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Lingua Scientia Journal
Published by Universitas Pendidikan Ganesha
ISSN : 08549125     EISSN : 25992678     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Lingua Scientia is a journal committed to publishing studies in the area of foreign language teaching and learning and linguistics. It adopts diverse theoretical and methodological perspectives in exploring a wide range of current issues in foreign language teaching and linguistic studies. Subject areas of study include, but are not limited to: Foreign language teaching, general linguistics (phonology, morphology, syntax, semantics, pragmatics), curriculum Development, applied linguistics, translation studies, (critical) discourse analysis, and intercultural communication.
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Articles 6 Documents
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Search results for , issue "Vol. 27 No. 1 (2020)" : 6 Documents clear
THE EFFECTS OF SELF- AND PEER- CORRECTION TECHNIQUES ON STUDENTS’ WRITING COMPETENCY Suci Laksmi Dewi Ni Kadek
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.22524

Abstract

The objectives of this research are 1) to prove the significant difference of the effect between self-correction and peer-correction techniques on students’ writing competency, 2) to prove the significant difference of the effect between self-correction and peer-correction technique on students’ writing competency across descriptive text, 3) to prove the significant difference of the effect between self-correction and peer-correction on students’ writing competency across recount text. The research applied a quasi-experimental research design with two groups. The sample recruited two intact classes using a purposive sampling, which totaled 60 students. Moreover, the two groups were assigned to different groups randomly. The obtained data were analyzed descriptively and inferentially. The result shows, firstly, the effect of peer-correction technique was more significant than self-correction technique on the students’ writing competency. Secondly, the effects of peer-correction technique were more significant than self-correction across descriptive text. Thirdly, the effects of peer-correction technique were more significant than self-correction across recount text. The result implies the necessity to apply the peer-correction than self-correction when the Junior High School students write English text types.Keywords: : self-correction, peer-correction, and text type
PLEASE AND POWER STRATEGIES ON STUDENTS’ WRITING COMPETENCY ACROSS TEXT GENRES Putu Mia Sartika Eka Dewi
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.22573

Abstract

The study aimed 1) to verify the main effect of POWER strategy compared to PLEASE strategy on the eighth grade students’ writing competency across text genres at the Junior High School, 2) to verify the effect difference between the two strategies across descriptive text genre, and 2) to verify the effect difference between the two strategies across recount text genre. This research was designed using a quasi-experiment with different text genres. The treatments were repeated in three sessions. The sampled population included all students at the Junior High School, which totaled 60 students. The sample was recruited two classes for comparative treatments. The two groups were selected based on the purpose of comparing between groups. They were assigned to two different group memberships at random basis. A Writing Performance Assessment was administered to collect data. Effects of the two strategies were analyzed using ANOVA and Tukey’s Multiple Comparison Test. The result showed, firstly, a significant effect of PLEASE strategy on the students’ writing competency at SMPN 12 Denpasar. The effect of PLEASE strategy is greater than  POWER strategy (F-ratio = 26.01 ; df = 58; α = 0.05). Secondly, PLEASE and POWER strategies significantly affected the students’ competecy in writing across descriptive and recount text genres. The results imply the necessity to apply  PLEASE or POWER strategies when the Junior High School students write English text genres.
ENGLISH TEXTBOOK: A CULTURE-BASED ANALYSIS Trifonia Fahik
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.23014

Abstract

This article will present the results of the analysis of the cultural content of a textbook curriculum 2013 entitled When English Rings the Bells used by students in grade VII of junior high school. The data of the research were collected from reading all sections in the book. The cultural content of the book is grouped according to Byram’s theory which classifies the cultural content of the textbook into eleven parts and to analyze the contents of culture in the textbook the theory of Kripenndorf is used as guidance. The analysis showed that ten cultural categories were found in the textbook. The most reviewed cultural content is Social Identity and Social Group, Behavior and Belief and Geography. Cultural content that is displayed is largely Indonesian culture. Target culture is presented in a small portion. Unfortunately, the authors did not present national history and international culture is in this textbook.
CODE SWITCHING AMONG INDONESIAN YOUTUBERS I Wayan Endra Setiawan Suastika; I Gede Adiyana Putra; Bagus Yuda Prawira
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.23863

