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<![CDATA[The Effectiveness of Using Instagram as Teaching Tools in Learning Process of 3rd Semester of English Department Students ]]>
<![CDATA[Siti Isma Sari Lubis]]>;
<![CDATA[Fitri Rayani Siregar]]>;
<![CDATA[Maryati Salmiah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2020.12.2.217-228
<![CDATA[Online learning is one of the big challenges that must be done in this Era. However many people less access and do not use the appropriate media to do it. Besides, they also lack of the application usage. However, Social Media is more popular today. Many people spend their time on social media for communicating, entertaining, selling, and etc. Therefore, using social media as the tool to do the communication in learning is possible to do. One of the popular social media that is used by the students today is Instagram, which has 70 million users in Indonesia. Thus, this research is aimed to find out the effectiveness of using Instagram in online learning. It is specified to the 3rd Semester students of English Department of IAIN Padangsidimpuan. It investigated the participation and feedback of students in learning process while using Instagram as the platform in learning activity. This research used descriptive qualitative research to analyse the students’ perception in implementing Instagram in learning process. The results show that Instagram is effective to be used as the tool for the students’ interaction especially in discussion which is related to the task activity and explanation. Besides, the students felt easier to use this application because it has been used by almost students of the 3rd semester of English Department of IAIN Padangsidimpuan.]]>
<![CDATA[Students’ Perceptions on Using E-Learning in EFL Academic Writing Class ]]>
<![CDATA[Ima Fitriyah]]>;
<![CDATA[Iga Meidyka Putri]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2020.12.2.273-294
<![CDATA[ABSTRACT This study aims to describe the students’ perception on using E-learning in Academic Writing. 71 students of English Department fourth semester in academic year 2019/2020 had taken a part in this study. Descriptive quantitative survey research was used with closed-ended form questionnaires as the instrument. The result of this research revealed that the use of E-learning in Academic Writing of English Department students of IAIN Kediri was not new for students. Students’ perceptions on using E-learning in Academic Writing was divided into three categories. The categories are student’s behavior on using E-learning in Academic Writing, students’ perceptions about E-learning operational and students’ perceptions about practicing Academic Writing using E-learning. The result showed positive responses from the respondents. Somehow, they disagree that the use of E-learning in Academic Writing could make them more confident, discipline and enjoy learning. It is because of the internet connection and misunderstanding with the teacher’s instruction. It can be said that E-learning restricted students’ interactions with the lecturer and their classmates. The research finding can be used as the evaluation for English language teaching in general.]]>
<![CDATA[KEMAMPUAN KOGNITIF TOKOH UTAMA CERPEN JANNATU AL-ATHFA ]]>
<![CDATA[Mochammad Faizun]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2020.12.2.315-338
<![CDATA[This study aims to determine the cognitive abilities of the main character in the short story Heaven for Children by Najib Mahfudz. Cognitive abilities are one of the developmental aspects of knowledge or understanding, namely all psychological processes related to how a person learns and thinks about the environment. The main character in the short story is a child who talks with his father about divinity and death. In the conversation the researchers found that the child could not understand some of the father's explanations. This is likely influenced by the thinking ability of children who have difficulty understanding conceptual things. This research uses descriptive qualitative method. Results from this research is expected to be able to explain the ability of the main character in the short story so that it becomes learning for parents or teachers in explaining conceptual things to children]]>
<![CDATA[SUMMATIVE ASSESSMENT OF TENTH-GRADE ENGLISH TEACHERS FROM HOTS PERSPECTIVE ]]>
<![CDATA[Anggita Prasistha Utami]]>;
<![CDATA[Eka Sulistia Dewi]]>;
<![CDATA[Gede Yudha Paramartha]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2020.12.2.295-314
<![CDATA[This research intends to analyze how Higher Order Thinking Skills are reflected in summative assessment used by Tenth-grade English teachers from HOTS perspective based on Revised Bloom's Taxonomy. This research used qualitative research with a content analysis method to know the extent of HOTS items that are reflected in the teacher-made test. To collect the data, document analysis and interviews were applied. From the data that have been obtained, it was found out that the HOTS-based item used by the teachers was still relatively low. There were only 6 out of 125 items that can be categorized as HOTS-based items with a percentage of 4.8%. HOTS-based items that have been found were also limited to the Analyze category (C4). In the C4 level, three indicators or sub-skills were included such as differentiating, organizing, and attributing. Among six HOTS-based items, 2 items were categorized as differentiating indicators, 1 item belonged to the organizing indicator, and 3 items were attributing indicator. Furthermore, the result of the interview indicated that the teachers need to learn more about HOTS to get a better understanding in constructing HOTS-based items.]]>
