Articles
555 Documents
<![CDATA[AN ANALYSIS OF CODE-SWITCHING USED BY TEACHERS IN TEACHING ENGLISH OF 8TH GRADE STUDENTS IN SMP NEGERI 1 YOGYAKARTA DURING COVID-19 PANDEMIC ]]>
<![CDATA[Luisa Idana]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2021.13.2.249-269
<![CDATA[The aim of this research was to analyze the use of code-switching by the teachers in teaching English to 8th-grade students in SMP Negeri 1 Yogyakarta during an online class in the Covid-19 pandemic. This research was conducted (1) to find the types of code-switching and (2) to identify the functions of code-switching used by the teacher in teaching English to 8th-grade students in SMP Negeri 1 Yogyakarta. This research was a descriptive qualitative research. The techniques of collecting the data were observation, video audio recording, and interview. After gathering the data, the research transcribed and classified the data into the types and functions of code-switching. The result of this research showed that there were three types of code-switching and three functions of code-switching used by the teachers in teaching 8th grade students of class D and G during the online class. Based on the analysis of the data, the dominant type used was inter-sentential switching while the function that was frequently used was repetitive function. Moreover, code-switching was preferred by teachers as an effective medium of teaching specifically in language classes. Code-switching was utilized as a language strategy that helps to facilitate conversation and keeping communication as an ongoing process in the online teaching language during the covid-19 pandemic condition.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS ON THE INTEGRATION OF WHATSAPP IN A LOW-TECH LEARNING ENVIRONMENT ]]>
<![CDATA[Novalita Fransisca Tungka]]>;
<![CDATA[Olviani Cipta Ningsi Tarinje]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2021.13.2.271-290
<![CDATA[This paper explores how WhatsApp as social media is embedded into the educational practices of university students. The paper draws on an analysis of 79 questionnaires and 10 online interviews. The questionnaire survey was administered online and collected from students majoring in English Education at Universitas Sintuwu Maroso, Poso, Sulawesi Tengah. The survey was followed up by online interviews, which were meant to provide deeper understanding of the students’ experiences on the integration of WhatsApp to aid their learning practices. The discussion in this paper focuses on how students make meaning of WhatsApp integration in their formal study. The results indicate that although WhatsApp has the potential as a space for learning, the students simply valued WhatsApp as a channel for exchanging information of the courses and other practical information. Based on these results, some models of social media integration in educational practices are suggested to be applied in the context of low-tech environment.]]>
<![CDATA[SEMANTIC AND COMMUNICATIVE TRANSLATION IN CHRONICLE OF A BLOOD MERCHANT ]]>
<![CDATA[Aiqing Wang]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2021.13.2.317-340
<![CDATA[Yu Hua is a celebrated avant-garde, post-modernist writer in contemporary China, whose chefs-d’oeuvre are exemplified by To Live, Chronicle of a Blood Merchant and Brothers. The novel Chronicle of a Blood Merchant was composed in 1995 and rendered into English by Andrew F. Jones in 2003. In the English version, two translation approaches can be attested, viz. semantic translation and communicative translation, propounded by Peter Newmark. Similes, metaphors and sayings in Chronicle of a Blood Merchant are saliently translated in a literal and faithful manner, in accordance with semantic translation. Furthermore, the narrative abounds with political allusions that are rendered in line with semantic translation. In terms of communicative translation that tends to be free and idiomatic, it is embodied by linguistic culture, social culture and religious culture in the sense of Nida (1945). Nonetheless, there are instances of under-translation, which encapsulates the weakness of communicative translation.]]>
<![CDATA[THE EFFECT OF DIFFERENT TYPES OF COMMENTS (PRAISE, SUGGESTION, AND CRITICISM) ON STUDENTS’ WRITING ACHIEVEMENT ]]>
<![CDATA[Nanik Sri Rahayu]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2021.13.2.371-384
<![CDATA[Teacher’s comments as a respond to the students’ draft has an important effect on students writing motivation and achievement during the teaching and learning process in writing. These comments or the teacher reply for the students’ draft are usually waited by the students as it is assumed as a two- way communication during completing the final draft. However, many students may have different responds in accommodating these comments. This study investigated whether praise, suggestion, and criticism as teacher’ comments have significant effects on the students writing paragraph achievement. Through a quasi-experimental design using quantitative methods for students in the third semester of IAIN Tulungagung's English Department, the research shows that there are significant differences in writing paragraph scores between students taught before and after using different types of comments. In addition, among these three strategies, the suggestion gave more improvement than the other two types of comments.]]>
