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<![CDATA[NEED ANALYSIS OF NON-ENGLISH DEPARTMENT STUDENTS IN ENGLISH FOR SPECIFIC PURPOSE (ESP) ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.189-209
<![CDATA[This research is to investigate the need analysis of the non-English students in ESP. This research is descriptive and qualitative. The findings show that in the educational students’ background in high school from 348 students as respondents, most students (196 students or 56.3 %) graduated from Vocational High School. They think that the career opportunities available to tertiary education graduates are much wider and more numerous. Most students (259 students or 74.4 %) have a ‘Basic’ level. The students can use simple vocabulary/expressions in English, know a little grammar and make lots of pronunciation errors. Most students (232 students or 66.6 %) are motivated to learn English to have the ability in communicating orally in English and to get a good job after graduating from the study. Most students (231 students or 66.6 %) have difficulty understanding grammar’. Most students (250 students or 71.8 %) want to have the reading ability in looking for information on English text. Most students (283 students or 81.3 %) want to have the ability in writing English sentences properly and correctly. Most students (270 students or 77.6 %) want to have the ability in listening to and understanding English presentations from the lecturer. Most students (304 students or 87.4 %) want to have the speaking ability in pronouncing English words correctly. Related to English language material needs for specific purposes required by students, most students (303 students or 87.1 %) want the material of vocabulary, especially English specific terms in several references such as books, journal articles, textbooks, modules, or other sources according to their study program in the fields of Accounting, Taxation, Engineering and Information Systems, and Islamic Economics.]]>
<![CDATA[PRAKTIK DOMINASI TOKOH ANTAGONIS MELALUI KEKERASAN SIMBOLIK DALAM FILM BETTER DAYS《少年的你》 ]]>
<![CDATA[Muhammad Farhan Masrur]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.211-237
<![CDATA[When language is used in communication events, there also as an ideological distiction and a desire to dominate each other among its users. Because language is never separated from ideological motives, including domination motives. Domination occurs due to the existence of a strong group as the dominating party and a weak group as the dominated party with language as an instrument to achieve it. Symbolic violence marked by language forms that represent language crimes is a realization of the practice of domination. Through symbolic violence, the dominant party imposes its ideological influence on the dominant group. The practice of domination through symbolic violence can be found in the dialogue text of the antagonist in the film Better Days《少年的你》by Derek Tsang which is used as a data source. The patterned language forms used by the antagonist to attack the main character are used as data. After the data is identified and classified, it is analyzed through a qualitative approach using the concept of Bourdieu's theory of symbolic violence. The results of the analysis are presented through a descriptive method to obtain a detailed and concrete picture of the practice of domination of antagonist characters through symbolic violence. The results of the analysis show that symbolic violence, which represents the practice of domination, is realized through forms of language that have functioned as the language of punishment, the language of intimidation, the language of prohibition, the language of accusation, the language of insults, and language of command. Cultural capital (attitudes and lifestyles) is the most dominant capital that represents the attitudes and behavior of antagonists to produce and reproduce texts to legitimize their domination. Based on the frequency of occurrence, forbidden language is the most productive form of language, and accusation language is the language form with the least frequency of occurrence.]]>
<![CDATA[THE INFLUNTIAL IMPACTS OF METACOGNITIVE READING STRATEGIES IN MODERN EFL READING CONTEXTS ]]>
<![CDATA[kristian florensio wijaya]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.253-276
<![CDATA[The presented modern EFL reading learning complexities cannot be constantly overlooked by second language reading instructors since language learners oftentimes experience dispiriting, energy-draining, and frustrating reading experiences. Aligned with these above-mentioned L2 reading learning issues, it is indispensably important for EFL educators to start incorporating metacognitive reading strategies during the ever-changing literacy programs. Previous researchers strongly noted that the precise utilization of metacognitive reading strategies can provide a sound foundation for EFL learners to gain deeper insights into their chosen reading texts and exert better controls on the ongoing reading learning dynamics. This current-small scale library study was enacted as an attempt to exhaustively investigate the specific influential impacts promoted by metacognitive reading strategies in modern EFL reading contexts. To meet this study’s major demand, the researcher critically selected thirty pieces of literature that corresponded with this research area. As observed in the obtained research results, metacognitive reading strategies can pave a new enlightening pathway for globalized EFL learners to transfigure into more competent L2 readers and attain more satisfying reading learning outcomes. Finally, worldwide EFL educationalists should activate metacognitive reading strategies at the onset of their literacy programs to enable learners to become self-initiators possessing a higher level of intellectual curiosity and orchestrate a vast range of efficient reading strategies to meet the targeted reading learning demands.]]>
<![CDATA[STUDENTS' PERSPECTIVE ON PREREQUISITE SUBJECTS TOWARD THEIR THESIS WRITING ]]>
<![CDATA[Ana Ahsana El-Sulukiyyah]]>;
<![CDATA[Diah Anita Pusparini]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.239-251
<![CDATA[This study investigates the students’ perspective on the prerequisite subjects toward their thesis writing. Some problems occurred when students doing their thesis. Those problems could be from their preparation and their comprehension of the prerequisite subjects. It is a descriptive qualitative study with open-ended questionnaire as the primary instruments to get the data. The subjects of this study were 31 students who were finishing their thesis. Results show that students are aware that prerequisite subjects are important to write their thesis, moreover the subject namely Thesis Writing Methodology. According to students’ opinion it was the prominent subject to know how to prepare and compose their thesis writing. The conclusion of this study is the prerequisite subject is important to prepare and help students finishing their thesis without any writing block.]]>
