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
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
LingTera
Published by Universitas Negeri Yogyakarta
ISSN : 24069213     EISSN : 24771961     DOI : 10.21831
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 219 Documents
 18   19   20   21   22 
E-learning in French language learning: A bibliometric analysis using VOSviewer Racmadhany, Ariessa; Puspitasari, Feny
LingTera Vol. 12 No. 2 (2025)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v12i2.80265

Abstract

This study investigates the development of French language learning and its relation to e-learning. The study employs a computational approach to bibliometric analysis using VOSviewer. The authors used the Publish or Perish application to collect scholarly sources from Google Scholar over the past ten years (2013–2023). The keywords “E-Learning,” “Educational Application,” and “French Learning” were used to identify relevant articles, resulting in 802 sources related to the topic. The results show that the four most frequently occurring terms are e-learning, French, application, and education. A total of 182 items were identified and grouped into seven clusters. The number of publications fluctuated from 2013 to 2020. In even-numbered years, there was a general increase in publications (56, 59, 66, and 73), while odd-numbered years showed a downward trend (47, 56, 60, and 73). In 2021 and 2022, there was a significant increase to 92 and 126 publications, respectively. In 2023, the number slightly decreased to 94 publications. The results of this study may serve as a foundation for future research on French language learning through e-learning and contribute to the growing body of literature on digital language education.
Unraveling Errors in Poetry: A Translation Quality Assessment of Sapardi Djoko Damono's Sajak Orang Gila Firdausi, Annisa Nurul; Setiawan, Teguh; Jati, Dindadari Arum; Rahmi, Hafizatur
LingTera Vol. 12 No. 2 (2025)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v12i2.83155

Abstract

Poem translation is challenging. It must bridge not only equivalence and cultural aspects, but also the acceptability of the poem. The translated product needs to be evaluated to determine whether the translation is acceptable. This study aims to investigate the Translation Quality Assessment (TQA) of an Indonesian poem titled Sajak Orang Gila by Sapardi Djoko Damono and its translation Ballad of a Crazy Man by John H. McGlynn. While translating poetry, some errors are inevitable. However, by applying TQA, such mistakes can be identified and addressed for future improvement. This study employed a qualitative-descriptive method and used Juliane House’s (1997) theory of TQA. The results showed that the translator applied domestication and literal translation in his work. The translator attempted to maintain close alignment between the source text (ST) and target text (TT). The errors identified were overt errors, which include several categories: untranslated segments, slight changes in meaning, significant changes in meaning, breach of the SL system, creative translation, and cultural filtering. However, distortion of meaning was not found in this research. This indicates that the translator successfully translated the poem.
Balinese cultural representation from the perspective of the Balinese wordlist Darmasetiyawan, I Made Sena
LingTera Vol. 12 No. 2 (2025)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v12i2.86302

Abstract

Based on the data gathered from the PARADISEC catalogue of the Balinese wordlist, as part of the OCSEAN project, 1,228 words were recorded and classified into several categories, such as the body, agriculture and vegetation, animals, the physical world, basic actions and technology, food and drink, spatial relations, kinship, motion, sense perception, quantity, emotions and values, cognition, time, speech and language, the house, warfare and hunting, possession, clothing and grooming, religion and belief, social and political relations, law, as well as miscellaneous function words. This study examines the Balinese wordlist from the OCSEAN data and explores the correlation between the number of words gathered and the speakers’ language recognition and comprehension within their community. Since the process of word recognition involves identifying both meaning and form (orthographic and phonological), these aspects originating from each speaker are generally influenced by their surrounding community. Through mapping the quantitative data, possible borrowings, and accuracy in the wordlist, several assumptions can be made. For example, the high number and accuracy of words related to agriculture (including its associated resources) may be attributed to the fact that many Balinese speakers come from farming communities. The implications of this study suggest that future research may benefit from combining pre-existing linguistic data with the psychological aspects of speakers and the cultural characteristics of their communities.
Kurikulum BIPA dalam perspektif plurilingualisme: Tinjauan kritis atas respons terhadap repertoar bahasa pemelajar Kholifah; Suyatno; Asteria, Prima Vidya
LingTera Vol. 12 No. 2 (2025)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v12i2.86541

