied the original texts and pasted  them as many pages as they needed without paraphrasing at all; and 3) Copy-Paste and Deleting and/or Changing Few of Original Words (CP- DCFOW) which is almost the same as TCP but few words were deleted or changed from the original sources without crediting the authors. In addition, the factors contributed toward the emergence of plagiarism were the respondents’ idleness to understand the academic paper procedure, the respondents’ pragmatic views during conducting their academic paper, the respondents’ low confidence to write their own ideas on their academic paper, and the respondents’ skill to adress their ideas into the context of English academic paper.
AN ANALYSIS OF STUDENTS' EXPERIENCE IN THE USE OF MOODLE IN WRITING CLASS DURING PANDEMIC COVID-19 KURNIAWAN, BOBBY IKNATIUS; SEPTIANA, AYU RIZKI
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.v7i2.4170

Abstract

Covid-19 has been declared a worldwide pandemic. The government implemented learning from home to preserve the health of students and school stakeholders. The writing class is frequently conducted through a face-to-face learning scheme. It encouraged learners to interact with their lecturers and receive the materials as well as the feedback directly. Along with the university's online learning policy, Moodle evolved as one of several tools for managing online learning, particularly in writing classes. It constitutes certain limitations on the teaching-learning process.  Students had new experiences as a result of the quick changes in the learning scheme. The researchers aimed to investigate how the students experienced using Moodle in writing class during pandemic COVID 19 and to investigate students’ perception of the effectiveness of using Moodle in writing class. This research is qualitative research. The writer used the phenomenology approach. The participants were 23 students from the fourth semester of the English education department Universitas Bhinneka PGRI.  Interview and questionnaire were used by the researchers in collecting the data. Data analysis can be described in three stages as Organizing and familiarizing and Coding and reducing, and Interpreting and representing. The data was presented in a descriptive form to capture the explanations, thoughts, and experiences of the participants. Based on the students' experiences, the results show that using Moodle in writing class benefited students in a variety of ways, especially during the Covid-19 pandemic. However, there are certain problems that students encountered. Despite their difficulties, they were able to overcome problems. According to the students' perceptions, the use of Moodle in the writing class was generally well-received. According to the majority of students, Moodle is effective in writing class, especially during the Covid-19 pandemic.
Students’ Difficulties in Writing English (A Study at The Third Semester Students of English Education Program At University of Bengkulu Academic Year 2011-2012) Pratiwi, Kristy Dwi
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.v3i1.106

Abstract

The title of this study was “Students Difficulties in Writing English”, which was aimed at knowing the students’ difficulties in writing English at third semester students. The population of this research was the whole students at third semester in University of Bengkulu, they were 79 students. All of them are taken as a sample of this research. The data of this research were obtained by using the test of writing a composition, which was scored by using ESL Composition Profile suggested by Jacobs, ET all (1981). Writing difficulties at the third semester varied in the result of the students’ score. The writing difficulty related to the linguistics difficulty (language use and vocabulary aspects) was most difficult one compare to the Cognitive Difficulty (organization and mechanics aspects) and Physiology Difficulty (content aspect) as well.u
BUILDING TRUST TO PROMOTE AUTONOMOUS LEARNING: A CASE STUDY OF ESP INSTRUCTION IN AN INDONESIAN UNIVERSITY Tersta, Friscilla Wulan; Karea, Syahrial; Mukminin, Amirul; Ibbara, Florante
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.v11i1.7645

Abstract

English proficiency is a crucial skill in today’s globalized world; however, non-English major students at universities often receive only two credits of English courses, which is insufficient to ensure their language mastery. This limitation presents a significant challenge for both students and lecturers, requiring innovative approaches to enhance students' learning experiences. One such approach is autonomous learning, which emphasizes students’ responsibility and self-direction in the learning process. This study aims to explore lecturers' understanding of autonomous learning and how they implement it within the constraints of limited English instruction. A qualitative research design employing a case study approach was utilized. Data were collected through semi-structured interviews with 14 lecturers teaching English in non-English study programs at a public university in Jambi, Indonesia. The participants included lecturers with varied backgrounds in English language teaching, providing diverse perspectives on the implementation of autonomous learning. The findings reveal that despite the emphasis on autonomy, students still require an instructor’s presence (teaching presence) to stimulate engagement and provide guidance in learning English. Two key themes emerged from the analysis: students’ sovereignty and trust in students’ exertion. Students' sovereignty refers to their freedom, independence, responsibility, and self-determination in identifying their learning needs and strategies. Meanwhile, trust in students' exertion highlights the importance of creating an atmosphere of acceptance, where students feel encouraged to take charge of their learning. This study underscores the need for a balanced approach between autonomy and instructional support to optimize English language learning. It is recommended that future research examine both lecturers’ and students’ perspectives to ensure that autonomous learning is a collaborative process rather than a unilateral expectation. Insights from this study contribute to the development of effective pedagogical strategies for promoting learner autonomy in higher education.
DEVELOPMENT OF TEST INSTRUMENTS BASED COMPUTER- HIGHER ORDER THINKING (CBT-HOT) IN INTERMEDIATE READING COURSES PUSPARINI, INDRAWATI; PUSPITA SARI2, IKE DIAN
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.v6i1.3943

Abstract

This  research developed  product of test instruments based computer -High Order Thinking (CBT-HOT)  in intermediate reading courses in Ikip Budi Utomo Malang. Test instruments based computer -High Order Thinking (CBT-HOT) in intermediate reading courses are high-level test package that are provided online by using a website as a basis for students who access it, so it is suitable to campus vision that must use ICT technology. The product consists of five test packages compiled with high-level criteria according to Taxonomy Bloom , those are package A, B, C, D and E. The design of this research adapts from the Borg and Gall model with the following steps (1) need analysis, (2) planning, (3) product development, (4) expert validation, (5) product revisions and (6) product trials. The objectives of this study are: (1) to produce scientific articles published in reputable national journals; (2) to produce scientific article published in international scientific journals; (3) produce CBT-HOT based test computer products that will be certified. The average value on material validation showed good results,  which the average score 2,81. The average value of media  validation also shows good results, which is 2.86. The average value in test instruments is 2.87.

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