Lingua
Journal Lingua is focused on publishing the original research articles, review articles from contributors, and the current issues related to language and linguistics. The main objective of Lingua is to provide a platform for the international scholars, academicians, and researchers to share the contemporary thoughts in the fields of language, language teaching, and linguistics.It also aims to promote interdisciplinary studies in language, language teaching and linguistics and thus become the leading international journal in language, language teaching and linguistics in the world. The journal publishes research papers in the all the fields of language, language teaching, and linguistics such as, Phonetics and Phonology, Morphology, Lexicology, Syntax and Language Typology, Semantic, Pragmatics, Discourse Analysis, Grammar Analysis, Historical Linguistics, Dialectology and Language Evolution, Applied Linguistics, Biolinguistics, Clinical Linguistics, Neurolinguistics, Computational Linguistics, Psycholinguistics, Sociolinguistics, Forensic Linguistics, Language Teaching, Language Development, Translation, and other related studies of language. Since 2017, all papers submitted to the journal should be written in good English. Authors for whom English is not their native language are encouraged to have their paper checked before submission for grammar and clarity. English language and copyediting services can be provided by English Faculty . The work should not have been published or submitted for publication elsewhere. The official language of the manuscript to be published in journal Lingua is English. Lingua Journal is published two times a year by English Education Study Program Faculty of Teaching and Educational Sciences As-Syafi’iyah Islamic University of Jakarta. The journal welcomes articles on English language teaching and research. Articles should be in English, typed double-spaced on quarto-size paper. The length of the article should be between 10-15 pages including references.Total words should be 5000-8000 words, Times New Romans 12, in MS-Word. P-ISSN:1829-7951 E-ISSN:2655-9889 DOI 10.34005
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<![CDATA[ONLINE MUSIC PLAYER TO TEACH VOCABULARY ]]>
<![CDATA[Nirna Nirmala]]>;
<![CDATA[Marrieta Moddies Swara]]>;
<![CDATA[Lastry Forsia]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1185
<![CDATA[Abstract It goes without saying that vocabulary mastery has a pivotal role in language learning. The more vocabulary the students acquire, the easier the students master the language skills. However, to acquire vocabulary is not an easy task for most students. To acquire vocabulary means that learners need to understand the aspects of vocabulary such as meaning, grammar, pronunciation, and spelling. However, the subjects of this study found it difficult to understand all the aspects. To overcome the problem, teacher needs to explore the use of teaching media. One of media that can be used in teaching vocabulary is song, but to make it more fun and practical, teacher can make use of online music player Joox, one of mostly used music player. This study explores the use of Joox to teach English vocabulary and describe students' responses to the teaching model. In general, students show good responses to the implementation of vocabulary learning using Joox. Therefore, it is recommended for teachers to use it as a medium in teaching vocabulary, and the students to use it for independent learning. Keywords: Joox, teaching media, teaching vocabulary]]>
<![CDATA[CODE MIXING ANALYSIS IN HIGH SCHOOL STUDENTS’ CONVERSATION ]]>
<![CDATA[Masda Surti Simatupang]]>;
<![CDATA[Ni Komang Sunari]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1494
<![CDATA[Many people can speak more than one language and can use both languages with similar abilities. They can talk in one language and mix it with another language. This phenomenon exists mainly among teenagers. This paper aims to analyze code-mixing in Indonesian conversation among students at SMA 99 Jakarta. The code mixing used by these students was analyzed based on the forms of each English utterance in the Indonesian language. The methodology used in this study was descriptive qualitative with 15 participants. The data were collected through an online interview conducted using the Zoom video call instrument. During the video call at Zoom, the writers asked questions using the informal Indonesian language. Some of the questions concern favorite movies, activities during the Covid-19 pandemic, applications for listening to songs, and vacation. Those conversations were recorded and stored as data for analysis. Based on the recording, there are 49 English words mixed in their Indonesian conversation. All data were analyzed into three forms of code-mixing: words, phrases, and sentences. The results showed that students at SMA 99 Jakarta indeed used English mixing code in their conversation in informal Indonesian.]]>
<![CDATA[TEACHING ENGLISH FOR YOUNG LEARNERS IN RURAL AREA: TEACHERS’ CHALLENGES ]]>
<![CDATA[Buyun Khulel]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1558