<![CDATA[OVERVIEW AND IDEAS FOR ORGANIZING AN ONLINE LANGUAGE CLASS ]]>
<![CDATA[Renita Donasari]]>;
<![CDATA[Ossa Bodhi Tala]]>;
<![CDATA[Nuriyatul Hamidah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2021.13.2.343-368
<![CDATA[Online language class can be set in two ways whether it uses a synchronous or asynchronous system. Due to the COVID-19 pandemic, the teaching-learning process is conducted online. Therefore, this paper does not only provide some overviews of the teaching-learning process in online English language classes (starting from providing an overview of the choices of a class setting, the tools and the reasons for their use, the challenges in conducting online language classes, the most applicable tools to use in online language classes) but also presents ideas covering four language skills to set online language classes in the post-pandemic era lively. This study uses convergent mixed method where questionnaires, interviews, and field notes are collected at roughly the same time to provide a comprehensive analysis of the research problem. The findings show a combination of synchronous and asynchronous learning as the most suitable and effective systems to conduct online language classes. The most challenging factors of online classes are adaptation in using an online learning platform and an unstable signal. WhatsApp and Google Classroom are the most used platform by the participants. In conclusion, combining both using synchronous and asynchronous learning is better to set creative audio-visual aid to deliver the lesson.]]>
<![CDATA[AN ANALYSIS OF THE LINGUISTIC COMPETENCE OF MORPHOLOGY TEACHING ON YOUTUBE VIDEO SERIES ]]>
<![CDATA[Lailatul Maya]]>;
<![CDATA[Ratna Dewanti]]>;
<![CDATA[Muchlas Suseno]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2023.15.1.1-19
<![CDATA[Linguistic competence has had a significant influence on English language teaching. Linguistic competence is largely concerned with a notion shared by language teachers and learners when using language knowledge in real performance. English teachers are expected to have this competency. The present study aimed to examine linguistic competence in morphology teaching, which was demonstrated by an English teacher. The morphology teaching was sourced from a series of YouTube videos which were broadcast by a teacher on a Youtube channel. This study was carried out by analyzing the linguistic competence of the teacher in each video by analogizing the teacher’s knowledge with the theory from the linguistics book written by some experts. The selected books which were used to analyze were: “How English Works, A Linguistic Introduction” (Curzan & Adams, 2012); “Linguistics, An Introduction” (Radford et al., 2009); and “Contemporary Linguistic Analysis, An Introduction” (O’Grady & Archibald, 2016). The study’s findings revealed that the teacher had sufficient linguistic competence while delivering the course. The findings also assisted in recognizing that linguistic competence is a significant part of the analysis in terms of how a teacher may remain competent while providing the course. In short, linguistics is considered valuable because it may increase teacher’s awareness of language, making the teacher more competent and, hence, a better language teacher.]]>
<![CDATA[UNDERSTANDING POLITICAL ISSUES THROUGH SOCIAL ACTORS REPRESENTATION: ]]>
<![CDATA[Cut Nina Sausina]]>;
<![CDATA[Dwi Indarti]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2023.15.1.37-58
<![CDATA[Critical Discourse Analysis attempts to investigate social, political, historical and environmental issues by analyzing linguistic aspects and resources. This paper aims to examine the strategies used by journalists of tempo.co and CNN Indonesia in delivering the Governor of NTT’s school policy. Two research questions are formulated: (1) How the social actors are described in the news of Governor NTT’s policy publish in tempo.co and cnnindonesia.com. (2) What strategies used by tempo.co and cnnindonesia.com in describing the social actors of Governor NTT’s policy news. The results of the study indicate that the social actors are described in the news of Governor NTT’s policy publish in tempo.co and cnnindonesia.com by clearly mentioned the actors who responsible for the entry school policy. This educates the readers about the policy. Even though the actors are clearly mentioned, there is no tendency to marginalize them, especially Governor of NTT. By covering all person in charge, the readers are presented proportional news. Strategies used by tempo.co and cnnindonesia.com in describing the social actors of Governor NTT’s policy news is only inclusion strategy. Meanwhile, exclusion strategy is not detected in both news by tempo.co and CNN Indonesia.]]>