<![CDATA[AN EVALUATION ON TWO SAHABATKU INDONESIA COURSEBOOKS IN LITTLEJOHN’S TEXTBOOK ANALYSIS FRAMEWORK ]]>
<![CDATA[Aulia Salsabilla]]>;
<![CDATA[Shohihuzzihni Shohihuzzihni]]>;
<![CDATA[Hana Farida]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.279-298
<![CDATA[The use of proper learning materials in foreign language learning have a pivotal role. Feasibility analysis on language learning material surely different from other subjects’. Sahabatku Indonesia coursebooks has been main reference for BIPA learning programs. This qualitative descriptive research evaluates Sahabatku Indonesia BIPA 3 and Sahabatku Indonesia untuk Pelajar BIPA 3 using Andrew Littlejohn's Textbook Analysis Framework in three steps of analysis. The result of the evaluation shows both coursebooks could accommodate in process of learning BIPA relatively effective. It appears from the linguistic aspect and cultural context in the coursebooks provided comprehensively. Nonetheless, the learning methods still can be improved to make more room for the learners to be more engaged in the language through more active roles in bringing or producing their related texts can still be improved. Keywords: foreign language, learning materials, Indonesian language learning materials, evaluation.]]>
<![CDATA[PENDEKATAN PEER TEACHING BERBENTUK GROUP DISCUSSION UNTUK MENINGKATKAN PEMBELAJARAN DHAMIR DI KELAS X-1 MAN KOTA SURABAYA ]]>
<![CDATA[Intan Safitri]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.301-315
<![CDATA[Peer teaching or commonly referred to as peer tutoring is a method based on student activity in learning. Certain students who meet the criteria will be appointed by the teacher to become tutors and teach their friends in a group. So that the material delivered by peer tutors will be understood by each student in the group equally. This study aims to determine the effect of applying the peer teaching method with a group discussion strategy to improve understanding of nahwu rules. This research uses a qualitative approach with the type of case study. Data collection techniques in this study were using observation and tests. The population in this study were all students of class X MAN Surabaya, while the sample in this study were students of class X-1, totaling 34 students. Based on the results of the study, it can be concluded that the peer teaching method with a group discussion strategy has a positive influence on increasing the understanding of nahwu rules in class X-1 students of MAN Surabaya City.]]>
<![CDATA[MAIN CHARACTER'S EXPRESSIVE SPEECH ACTS FOUND IN TOM HOOPER'S "THE KING'S SPEECH" ]]>
<![CDATA[Dwi Wahyuningtyas]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.317-339
<![CDATA[An expressive speech act is among parts of speech acts, which is often met in many aspects, including in movies. The main character in]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR MENULIS ILMIAH BERBASIS KETERAMPILAN 4C DI PRODI PENDIDIKAN BAHASA INDONESIA UNIVERSITAS BILLFATH ]]>
<![CDATA[Siti Aisah]]>;
<![CDATA[Sukiman Sukiman]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.341-352
<![CDATA[Teaching materials are the most basic thing to help the implementation of learning objectives. Likewise with the Scientific Writing Techniques Course in the Indonesian Language Education Study Program, FKIP, Billfath University there are no special teaching materials provided by lecturers, this is the reason for this research. The aims of this study include how to develop 4C skills-based Scientific Writing teaching materials, and to determine the feasibility of using 4C skills-based Scientific Writing teaching materials. The development model used is ADDIE development. The stages are (1) analysis, (2) design, (3) planning, (4) implementation, and (5) evaluation. Data collection was carried out using a validation sheet. Data analysis techniques use qualitative analysis by describing. The results of the study stated that Scientific Writing teaching materials were suitable for use based on the results of the validation which contained aspects of: (1) the feasibility of the content of the material, (2) the feasibility of presentation, (3) the feasibility of language, and (4) the feasibility of graphics.]]>
<![CDATA[STUDENTS' RESPONSES IN ONLINE PEER FEEDBACK IN EFL WRITING INSTRUCTION ]]>
<![CDATA[Nanik Sri Rahayu]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.371-383
<![CDATA[As a supplementary of teacher’s feedback, peer feedback activity is believed can help the students improve their writing achievement. During and after the pandemic, teachers often applied online teaching for certain reasons, including in practicing peer feedback which can be done via different application. This study aims at investigating the types of comments appeared when the students conduct peer feedback in quip application. The study involved a class in which the teacher applied peer feedback via quip. This research is a descriptive quantitative in which the data was collected through documentation. The students’ responses were analyzed using types of comments proposed by Jun Liu and Hansen. The result of the study showed that the students made a lot of comments during online peer feedback activity. This study demonstrates that students are very active in giving comments during online peer feedback; however, it also underlines that the students still produced many local and non-revision comments.]]>
<![CDATA[FACTORS AFFECTING STUDENTS’ MOTIVATION IN ONLINE CLASS ]]>
<![CDATA[Nuriyatul Hamidah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.355-368
<![CDATA[Some components of learning environment might affect learner behaviors during the teaching and learning process in both face-to-face and virtual learning environments. One of those components is students’ motivation which is the best variable that affects students’ learning. Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Lamb, 2017). This study aims at determining the factors that increase students’ motivation in their online courses at higher education levels. In this framework, the students who were in the fourth and sixth semesters were asked to explain their opinions about the factors increasing their motivation and what can be done to increase their motivation. The students have been having online classrooms for almost four semesters. The writer employs qualitative research as the method to conduct this study. To collect the data, an interview guide is designed. Then, the research results show that the teaching- learning process, teacher’s competency, students’ engagement, online learning environment/technical infrastructure and time management could affect students’ motivation in their online courses. Besides, it is also stated that interactive assessment and evaluation would increase their motivation.]]>