<![CDATA[Rural education, in comparison to its urban and suburban counterparts, is seen to face a distinct challenge. The location and implementation of an English curriculum in primary school are significant problems. As a result, the purpose of this study is to look into the difficulties that English teachers face when teaching English to young learners in rural public primary schools in Baureno, East Java. A semi-structured interview with six participants from six elementary schools in five villages (Gajah, Gunungsari, Tulungagung, Selorejo, and Blongsong) is utilized to address the question. It begins by briefly reviewing the role of English in the national primary school curriculum on the one hand, and the implementation of English programs in rural schools on the other. Throughout the research, the researcher encountered three difficulties: (i) Students’ socio-economics condition, (ii) the status of English in the school, and (iii) Covid-19 pandemic. As a result, the writer suggested that more research be done to highlight English teachers’challenges on the implementation of primary school learning. The findings of the study can be used by English teachers, stakeholders, policymakers, and institutions to develop practical strategies for teaching English in primary school.]]>
<![CDATA[LEARNING DISORDER OF THE MAIN CHARACTER AS REFLECTED IN THE THEORY OF EVERYTHING MOVIE ]]>
<![CDATA[Fadilla Oktaviana]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1577
<![CDATA[Nowadays, along with the times and technology, movies have become one of the most effective mass-communication media, which can be used as a place to share knowledge, tell stories, or provide certain information. One of them is to provide information about education, where during the learning process students may experience learning disorders, both students with normal physical and students with disabilities. This research aims to analyze how learning disorders occur in the main character and to analyze how the intrinsic motivation of the main character in The Theory of Everything movie. In this research used content analysis method. The object of this research is The Theory of Everything movie which describes Stephen Hawking’s life until he achieved his success. Based on the analysis that has been done, the results of the research found are: the learning disorders occur in the main character of The Theory of Everything movie is caused by amyotrophic lateral sclerosis, such as: motor disorders and communication disorders. In motor disorders, the main character has developmental coordination disorder and stereotypic movement disorder. While on communication disorders, the main character has speech sound disorder, childhood-onset fluency disorder (stuttering), and unspecified communication disorder. In addition, the intrinsic motivation of the main character can be seen from all aspects of intrinsic motivation, they are: the needs to fulfil dissatisfaction when he has not completed his task, knowing his progress, and have aspirations or goals in his life.]]>
<![CDATA[INTERACTIVE READING ACTIVITIES BY USING KNOW, WANT, AND LEARN STRATEGY: A DESCRIPTIVE STUDY ]]>
<![CDATA[Ayu Mardhotillah]]>;
<![CDATA[Nurul Hasanah Fajaria]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1617
<![CDATA[The objectives of this research are (1) To identify whether or not KWL strategy with Prezi can implemented in student’s reading activities; (2) To describe the students respond toward the student’s reading activities through the implementation of KWL strategy with Prezi. Six eighth grade students from SMP N 27 Kota Bekasi in the 2020/2021 academic year will participate in this study who were taken by using purposive sampling. This research uses a descriptive qualitative method. Meanwhile, in this study, the data collection used observations and interviews. The researcher uses contextualization and codification to analyze the data. The result from the research that has been carried out are (1) The implementation of KWL strategy with Prezi can help the students’ reading activities for the middle grade students of SMP Negeri 27 Kota Bekasi in the academic year of 2020/2021; (2) Based on the finding from the observation and interview, some students interesting with this strategy because they can use this strategy for the answer the question of reading assignment in their school later. The students enjoy the reading activities that has been presented interestingly through Prezi and they feel more helpful with every step from KWL strategy.]]>
<![CDATA[OVERLAPS IN CONVERSATIONS BY SPEAKERS OF BAHASA INDONESIAN ]]>
<![CDATA[Topan Rahmatul Iman]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1633
<![CDATA[According to Hedlner and Edlund (2010) there are three possible ways of organizing a speaker change in speaking. One of the ways is overlapping. Overlapping means two persons speaking at the same time. This essay aims to look at the overlaps used in conversation by speakers of Bahasa Indonesian. There were 20 Indonesian speakers participated in the study. The authors grouped them into 10 groups which 2 persons each group, and they were asked to have a conversation with a free topic. The conversations were recorded using a phone, and it was analysed in three stages. The first stage was listening to the recording in order to get the idea of the conversation. The second stage was relistening to three minutes of each recording while transcribing the overlaps. In this part, the conversational Analysis approach was applied in order to detect the occurrence of overlaps. Finally, the last stage was checking the data to make sure the data is valid. The result of the study shows that the purposes of overlaps produced by Indonesian speakers are confirming, floor taking, continuing, and objecting.]]>