<![CDATA[ESP STUDENTS' ATTITUDES TOWARDS JAMBOARD: REVOLUTIONIZING SELF-INTRODUCTION IN THE DIGITAL AGE ]]>
<![CDATA[Fitria Ningsih]]>;
<![CDATA[Lailatul Nikmah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2023.15.1.61-88
<![CDATA[This study explores the use of Jamboard as a tool for revolutionizing self-introduction among English for Specific Purposes (ESP) students in the digital age. It examines ESP students' attitudes towards the use of Jamboard in enhancing their self-introduction skills through a mixed-method approach, using both quantitative and qualitative data collection methods. A survey questionnaire was administered to 131 ESP students. The study found that the respondents have a high perception of Jamboard's usefulness, ease of use, appearance, and interaction towards their self-introduction, with a mean score of 3.8. The technology was found to be user-friendly, easy to use, and helpful in presenting ideas and showcasing creativity. However, some students also encountered difficulties with Jamboard's usability and features. The recommendations include providing support and training for the effective use of digital tools like Jamboard and incorporating user-friendly features. These implications can inform educators and developers in promoting student engagement, creativity, and collaborative learning. Further research can explore the impact of Jamboard on student learning outcomes and their perceptions and use of digital tools in the classroom.]]>
<![CDATA[KESALAHAN GRAMATIKAL BAHASA INGGRIS PADA PENJABARAN GRAFIK DALAM MATA KULIAH BAHASA INGGRIS 1 ]]>
<![CDATA[Yessy Purnamasari]]>;
<![CDATA[Danny Gandana Nugraha]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2023.15.1.91-104
<![CDATA[In learning English, the learners make some common mistakes in applying the correct grammar. One of the mistakes is the error in explaining graphs in English. This competency is highly needed to be applied in many aspects, especially for vocational university students. For example, explaining a chart in English is somehow mandatory in composing a budget or presenting a project to a client. Thus, this study is aimed to identify the types of grammatical errors typically done by the learners. By applying the descriptive qualitative methodology, the 30 data used in this study are taken from the sample of students’ writing in explaining a chart in English. The steps taken are done by doing data categorization based on Dulay’s surface strategy taxonomy which mentions four types of errors: addition, omission, misformation, and misordering. The results show that omission is the type of error mostly done by learners with 34,78%, followed by addition with 31,88% occurrence, and the least error found in the data is misorder with 10,14%. It is suggested that students should be equipped with basic Grammar understanding in explaining a graph in English, so this kind of error will be minimized. This study is also expected to give insight to lecturers in composing the General English syllabus that emphasizes the student’s understanding of basic Grammar.]]>
<![CDATA[DESIGNING READING-WRITING TEACHING STRATEGY FOR THE ACADEMIC WRITING COURSE ]]>
<![CDATA[Anis Firdatul Rochma]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2023.15.1.107-138
<![CDATA[The concept of integrating reading and writing in the language instruction has been portrayed through an increasing number of research studies. Nevertheless, many areas remain to be explored. Even though previous research studies often portrayed the beneficial impacts of integrating reading and writing, yet they do not suggest how such impacts affect the students in a specific course. Hence, the present research study aims to propose a design of reading-writing teaching strategy that needs to be addressed within a specific course especially the academic writing course. This research study employed the adapted model of ADDIE (Dick et al., 2015) to develop the proposed teaching strategy. The process of need analysis was carried out through analysing the introduction section of research articles written by the undergraduate students using Swales and Feak’s CARS model (2004) and examining the syllabus of reading and writing courses. Meanwhile, as the primary frameworks for the teaching strategy development, the rhetorical reading strategies and academic writing were adopted. The results of need analysis show that, mostly, undergraduate students’ research articles lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3 particularly in the introduction section. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of (1) control over the writing process and (2) linguistic resources. Hence, suggesting the reading-writing teaching strategy for academic writing courses is considered essential.]]>