<![CDATA[JIGSAW AND EDUCATIONAL GAME: A FUN LEARNING TO ENHANCE READING SKILL ]]>
<![CDATA[Eny Suspartiana]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[This research aims to investigate the use of jigsaw and educational game to maximize the sophomores’ reading skill. To find out the sophomores’ burden in reading activities, the researcher distributed questionnaires and did the data analysis by combining the qualitative and quantitative research methods. The researchers investigated 20 students to find out the combination influence of jigsaw and educational games to enhance the students’ reading skill. The students found reading difficult since it covered many features and a lot of vocabulary items and idiomatic expressions that the readers were supposed to understand as well. This is also because they had to understand other aspects like translation, scanning, and skimming. It moreover made the reading activity frustrating. The combination techniques of Jigsaw and educational game proved effective and fun since the result from the students’ test showed positive; around 80% of the sophomores understood the reading texts better which could be seen in the test result from the reading texts’ questions. The researcher combined descriptive qualitative and quantitative data to report the students’ result towards the reading texts. From the qualitative method, researcher investigated the students’ attitude towards reading 3 subjects by observing, taking notes and interviewing the students. From the quantitative data, the researcher investigated the students’ ability in reading by distributing a test instrument to get the students’ scores before and after they got the treatment of the jigsaw and educational games in the Reading 3 class. The tests were taken from TOEFL reading part test. The researcher chose the reading texts from the TOEFL passages since the sophomores got TOEFL materials for their Reading 3. Twenty students from STIBA took part. The results showed that if the researcher applied the combination strategies both jigsaw and educational games, the students’ understanding improved, and they also got fun learning activities in Reading 3.]]>
<![CDATA[THE EFFICACY OF CHAIN PICTURES IN TRAINING EFL STUDENTS TO WRITE NARRATIVE PARAGRAPHS ]]>
<![CDATA[WIDYA RIZKY PRATIWI]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[Writing skill is very crucial in learning the language. However, it is the most challenging skill for learners because of the complexity of various nuances. Learners find it is hard to produce well-written essays, primarily narrative paragraphs. Therefore, this study aimed to discover the efficacy of using chain pictures in writing narrative paragraphs to Indonesian EFL students. This study population was the second year students of Senior High School 4 Bulukumba, South-Sulawesi, Indonesia. Thirty students were selected as the sample. The data were collected through the pre-experimental method by using pre and post-test design. The result showed that the students' writing skills were significantly improved after training them by using chain pictures. The analysis result shows that students' mean score in the pre-test was 56,87, categorized as poor writing skills. In contrast, the students' mean score in the post-test was 74,13, classified as good writing skill of narrative paragraph. The t-test value was also higher than the t-table value, which was 8,25 > 2.045. Thus, it is recommended to use chain pictures in the English learning environment, especially in teaching EFL students to write narrative paragraphs.]]>
<![CDATA[EFL LEARNERS’ PERCEPTION OF GRAMMAR NAZIS PRACTICE ON SOCIAL MEDIA TWITTER ]]>
<![CDATA[Retno Ayu Fitriani]]>;
<![CDATA[Erna Iftanti]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[This article reviews the EFL perception toward the practices of Grammar Nazi on social media Twitter by outlining the recent activities of Grammar Nazi and the future effect that may use for learning strategy. It aims to discover whether or not the practices of Grammar Nazis have an impact on learners’ desire in learning English. It discusses the EFL learners’ knowledge about the Grammar nazis phenomenon on social media, their perception toward the phenomenon, and the impact of Grammar Nazis on learners’ learning interest. This article indicates that the EFL learners’ have a different perception, on one hand, it motivates their learning desire, and on other hand, it demotivated their interest in learning the language. Based on the review, the article also provides some recommendations on what future researchers can do to explore more about this phenomenon and to use the phenomenon as a learning strategy in improving their English skills.]]>