<![CDATA[ENGLISH READING AND WRITING AS AN INTERCONNECTED SKILL IN INDUSTRIAL REVOLUTION 4.0 ERA: CONCEPTUAL DEVELOPMENTS AND IMPLICATIONS TO ITS PEDAGOGY ]]>
<![CDATA[Selnistia Hidayani]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1642
<![CDATA[Previous studies have demonstrated the significance of Industrial Revolution (IR) 4.0 in advancing the educational reform including in English as a foreign language (EFL) teaching and learning context. The reason is that English language remains the global lingua franca in which the top ten skills pronounced by World Economic Forum in 2016 can be achieved by good command of English. Hence, the attention devoted to the quality of students’ EFL literacy in this IR 4.0 era is more increasing than ever. Nevertheless, the issue is merely focused on the pedagogical interventions to elevate the students’ new literacies like the formulation and implementation of Education 4.0. This study aims to demystify the changing orientation of perceiving reading and writing as an interconnected skill or literacy in EFL context. The review process started from collecting relevant previous studies. Afterward, a careful reading was performed followed by synthesizing process. The findings encompass three main points: (1) the redefinition of English reading-writing connection in Industrial Revolution 4.0 era; (2) the learning resources to maximize the students’ English reading-writing competences; and (3) the implications of the changing orientations to the pedagogical practices. Recommendations for future research are also presented]]>
<![CDATA[AN ANALYSIS OF STUDENT’S READING COMPREHENSION THROUGH STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE ]]>
<![CDATA[Tauricha Icha Astiyandha]]>;
<![CDATA[Afifi Umar]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1678
<![CDATA[This study consisted of two variables, namely the independent variable (STAD Technics) and the dependent variable (Reading Comprehension). The purpose of this study was to determine the usefulness of STAD on reading comprehension of class XI students at SMA Attaqwa 03 Bekasi. In addition, this research was conducted using qualitative data with a descriptive analysis approach. The subjects of this study were students of class XI SMA Attaqwa 03 in the 2020/2021 academic year, totaling 5 random students. Data collection was carried out through observation and interviews as instruments. The data analysis technique in this research is thematic analysis through answers to interview questions and then transcripts to get the topics that will be used as themes. The themes used were analyzed as a result of this study. Based on these data, the results showed that STAD can be used as a learning technique and improve students' reading comprehension. In addition, STAD can also be used by teachers as an effective learning technique to support teaching and learning activities.]]>
<![CDATA[THE USE OF ADVERTISEMENT IN SOCIAL MEDIA TO ENRICH STUDENTS’ VOCABULARY ]]>
<![CDATA[Arli Adinda]]>;
<![CDATA[Hanafi Wibowo]]>;
<![CDATA[Enci Zarkasih]]>
<![CDATA[ Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v17i2.1681
<![CDATA[This study aims to at improving the vocabulary mastery in students' vocabulary by using advertisement media for grade 9 at SMPN 168 Jakarta. This research is a Classroom Action Research conducted, each cycle consists of 4 stages, namely: planning, action, observation and reflection with the research process (1) learning by using advertising media (2) planning the form of action in cycle 2 based on the results of cycle 1 reflection. research indicators show an increase in student learning outcomes. The research subjects were grade 9 students at SMPN 168 Jakarta in the odd semester 2021/2022, totaling 18 students. The results showed that in the cycle. The results showed that in the first cycle only 11 students (61.2%) achieved the KKM score (75), while 7 students (38.8%) were below the KKM score. The second cycle showed that only 2 people (11.4%) did not reach the KKM score. Meanwhile, 16 students (88.6%) whose scores exceed the KKM. The description of learning outcomes through advertising media for grade 9 students based on the results of the second cycle test, namely in the complete category reaching 88.6 percent and only a few students having learning outcomes through advertising media, namely 11.4 percent, in the first cycle students who completed only 61.2 percent and not completed as much as 38.8 percent. This illustrates that learning with the learning model with advertising media has been going well and can support increasing vocabulary with advertising media on social media. Therefore, it is recommended that teachers in teaching subject matter should prioritize the use of cooperative learning models using advertising media on social media.]]>
