cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota adm. jakarta barat,
Dki jakarta
INDONESIA
Lingua Cultura
Published by Universitas Bina Nusantara
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 814 Documents
 66   67   68   69   70 
Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University Udi Samanhudi; Caroline Linse
Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5122

Abstract

This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.
Willingness to Communicate in English of Non-English Major University Students in Indonesia Adaninggar Septi Subekti
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5155

Abstract

This research was conducted to investigate the willingness to communicate (WTC) of Indonesian learners of English as a second language (L2) at the university level. It was conducted based on several rationales. WTC in L2 was often regarded as the primary goal of language instructions, and there might be various factors influencing WTC in L2 and the two so-called strongest factors, namely learners’ perceived communication competence and communication apprehension, need to be investigated further to find out the degree to which they affected learners’ WTC. Besides, Indonesian learners’ low frequency of English use outside classroom contexts might lead them to be unwilling to make actual communication in English. Through probability random sampling, a total of 276 non-English major university students participated in the study, the data of which were analyzed using descriptive statistics and inferential statistics, correlation and regression, in SPSS 21. This research finds that learners have reported a high level of WTC, their perceived communication competence is found to be a strong predictor of learners’ WTC, communication apprehension is found to be correlated with WTC in just a moderate level, and despite experts’ supports on the importance of WTC in L2 learning, it surprisingly cannot predict learners’ L2 achievement. 
The Identification of Slurs and Swear Words in Bronte Sisters’ Novels Citra Suryanovika; Irma Manda Negara
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5190

Abstract

This research aimed at identifying the categories of slurs, presenting how swear words expressed in male or female characters of Bronte sisters’ novels, and examining the social status scale in presenting slurs. The research was a qualitative content analysis of which process was categorizing, comparing, and concluding. The researchers employed MAXQDA 2018.1 (the data analysis tool) for analyzing the samples of five female and male main characters of the novel of Emily Bronte (Wuthering Heights), Charlotte Bronte (Jane Eyre), and Anne Bronte (The Tenant of Wildfell Hall). The research has shown three out of nine Thurlow’s pejorative items (social personality, phallocentric, and sexist), the possible formation of social personality slurs, the identification of swear words for showing speakers’ emotional states, and the influence of social status scale on the expression of slurs. It proves that slurs and swear words are used to deliver a derogatory attitude. The sexist slurs are not only delivered from male characters to female characters, but it is also found in Catherine Earnshaw targeting Nelly although they have similar gender background (female). Slurs are found in the characters from both high and low social rank since the plot develops the relationship amongst the characters. One unexpected finding is the different swear words between the characters. Swear words found in the novel are not only dominated by the word devil, damn, or by hell, but also the word deuce and humbug. The varied swear words proves that the male characters do not dominantly produce swear words, but also euphemistic expression.
Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class Veni Roza
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5214

Abstract

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization  strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.
Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies Delvi Wahyuni Delvi Wahyuni; Witri Oktavia Witri Oktavia; Leni Marlina Leni Marlina
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5239

Abstract

This research aimed at investigating foreign language writing anxiety experienced by Indonesian EFL learners studying at Universitas Negeri Padang. The numbers of participants involved in this survey were 132 students comprising of sophomores, junior, and senior students. This research employed three research instruments: Second Language Writing Anxiety Inventory (SLWAI) to collect data on students’ levels of writing anxiety; Causes of Writing Anxiety Inventory (CWAI) to gauge information about sources of students’ writing anxiety; typologies of tactics to cope with writing anxiety. The result of this research reveals that the level of students’ writing anxiety is moderate. In addition, no significant relationship between students’ writing anxiety level and their academic level is revealed suggesting moderately anxious students outnumbering those with high and low writing anxiety at any academic level. In addition, the sources of students’ writing anxiety are problems with topic choice, linguistic difficulties, and lack of writing practice. The coping strategies used by students to overcome writing anxiety are preparation, positive thinking, relaxation, peer-seeking, and resignation (most-frequent to least frequent respectively). 
“Check Your Face(Book) on Page…”: Unpacking the Pedagogical Potentialities of English Teachers’ Wall Posts Al Ryanne Gabonada Gatcho; Bonjovi Hassan Hajan
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5253