<![CDATA[HEGEMONI KEKUASAAN ANTONIO GRAMSCI DALAM CERPEN “SHARAHKH AL-QUBUR” KARYA KAHLIL GIBRAN ]]>
<![CDATA[Muhammad Mahbub Junaidi]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[Cerpen Sharahkh al-Qubur dalam antologi Al-arwah Al-mutamarridhah mengandung suatu hegemoni yang dilakukan oleh suatu pihak elit politis, terhadap beberapa kelompok yang didominasi. Hegemoni tersebut lebih dipengaruhi oleh ideologi-ideologi kaum penguasa di tengah-tengah masyarakat saat itu, sehingga cerpen ini membutuhkan pisau analisis hegemoni kekuasaan Antonio Gramsci untuk membedah isi dan kandungan yang menonjolkan sisi-sisi hegemoni yang ada. Penelitian ini bertujuan untuk mengungkapkan bentuk ideologi-ideologi tersebut beserta penjelasan terkait pengaruhnya pada kehidupan sosial masyarakat yang secara tidak sadar dikurung dalam hegemoni yang dibuat oleh kelompok penguasa. Penelitian ini merupakan sebuah penelitian literatur atau penelitian kepustakaan dengan objek cerpen Sharahkh al-Qubur dalam antologi Al-arwah Al-mutamarridhah. Sementara itu dalam menganalisis data, penulis menggunakan teknis analisis isi model aliran Miles dan Hubermen dengan beberapa langkah, diantaranya tahap reduksi data, tahap penyajian data, dan tahap penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa cerpen tersebut mengandung hegemoni integral atau menyeluruh berupa masyarakat yang terbawa ideologi penguasa membuat masyarakat masuk dalam politik dan dengan sendirinya akan memihak kepada keputusan sang raja, selain juga rajanya dikenal dengan tegas dan adil menegakkan supremasi aturan. Kedua, hegemoni decadent atau merosot berupa masyarakat seakan telah mengalami potensi disintegrasi dan masih mempertanyakan kemungkinan yang benar terjadi atau tidaknya terhadap kejadian seorang lelaki tua mencuri tepung hidangan suci yang terjadi saat keluarganya dalam keadaan kelaparan. Kesimpulan dari penelitian ini adalah hegemoni yang mendominasi dari ketiga hegemoni Gramsci yaitu hegemoni integral.]]>
<![CDATA[TYPES OF FEEDBACK USED BY THE STUDENTS IN INTERMEDIATE WRITING CLASS ]]>
<![CDATA[Hendra Alamsyah]]>;
<![CDATA[Rina Listia]]>;
<![CDATA[Fatchul Mu'in]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[Writing is the most complicated skill among other language skills. In the writing activity, the students have to invent ideas and organize them into sentences and paragraphs that will be clear for readers. Feedback is crucial to give significant improvement to student's writings. Peers and maybe various can provide feedback. This study's objective was to describe the types of feedback used by students of the Intermediate Writing Class in writing an argumentative paragraph. Descriptive qualitative was the design of research. The subjects of this research are A1 and A4 Intermediate Writing course students of the English language Education Study Program of Lambung Mangkurat University. The data were collected through observation and document analysis. The data were then analyzed through three steps: familiarizing and organizing, coding, and interpreting and representing. The result was found that the students used several feedback types, namely written feedback as responding and written feedback as correcting. Written feedback as correcting used by the students consists of direct feedback, metalinguistic feedback, and unfocused feedback. From some of the metalinguistic feedback that some students used, they were using the grammatical description. Some of the metalinguistic feedback that some students used was the metalinguistic explanation (grammatical description). There was no metalinguistic feedback of the error code. There was only one student who used unfocused feedback. In conclusion, the students used four feedback types: written feedback as responding, written feedback as correcting, or written corrective feedback consisting of direct feedback, metalinguistic feedback, and unfocused feedback. Written feedback as responding is the feedback that the students used most while doing peer feedback. The students need to look for more information and explanation or feedback from the teachers and their friends and give feedback while doing peer feedback properly to not only use one type of feedback.]]>
<![CDATA[TEACHING ONLINE LISTENING CLASS DURING COVID-19 PANDEMIC ]]>
<![CDATA[Endang Setiyo Astuti]]>;
<![CDATA[Rini Anjarwati]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2021.13.1.%p
<![CDATA[This article discusses about how teaching listening class was implemented in the English practice program during covid-19 pandemic. Descriptive method was applied to find out whether selected material utilized by effective instructional media could meet the learning objective of the English practice program. The result showed that both the intensive and extensive material in listening class could be applied by using some media that can be used during online class by considering both students and instructors’ internet access. The selected online media platform that can replace face-to-face meeting is Google Meet application, while Google Classroom, YouTube, and WhatsApp application are selected to share and submit the class’s assignments. The teacher’s role in engaging the students with particular activities are highlighted.]]>