Abstract

Penelitian ini mengkaji secara kritis kurikulum Bahasa Indonesia bagi Penutur Asing (BIPA) dalam konteks plurilingualisme, sebagaimana diuraikan dalam Common European Framework of Reference for Languages (CEFR) Companion Volume (2020), serta prinsip inklusivitas linguistik UNESCO. Dengan menganalisis dokumen kurikulum BIPA, termasuk Standar Kompetensi Lulusan (SKL) dan silabus, penelitian ini bertujuan untuk mengevaluasi sejauh mana kurikulum tersebut merepresentasikan kompetensi plurilingual dan merespons keberagaman repertoar bahasa pemelajar. Temuan menunjukkan bahwa meskipun SKL BIPA mengklaim adaptasi dari CEFR, representasi kompetensi plurilingual masih minimal, dengan fokus dominan pada penguasaan bahasa Indonesia secara terisolasi dan empat keterampilan dasar. Praktik pembelajaran BIPA yang ada seringkali diwarnai oleh tekanan monolingual, yang secara fundamental bertentangan dengan prinsip inklusivitas linguistik UNESCO yang memandang keberagaman bahasa sebagai aset. Pendekatan ini menghambat partisipasi aktif pemelajar dan memperparah tantangan yang muncul dari keberagaman latar belakang linguistik dan budaya. Penelitian ini merekomendasikan revisi kurikulum BIPA untuk secara eksplisit mengintegrasikan deskriptor plurilingualisme CEFR, mendorong strategi pedagogis seperti translanguaging dan pengajaran berdiferensiasi, serta investasi signifikan dalam pelatihan guru untuk mengubah persepsi dan membekali mereka dengan keterampilan yang dibutuhkan untuk menerapkan pedagogi plurilingual secara efektif. Kontribusi penelitian ini meliputi pengayaan literatur tentang plurilingualisme dalam konteks BIPA dan penyediaan rekomendasi praktis untuk pengembangan kurikulum yang lebih inklusif dan relevan, guna mendukung internasionalisasi bahasa Indonesia.
Navigating cross-cultural classrooms: Adaptation experiences of Indonesian ISMA students abroad Pravitha, Cattleya Wahyu; Pakdel, Mohammadreza; Putra, Octa Pratama
LingTera Vol. 12 No. 2 (2025)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v12i2.89394

Abstract

This qualitative study employed a narrative-based thematic analysis to explore the adaptation experiences of five Indonesian ISMA students studying abroad. Drawing on participants’ reflective narratives, the study identified five major themes: Initial Cultural Shock, Academic Adjustment, Language Barriers and Opportunities, Social Integration, and Personal Growth and Reflection. Findings reveal that students initially faced cultural, academic, and social disorientation as they navigated unfamiliar educational systems, classroom dynamics, and intercultural norms. However, these early challenges gradually evolved into opportunities for meaningful learning, cross-cultural engagement, and personal transformation. The adaptation process was found to be dynamic and multidimensional, shaped by emotional resilience, social integration, and reflective self-awareness. The study concludes that studying abroad is not merely an academic pursuit but a transformative journey that fosters intercultural competence, self-efficacy, and global-mindedness among Indonesian students.
Toward integrative communicative competence: Linguistic and intercultural needs of tour guide trainees Amalia Ilmi Fitriyanti; Joko Priyana; Yeni Artanti; Agwin Degaf
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.91278

Abstract

The objective of this study is to identify the linguistic and intercultural needs of tour guide trainees as a foundation for developing integrative communicative competence through English for Specific Purposes (ESP) materials that promote intercultural awareness. The trainees, who are currently at the A1 proficiency level, exhibit a rudimentary understanding of the intercultural aspects pertinent to tourists. This deficiency manifests in a conspicuous lack of self-assurance and proficiency in English communication. This case prompted an analysis of their specific learning needs. A qualitative case study was conducted, involving 23 trainees and one senior tour guide at Prambanan Temple. Data were collected through questionnaires and interviews. The findings indicate that the primary need for trainees is the development of effective communication skills, particularly in listening and speaking, through materials that integrate linguistic competence and intercultural awareness. The analysis identified grammar and pronunciation as the most essential linguistic elements, while intercultural communication was deemed the most crucial cultural aspect. Consequently, ESP materials for tour guides should integrate B1-level English proficiency with intercultural understanding to prepare them for effective professional communication in global tourism contexts.
Enhancing Indonesian students’ literary interpretation through affective stylistics, mood-tone, and cultural contrast Margaret Stevani; Murad Sawalmeh; Alexander Adrian Saragi; Evi Martiningsih; Rinovian Rais
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.93254