Abstract

This research aimed to show an increasingly digitized world where technology continued to revolutionize how human interactions were enacted, so the teachers must transcend educational boundaries to provide quality education that was responsive to the needs of the 21st-century society. This research examined the Facebook wall postings of selected English senior high school teachers in Metro Manila, Philippines. Using thematic analysis, the research investigated and analyzes these Facebook posts (wall posts) to identify whether teachers; (1) could potentially initiate communication (student-teacher interaction, in particular online/via Facebook) and (2) used such social network site for academic/instructional purposes. Main themes identify in the student-teacher interaction are gratitude and appreciation, longing, interest, and status, while those that are recorded in the teachers’ wall posts are announcements, student activity documentation, and extra-curricular activities. The findings of this research help establish the importance of technology integration in the field of teaching and learning English as a second language. Moreover, the research is pivotal in the resurfacing of constructivism in education and the emergence of new communication norms brought about by technological innovations.
The Use of Commercial Advertisement to Teach University Students in English for Specific Purpose Context Fajar Dwi Utami; Mei Ardaning Tyas; Nurika Mustika
Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i2.5297

Abstract

This research aimed to propose multimodal-based English teaching through video for university students majoring in marketing management through project-based learning. Teaching English for university students are belonging to the field of English for Specific Purposes (ESP). It needs special treatments due to the fact that ESP students have different needs for English use for their future jobs, since the industrial revolution 4.0 typically affected the economic area. For presenting the research, the qualitative research design was employed. This research used interpretive analysis in the context of discourse analysis. The commercial advertisement video was analyzed in terms of Systemic Functional Linguistics (SFL) and semiotic features of multimodal discourse analysis. The analysis results of the video show that semiotic features are more powerful than linguistics aspects in promoting goods well. The video is expectedly used to teach language for promotion to the university students, particularly in marketing management majors. The teaching-learning process would be guided by the use of project-based learning method so that the outcomes would be in the form of the promotional video which employs both linguistics and semiotic features. 
The Optimal Age of the Second-First Language Acquisition: The Relationship of Language and Physical-Motor Development Budi Setiawan
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5324

Abstract

This research highlighted the language and physical-motor relationship and aimed to find the optimal age for the beginning of the second-first language (2L1) acquisition. The respondents of this research were 50 millennial generations of Chinese families whose children were 0-5 years old. Some children could communicate in Chinese and Indonesian language. Chinese-Indonesian families were chosen by considering their bilingual. This research employed qualitative data which were collected from observations and questionnaires given to parents. The collected data were analyzed by classifying the data into some specific intervals of age based on the language milestones. This research finds that the highest frequency of the beginning in the simultaneous second-first language education is at 13-15 months. This research also proves that the age between 13-15 months is an optimal age to begin educating the second language regarded as the first language for bilingual families.
Language Code Choice of Male Abdi Dalem of Karaton Ngayogyakarta Hadiningrat Hanova Rani Eka Retnaningtyas; Mangatur Rudolf Nababan; Dwi Purnanto
Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5326

Abstract

This research aimed to show the language code choices of male abdi dalem of Karaton Ngayogyakarta Hadiningrat because each community had its own language code choice in their daily lives, including every individual. This research was a descriptive qualitative study conducted to determine the language code choice of abdi dalem Karaton Ngayogyakarta Hadiningrat. Data were taken using questionnaires. The form of questions used was closed questions to find out the language codes choice. In addition, the open questions were used to find out the reason for selecting particular language codes. The data were in the form of an informant’s answer about the choice of a language code and the reason for the selection. This research conducted in Karaton Ngayogyakarta Hadiningrat based from UU Republik Indonesia Nomor 13 Tahun 2012 concerning the DIY Specialities. It finds that the use of Javanese Kromo dominates the language code choice used by male abdi dalem. The dominance of the use of Javanese Kromo language is considered to be the most polite language code rather than other languages presented by the researchers in the questionnaires. The next order after Javanese Kromo is Indonesian, Javanese Ngoko, Bagongan, and lastly is a foreign language.
The Effectiveness of Student Teams-Achievement Divisions in Enhancing Visual and Auditory for English Students’ Writing Skill Baiatun Nisa; Sulhizah Wulan Sari
Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i2.5339

Abstract

This research discussed the effectiveness of learning English writing using the Student Teams-Achievement Divisions (STAD) and lecture-based learning method. The two methods were applied in two classes of second-year students, and they were given a writing test over one semester. The first class was using STAD and the second class with lecture-based learning. Around 80 students were classified into visual and auditory learning styles based on the questionnaires filled in. The results in the statistical analysis provide important insights into the learning achievement of both visual and auditory learners modeled by STAD. Using the STAD method, they have accomplished considerably higher scores on academic writing achievement than the students who are taught by lecture-based learning. Therefore, it brings a positive effect and association with the students’ learning styles.

