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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 179 Documents
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FILLERS USED BY MALE AND FEMALE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM IN ARGUMENTATIVE TALKS Navratilova, Lerry
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.v1i1.121

Abstract

This research aimed at find outtypes and function of fillers used by male and female students of the English Education Study Program in argumentative talks. This research was descriptive research. The subjects consisted of two students groups: male and female students each consisting of four students. The data were fillers used by the students from the transcript of 2 10- minute argumentative talks. The data were analyzed and classified based on the theory proposed by Rose (1994). Then, functions of fillers based on theory by Strenstrom in Kurwanto (2011). The results show that  the male and female students produced unlexicalized fillers as the most frequently used, followed by lexicalized fillers. Both of male and female students  produced fillers in order to fill pause, to hesitate, to hold conversation turn, to emphatize, to mitigate, to intterupt, and to edit their speech error. All those function of fillers proposed by Strenstrom were used by male and female students in their talks . In addition, Filling pause was the most frequently function used by male and female students, followed by fillers as a mark of hesitation. Thus,  there were similiarities both in types and functions used by male and female students. However, the researcher found female students produced more fillers than men did. This maybe due to women tend to speak less certainty compared to male
THE INTEGRATION OF THE KWL (KNOW, WANT, LEARN) STRATEGY AND THE ZOOM CONFERENCE IN TEACHING READING: AN ACTION RESEARCH HASTOMO, TOMMY; ZULIANTI, HAJJAH
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.v8i1.3986

Abstract

This research aimed to improve the students’ reading comprehension by using the Know Want Learn (KWL) strategy. The objectives of this research were to investigate whether the integration of the Know Want Learn (KWL) strategy in the Zoom conference can improve the students’ reading comprehension and identify the students' perception of using the KWL Strategy in the Zoom conference. In this research, the researchers used classroom action research as the research design in collecting the data. The research was conducted in three cycles. The samples of this research were 30 students. The researchersemployedquestionnaire, observation and test for the data collecting technique. The test used in this research was reading test consisted of 25 questions. The researchers used descriptive analysis for analyzing the data. The findings of this research show that the integration of the Know Want Learn (KWL) strategy in the Zoom conference successful to improve students’ reading comprehension and reading activity. The improvement of students’ reading comprehension can be concluded from the mean score of the pre-test is 65.42and the mean score of the post-test is 85.49. Moreover, there are 26% (8) students who show moderate perception, 24% (7) students offer positive perceptions, and 50% (15) students show very positive perceptions.Furthermore, the combination of KWL Strategy and Zoom conference can help students achieve the learning target. The students can get many benefits from using this combination to study English. They also can conduct an effective teaching-learning activity in a modern way even though they are not allowed to attend the face-to-face classroom.
A Critical Evaluation of English Test in Government-affiliated College Pasaribu, Monalisa
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.v5i1.1919

Abstract

This study aims at evaluating an English test as part of entrance test in STAN, a government-affiliated college in Indonesia. STAN EPT has four main sections in the test including Structure and Written Expression, Cloze Question, Error Recognition and Reading Comprehension. Using five criteria by Brown & Abeywickrama (2010), the test is evaluated in terms of its practicality, reliability, validity, washback and authenticity. The result indicated that the test has high practicability with all of questions provided in multiple choices. Some elements of reliability and validity are also covered in this test. Yet, the evaluation also showed that washback and authenticity are not covered in STAN EPT. Key words: STAN EPT, English test, test evaluation
ENHANCING YOUNG ADULT LITERATURE TO IMPROVE READING ABILITY AMELIA, KIKI RIZKI; NOVIA, FITRI
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.v7i2.4177