Abstract

This study aimed to analyse the types and function of code-switching by employing the theory of Poplack [12] as well as Appel and Muysken [13]. The data were gathered through the qualitative method by transcribing and analysing the videos to find out the types and function of code-switching. The data were the utterances uttered by three YouTubers namely Boy William, Sheryl Sheinafia, and Agung Hapsah in three separated videos. This study was conducted in three stages such as transcribing the videos into written form, analysing it, then categorizing it into the types and functions of code-switching. The result of the study shows that out of 86 utterances of Boy William, 39 utterances are Intra-Sentential Code-Switching, 3 utterances are Inter-Sentential Code-Switching, 27 utterances are extra-sentential code-Switching, and also 3 utterances with expressive function, 10 utterances with phatic function, 32 utterances with metalinguistic and 2 utterances with poetic function. For Sheryl Sheinafia, the result shows that out of 68 total utterances, 12 utterances are intra-sentential code-switching, 9 utterances are inter-sentential code-switching, and 14 utterances are extra-sentential code-switching, also 3 utterances with expressive function, 3 utterances with metalinguistic function, and 3 utterances with phatic function. The study also shows that out of 30 utterances uttered by Agung Hapsah, 4 utterances are Inter-sentential, 10 utterances are Intra-sentential and 5 utterances are extra-sentential code-switching, also 3 utterances with expressive function, 3 utterances with metalinguistic function and 1 utterance with poetic function.
GENDER DIFFERENCES IN THE LENGTH OF WRITING I Putu Yogi Pratama; Kadek Erlita Dwiyanti; Ni Putu Ines Marylena Candra Manik
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.23954

Abstract

It is generally accepted that gender relates to language. This study aimed to investigate the relationship between gender and language by finding out the differences in the length of writing between male and female students as well as the factors affecting the length differences. Moreover, this study was designed as a descriptive quantitative study. There were 30 students consisting of 15 male students and 15 female students as the participants wrote a recount text about their bad experiences. The findings showed that there was a significant difference between female and male participants in the number of wording of writing. The female students had a longer size of writing than male students as indicated from the complexity of the sentences. Apart from that, the difference was also due to the development of the writing which includes the description of their feelings and the use of five features namely intensifying, hedging, tag questions, empty adjectives, and adverbs.
A CODE MIXING ANALYSIS ON EFL STUDENTS' CASUAL CONVERSATION AT SCHOOL Ni Kadek Ayu Rinawati
Lingua Scientia Vol. 27 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.23970

Abstract

ABSTRACT This qualitative research aimed at analyzing the types of code mixing are used by students and find out the reasons underlined the use of code mixing in the students’ interaction. It is investigated using the theory of Suwito to know the kind of code mixing they might use (form of words, phrase, hybrid, repetition word, idioms or clauses). The subjects of this research were the first year students in SMK Mahkota Wisata Rendang. In this research, the researcher used two methods, namely questionnaire and interview. Questionnaire purposed to know how the students interact each other, whether they do code mixing by adding English or not; where and when they mostly do code mixing. There were five teen students involved for this questionnaire. Meanwhile, the interview was conducted for six students (three of male and three female) in order to examine the students’ motivates in doing code mixing between different genders. The result showed that students do code mixing in their communication with their friends at school. Phrase insertion is 50%, word insertion is also often used for 26%, hybrid insertion is 8%, repetition word insertion is 4%, idioms insertion is 4% and clauses insertion is 4%. They are frequently use phrase insertion and word insertion in communication, rather than those four insertions. Keyword : Code mixing, students’ interaction   ABSTRAK Penelitian kualitatif ini bertujuan untuk menganalisis tipe campur kode (code mixing) yang digunakan siswa pada umumnya dan juga mengetahui alasan yang melatarbelakangi mereka melakukan campur kode dalam interaksinya sehari-hari di sekolah. Penelitian ini menggunakan teori dari Suwito yang mana untuk mengetahui kemungkinan jenis campur kode yang mereka gunakan dalam bentuk kata, frasa, penggabungan dua bahasa dalam satu kata, pengulangan kata, idiom dan klausa. Subjek dari penelitian ini adalah siswa kelas 10 di SMK Mahkota Wisata Rendang. Dalam menggali data, penulis menggunakan dua yakni kuisioner dan interview. Kuisioner bertujuan untuk mengentahui bagaiamana siswa berinteraksi dengan siswa lainnya di lingkungan sekolah, apakah mereka menggunakan campur kode dengan mencampur bahasa pertama mereka dengan bahasa Inggris atau tidak, kapan dan dimana mereka biasanya melakukan interaksi dengan menggunakan campur kode ini. Dalam melakukan kuisioner, ada 15 siswa yang dilibatkan. Sementara pada sesi interview, penulis melibatkan 3 siswa laki-laki dan 3 siswa perempuan dengan tujuan untuk mengetahui motivasi mereka dalam melakukan campur kode dengan jenis kelamin yang berbeda. Hasil penelitian menunjukkan bahwa siswa sering melakukan campur kode dalam berinteraksi dengan temannya di sekolah. Campur frasa sebanyak 50%, campur kata 26%, penggabungan dua bahasa dalam satu kata 8%, pengulangan kata 4%, idiom 4% dan klausa sebanyak 4%. Mereka lebih sering menggunakan campur frasa dan kata jika dibandingkan dengan keempat tipe campur kode yang lain. Keyword : campur kode, interaksi siswa

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