Abstract

This study examined how Indonesian EFL undergraduates interpreted English literature by integrating affective stylistics, mood–tone analysis, and cultural contrast into a unified interpretive framework. Employing a qualitative interpretive case study, data were collected from 24 literature majors in North Sumatra through close-reading tasks, think-aloud protocols, and semi-structured interviews. All instruments underwent expert validation and interrater reliability checks to ensure consistency in affective and tonal coding. Data were analyzed thematically to trace how students’ cognitive-affective responses unfolded during real-time reading. Using selected passages from Harry Potter, The Lord of the Rings, and The Hunger Games, the findings revealed three systematic distortions: affective misalignment, marked by reduced emotional cues; tonal misclassification, where markers of probability were interpreted as certainty; and moral domestication, marked by the simplification of ethical ambiguity into binary judgments. These patterns demonstrated an affective cultural overlay, in which readers unconsciously replaced foreign affective cues with culturally familiar ones. The study underscored the need for pedagogical interventions that foster interpretive flexibility and minimize culturally driven misreadings.
Interaction and language development through group work: Indonesian EFL learners’ perspectives at an Australian university Siti Rahimah Yusra; Rizaldy Hanifa; Andri Wardana; Riki Muhamanda
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.95128

Abstract

This study investigates how Indonesian EFL learners are supported by group work interactions during study abroad at an Australian university. The study employed a descriptive qualitative design, driven by the Interaction Hypothesis, the Output Hypothesis, and Sociocultural Theory. Data were collected from a questionnaire completed by 15 graduate students. The questionnaire consisted of 19 Likert items and three open-ended questions addressing performance, learning opportunities, and language comprehension. Open-ended responses were discussed qualitatively with little inference, while Likert-type results were summarized descriptively. Regular group work increased speaking opportunities, enhanced lexical acquisition through peer modeling and simple explanations, and encouraged metacognitive regulation, as well as boosting communicative confidence. However, perceived gains in complexity and accuracy were inconsistent, reflecting differing perspectives on corrective feedback, unequal psychological safety, and challenges arising from peer dominance and peer grouping. Maximum benefits may be obtained when roles equalize access to task scope, tasks require joint approval, feedback is delivered through self-respect-preserving scripts, brief planning–monitoring–evaluation checkpoints are inserted, and peer networks extend beyond nationality-based circles. This study explains how peer interactions are transformed by modified input, encouraged output, and mediated participation in a multilingual and multicultural higher education environment by centering lived experiences and identifying sociocultural moderators.
Integrating terminology management in developing student translators’ competence Wulandari Simbolon; Yuli Audyani Hutajulu; Yesa Mutiara Sitompul; Jesika Bungaria Sinaga; Refika Andriani; Tatum Derin
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.97314

Abstract

The current debate in translation pedagogy highlights the gap between learners’ general language proficiency and the demands of professional translation, particularly in maintaining terminological consistency. This study investigates how terminology management contributes to the development of student translators’ competence in technology-mediated translation contexts. A systematic literature review was conducted following the PRISMA framework, analyzing 23 selected studies published between 2021 and early 2026. The findings indicate that terminology management functions as an integrative competence connecting linguistic knowledge, technological literacy, and professional practice. Students’ difficulties in maintaining consistent terminology are often associated with limited terminological awareness and insufficient exposure to structured professional workflows, while corpus-based resources and AI-assisted technologies support both learning and evaluation. However, technological integration still requires critical human supervision when automated outputs are evaluated. These findings suggest that translation pedagogy, particularly in English language education and translator-training contexts, should prioritize structured terminology instruction supported by digital resources to better prepare students for professional translation practice.

Page 22 of 22 | Total Record : 219

 18   19   20   21   22 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 1 (2026) Vol. 12 No. 2 (2025) Vol. 12 No. 1 (2025) Vol. 11 No. 2 (2024) Vol. 11 No. 1 (2024) Vol. 10 No. 2 (2023) Vol. 10 No. 1 (2023) Vol. 9 No. 2 (2022) Vol. 9 No. 1 (2022) Vol. 8 No. 2 (2021) Vol. 8 No. 1 (2021) Vol. 7 No. 2 (2020) Vol. 7 No. 1 (2020) Vol 6, No 2: October 2019 Vol 6, No 1: May 2019 Vol 5, No 2: October 2018 Vol 5, No 1: May 2018 Vol 4, No 2: October 2017 Vol 4, No 1: May 2017 Vol 3, No 2: October 2016 Vol 3, No 1: May 2016 Vol 2, No 2: October 2015 Vol 2, No 1: May 2015 Vol 1, No 2: October 2014 Vol 1, No 1: May 2014 More Issue