Abstract

Reading is the manner of grasping the content of a paragraph of text. Nonetheless, some students are fighting to strengthen reading comprehension. This study proposed to confirm whether Young Adult literature improved students’ reading ability in narrative text. The design of that research was used quasi-experimental. Participants were eight grade students of SMP N 1 Inderalaya Selatan Ogan Ilir South Sumatera. The instrument used was a written test that included 25 questions in multiple-choice form. T-test was used to examine the data. Independent samples t-test analysis revealed that pvalue (0.001) was lower than άvalue (0.05). This study was indicated that learners who were encouraged to read narrative literature through Young Adult Literature improved significantly. In conclusion, the students improved their reading ability better by reading extensively through Young Adult Literature.
THE FORMS OF CLASSROOM INTERACTION FOUND IN ENGLISH CLASSROOM AT SMA NEGERI IN BENGKULU (A Comparative Study between Favorite and Un-Favorite Schools in Bengkulu) Pistarman, Pistarman
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.v2i2.112

Abstract

The problems of this research are: how is the interaction done by the teacher and students inEnglish classroom in SMA Negeri in Bengkulu?and what are the differences (if any) of theinteraction process found in favorite SMA an un-favorite SMA in Bengkulu? the purpose of thisresearch is: to describe the interaction between teacher and students and to describes thedifferences between the interaction. The forms of classroom interaction were taken fromMalcolm, 1997 and Roestiyah, 1994. They accepting feeling, complement and encouragement,accepting or uses ideas of students, asking the studentsabout the procedure or content of study,lecturing, giving direction to the students, criticizing or justifying authority, students response,students initiative, answering question, silence and confusion, one way interaction, multi wayinteraction.The design of this research was descriptive method; descriptive method is a survey orobservation that describes the situation as being observed. The population of this research isEnglish teachers and the second year students of senior high school in favorite and in unfavoriteschools. They are SMAN 2 Bengkulu, with 190 students in 8 classes and SMAN 6Bengkulu, with 150 students in 6 classes. The sample of this research is used randomlysampling, from SMAN 2 Bengkulu is an English teacher and 42 students and from SMAN 6Bengkulu is an English teacher and 44 students.The result of this study shown that, the forms of interaction that dominant used by the teacherand students interaction in the classroom at SMAN 2 Bengkulu and SMAN 6 Bengkulu. Thoseare teacher asking question 64 times (19,16%) and 33 times (15,94%) the teacher ask tostudents about procedure and content of study. Students answer question 57 times (17,06%)and 27 times (13,04%), two way interaction 55 times (16,47%) and 29 times (14,01%), howeverthere is form of interaction that dominant used in SMAN 6 Bengkulu but it is not dominant usedin SMAN 2 Bengkulu. It is lecturing 18 times (8,69%) the significant differences between SMAN2 and SMAN 6 Bengkulu interaction, can see from the result in frequency, at SMAN 2 Bengkuluhigher than SMAN 6 Bengkulu, it is caused at SMAN 6 Bengkulu students and teacherinteraction done slowly or teaching and learning process done slowly. Sometimes the teacherand students discuss about something that is not relationship with material being taught.
MOTIVATING ENGLISH LANGUAGE LEARNERS AND TEACHERS IN INDONESIA KHASBANI, IMAM; HIDAYAT, DIDIN NURUDDIN
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.v6i2.3951

Abstract

Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated
Students’ Perception toward Teacher’s Talk in English Teaching-Learning Process Iswan, Bambang
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.v3i1.103