Page 68 of 82 | Total Record : 814

 66   67   68   69   70 

Filter by Year

2007 2025


Reset
Filter By Issues
All Issue Vol. 19 No. 2 (2025): Lingua Cultura (In Press) Vol. 19 No. 1 (2025): Lingua Cultura (In Press) Vol. 18 No. 2 (2024): Lingua Cultura (In Press) Vol. 18 No. 1 (2024): Lingua Cultura Vol. 17 No. 2 (2023): Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura (In Press) Vol. 16 No. 2 (2022): Lingua Cultura Vol. 16 No. 1 (2022): Lingua Cultura Vol. 15 No. 2 (2021): Lingua Cultura Vol. 15 No. 1 (2021): Lingua Cultura Vol. 14 No. 2 (2020): Lingua Cultura Vol 14, No 1 (2020): Lingua Cultura (In Press) Vol. 14 No. 1 (2020): Lingua Cultura Vol 13, No 4 (2019): Lingua Cultura Vol. 13 No. 4 (2019): Lingua Cultura Vol. 13 No. 3 (2019): Lingua Cultura Vol 13, No 3 (2019): Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura Vol 13, No 2 (2019): Lingua Cultura Vol 13, No 1 (2019): Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura Vol 13, No 1 (2019): Lingua Cultura Vol. 12 No. 4 (2018): Lingua Cultura vol. 12 No. 4 Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4 Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4 Vol 12, No 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol. 12 No. 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol 12, No 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol 12, No 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol 12, No 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol 12, No 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol. 12 No. 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol 12, No 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol 11, No 2 (2017): Lingua Cultura Vol. 11 No. 2 Vol. 11 No. 2 (2017): Lingua Cultura Vol. 11 No. 2 Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol. 10 No. 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol 10, No 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol 10, No 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol 10, No 1 (2016): Lingua Cultura Vol. 10 No. 1 Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1 Vol. 9 No. 2 (2015): Lingua Cultura Vol. 9 No. 2 Vol 9, No 2 (2015): Lingua Cultura Vol. 9 No. 2 Vol. 9 No. 1 (2015): Lingua Cultura Vol. 9 No. 1 Vol 9, No 1 (2015): Lingua Cultura Vol. 9 No. 1 Vol 8, No 2 (2014): Lingua Cultura Vol. 8 No. 2 Vol. 8 No. 2 (2014): Lingua Cultura Vol. 8 No. 2 Vol 8, No 1 (2014): Lingua Cultura Vol. 8 No. 1 Vol. 8 No. 1 (2014): Lingua Cultura Vol. 8 No. 1 Vol 7, No 2 (2013): Lingua Cultura Vol. 7 No. 2 Vol. 7 No. 2 (2013): Lingua Cultura Vol. 7 No. 2 Vol. 7 No. 1 (2013): Lingua Cultura Vol. 7 No. 1 Vol 7, No 1 (2013): Lingua Cultura Vol. 7 No. 1 Vol. 6 No. 2 (2012): Lingua Cultura Vol. 6 No. 2 Vol 6, No 2 (2012): Lingua Cultura Vol. 6 No. 2 Vol 6, No 1 (2012): Lingua Cultura Vol. 6 No. 1 Vol. 6 No. 1 (2012): Lingua Cultura Vol. 6 No. 1 Vol 5, No 2 (2011): Lingua Cultura Vol. 5 No. 2 Vol. 5 No. 2 (2011): Lingua Cultura Vol. 5 No. 2 Vol 5, No 1 (2011): Lingua Cultura Vol. 5 No. 1 Vol. 5 No. 1 (2011): Lingua Cultura Vol. 5 No. 1 Vol. 4 No. 2 (2010): Lingua Cultura Vol. 4 No. 2 Vol 4, No 2 (2010): Lingua Cultura Vol. 4 No. 2 Vol 4, No 1 (2010): Lingua Cultura Vol. 4 No. 1 Vol. 4 No. 1 (2010): Lingua Cultura Vol. 4 No. 1 Vol 3, No 2 (2009): Lingua Cultura Vol. 3 No. 2 Vol. 3 No. 2 (2009): Lingua Cultura Vol. 3 No. 2 Vol 3, No 1 (2009): Lingua Cultura Vol. 3 No. 1 Vol. 3 No. 1 (2009): Lingua Cultura Vol. 3 No. 1 Vol 2, No 2 (2008): Lingua Cultura Vol. 2 No. 2 Vol. 2 No. 2 (2008): Lingua Cultura Vol. 2 No. 2 Vol. 2 No. 1 (2008): Lingua Cultura Vol. 2 No. 1 Vol 2, No 1 (2008): Lingua Cultura Vol. 2 No. 1 Vol. 1 No. 2 (2007): Lingua Cultura Vol. 1 No. 2 Vol 1, No 2 (2007): Lingua Cultura Vol. 1 No. 2 Vol 1, No 1 (2007): Lingua Cultura Vol. 1 No. 1 Vol. 1 No. 1 (2007): Lingua Cultura More Issue