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INDONESIA
Lingual: Journal of Language and Culture
Published by Universitas Udayana
ISSN : 25276719     EISSN : 27163091     DOI : https://doi.org/10.24843/LJLC
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus: Lingual, provides a forum for the full range of scholarly study of the language and literature. Embracing the field of language and literature broadly defined, the editors warmly welcome articles and research reports addressing linguistics, literature, and social studies. Scope: Syntax Semantics Pragmatics Applied Linguistics Anthropological Linguistics Educational Linguistics Language Teaching Psycholinguistics Cognitive Linguistics Critical Discourse Analysis Literary Theory Literary Criticism Since social studies may differ in terms and frameworks, we also welcomed any articles related to social studies in a broader concept.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 13 Documents
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Analysing Students’ Critical Thinking Skills Through Solo Taxonomy in English Language Teaching: A Descriptive Study Yossi Pranciska Ayu Citra; Ira maisarah
Lingual: Journal of Language and Culture Vol. 19 No. 1 (2026): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2026.v19.i01.p04

Abstract

The quality of education in Indonesia still faces many challenges. Based on the results of the Programme for International Student Assessment (PISA) showed that Indonesian students' competency in reading literacy, numeracy, and science is still below the average for OECD countries. These results indicate that most Indonesian students still struggle to apply basic concepts and solve problems that require higher-order thinking skills (HOTS). Therefore, the study aims to analyze Students’ Critical Thinking Skills level through SOLO Taxonomy in English Language Teaching. This study used a descriptive study design with a mixed-methods orientation. The data were collected through triangulation by involving performance tasks, observations, and interviews, and were analysed using both manual coding (Excel) and NVivo. This study's findings showed that most Indonesian students still struggle to reach higher cognitive levels. Specifically, 60% of the 18 students were at the multi-structural level (LOTS), and 40% of the 12 students succeeded in reaching the high-order thinking skill, which was at the Relational level. This study aims to make a contribution to English teachers, curriculum developers, and school administrators about students’ critical thinking skills level through SOLO Taxonomy in English language teaching. The findings may help educators design instructional activities that guide learners toward the highest level of critical thinking in the Extended Abstract level, where students can create, produce, generalize, and apply ideas across new contexts.
A Sociolinguistic Analysis of Refusal Strategies in Yorùbá Culture Jelili Adeoye
Lingual: Journal of Language and Culture Vol. 19 No. 1 (2026): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2026.v19.i01.p01

Abstract

This study examines the sociolinguistic analysis of refusal strategies among the native speakers of Yorùbá. Refusal verbal acts portend failing to engage in the actions proposed by the speaker in a discussion, which could be an assistance, advice, gift, attending ceremonies among others. These strategies have both linguistic and cultural colourations and they linger between ancient and modern societies. This simply shows refusal strategies among the Yoruba people have evolved through generations. Thus, some borrowed cultures have been directly incorporated and integrated into the refusal acts through modernisation. Contextually, refusal strategies mediate between high-context culture and low-context culture. In low-context culture politeness and courtesy are not prioritised, refusal verbal acts in this context are presented the way they occur without making recourse to the settings and status of people. Although, this is not native to the Yoruba culture, it crept into the system through western education. Thus, friendship, equal and low status could be indices that prompt direct refusal in a discourse. However, high-context culture presupposes the use of politeness with its core values. It takes settings, participant and environment of discourse into consideration and a high premium is given to respect and honour in addressing refusal from other people. The data in this study were drawn from recorded utterances of some Yorùbá language speakers and Yorùbá films. Our analysis is predicated on the Dell Hymes (1972) Ethnography of Communication. Findings in this research reveal that the Yorùbá culture permits indirect refusal more than the direct ones. As a result, refusal demands courtesy and mutual respect. It is also noted in the study that direct refusal is a product of a borrowed culture and it is demonstrated that friendship or cordiality and equal or low status can influence the use of direct refusal. The study further establishes that indirect refusal can be used to show home training, courtesy to culture and avoidance of danger. This study contributes to the existing studies on the use of politeness principle on language verbal behaviour.
Reducing English-Speaking Anxiety in ESP Contexts through Flipped Learning: Evidence from Informatics Engineering Students ANINDHIASTI ASRI
Lingual: Journal of Language and Culture Vol. 19 No. 1 (2026): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2026.v19.i01.p03

Abstract

This study investigates the extent to which flipped learning reduces English-speaking anxiety among Informatics Engineering students. Many students in technical disciplines struggle to communicate effectively in English due to limited proficiency, low confidence, and heightened speaking anxiety, which can impede active participation and academic performance. A mixed-methods approach was employed, combining a quasi-experimental one-group pretest–posttest design with a post-intervention perception survey and classroom observations. The study involved 25 second-year students at Universitas Duta Bangsa Surakarta. A 10-item speaking-anxiety questionnaire adapted from the Foreign Language Classroom Anxiety Scale was administered before and after four flipped-classroom sessions, alongside a 7-item perception survey. Quantitative analysis using a paired-samples t-test revealed a statistically significant decrease in speaking anxiety (pretest M = 3.86, SD = 0.28; posttest M = 3.40, SD = 0.25; t(24) = -5.27, p < .01). Reductions were observed across all measured anxiety dimensions, particularly in classroom participation and presentation-related tension. Qualitative responses further indicated increased confidence and perceived preparedness. The findings suggest that flipped learning may serve as a pedagogical approach to alleviating speaking anxiety and strengthening technical English communication in ESP contexts.

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