Abstract

The aim of this research is to investigate: 1) How are the students’ perceptions about kinds of English teacher’s talk in English teaching-learning process?, and 2) How many percentages of kinds of teacher’s talk are used by the English teacher in English teaching-learning process?. This research used descriptive quantitative method. The population was the tenth grade students of Islamic Senior High School (Madrasah Aliyah) Darul Amal Tunggang, Pondok Suguh District, Mukomuko Regency, Bengkulu Province, Indonesia in academic year 2014/2015 with total number of students are 15 students. The researcher took all of the students as sample of the research. This descriptive quantitative research was used questionnaire and observation checklist as the instrument to gather the data. It was included from ten categories kinds of teacher’s talk. The results of data were analyzed by using weight average formula. The findings showed that: 1) The students’ perception toward their teacher’s talk in English teaching-learning process was positive (3.41=Agree), and 2) The kind of teacher’s talk which the English teacher express during English teaching-learning process from the mostly often to rarely are: convergent question (22.22%), inform feedback (16.66 %), divergent question (12.96%), summarizing feedback (11.11%), praising feedback (9.25%), procedural question (7.40%), ignoring feedback (7.40%), prompt feedback (5.55%), encouragement feedback (3.70%) and criticizing feedback (3.70%).
THE EXPLORATION OF EFL TEACHING SYLLABUS IN EMANCIPATED CURRICULUM Saputri, Kurnia; Hadiyanto, Hadiyanto; Sulistyo, Urif; Haryanto, Eddy
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.v11i1.7046

Abstract

This study investigates the implementation of the Emancipated Curriculum (Kurikulum Merdeka) in English as a Foreign Language (EFL) instruction, focusing on the alignment between teaching syllabi and the curriculum’s pedagogical vision. The objective of this research is to evaluate the design and structure of teaching syllabi prepared by English teachers, particularly in terms of instructional strategies, assessment practices, and learner-centred approaches. Employing a qualitative method with a case study approach, data were gathered through document analysis of syllabi developed by ten English teachers and supported by semi-structured interviews. Thematic analysis and coding were used to interpret the findings. The results reveal several strengths, including the integration of diverse teaching methods and relevant learning resources. However, the study also identifies notable challenges such as limited interactive classroom activities and a lack of differentiation to support diverse learner needs. The conclusion emphasizes that while the emancipated curriculum holds substantial potential for transforming EFL instruction, its effective implementation requires ongoing teacher development, collaborative planning, and contextual adaptation to ensure its long-term success.
RACISM TOWARDS AFRICAN AMERICAN WOMEN IN “HIDDEN FIGURES” FEBRIANI, JEANY JEAN; ARIANTO, TOMI
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.v6i1.3939

Abstract

Racism is issue that still going on in the world. Different race and skin color make some people believe that they have more privilege than others. The issue of racism can be seen from Hidden Figures movie that was addapted from the book with the same title. Hidden Figures by Theodore Melfi is a story about racism towards African American women who worked in NASA during the space race in 1960. In this research, the researcher takes three main characters named Katherine, Dorothy and Merry who get discrimination in their life because they have different race and skin color as a source. Qualitative descriptive method is the method that was used in this research. The tehcnique of collecting data is by watching the movie and reading the book then collect the utterances and dialogue that have racism issue. The aim of this research is to find out racism in what field that happened in America during 1960 espesially in NASA through Hidden Figures. The result of this analysis found that the racism reflected trough discrimination in education, facility, social, and work.
GRAMMATICAL PROBLEMS IN THE DISCUSSION SECTION OF MASTER THESES MENTARI, LIDYA RONA; YUNITA, WISMA; HARAHAP, ALAMSYAH
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.v9i1.3887

Abstract

The discussion section is the portion of the thesis that presents the research findings by demonstrating an in- depth understanding of the findings, interpreting the findings, and emphasizing their contribution to current knowledge. Additionally, the discussion section is the most difficult component of the thesis. This study sought to identify the most prevalent grammatical errors and their causes in the discussion sections of theses written by English Education postgraduate students at the University of Bengkulu. This study analyzed its data using a mixed methodology. The majority of grammatical problems were investigated quantitatively, while their causes were investigated qualitatively. This study's corpus consisted of thirty master's theses written by English postgraduates who graduated in 2021. The findings revealed that incorrect verbs comprised 65.4%, or 121, of the grammatical errors found in the discussion section of the thesis. These errors were dominated by tense confusion and subject-verb agreement. First-language interference caused the grammatical errors found in the discussion section of the thesis. This study's conclusion provides information about the most common grammatical errors and their possible causes in the thesis discussion section in order to raise the writer's awareness of the significance of grammatical writing in this section.

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