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
Articles
100 Documents
<![CDATA[THE IMPLEMENTATION OF GO FISH GAME IN IMPROVING STUDENTS’ VOCABULARY ]]>
<![CDATA[Hanafi Wibowo]]>;
<![CDATA[Umi Laila Syarifah]]>
<![CDATA[ Lingua Vol 2 No 02 (2018): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v1i02.399
<![CDATA[English is very important, since English is one of international language for communication. Although English in Indonesia is a second language, in fact not all Indonesians use it well. It was determined by their mastery on vocabularies. Therefore, one of the creative efforts to create fun learning is by using a vocabulary game called Go Fish. It uses Flash Card media. This study aims to explore whether the Flash Card or Go Fish game media can improve student’s vocabulary or not. Experiment with Class Action Research (CAR) is used as the method of this study. The population of the study is fifth graders of Elementary School. This study uses 2 Cycles in which each cycle has 3 times. 2 material meetings or playing games and 1 meeting is a post test. In the first cycle the value of students is still below the KKM of the school, with an average of 62.5, while the English language standard of KKM School is 65. It is required to do the second cycle to achieve the KKM score of the school. And after doing the second cycle, the students' values have reached the School KKM score with an average of 81.75. This means that there is a significant difference in the average value between the first and second cycles. Therefore, it shows that the media of Flash Card or Go Fish games can improve students' English vocabulary.]]>
<![CDATA[IMPROVING CHARACTER BASED WRITING BY APPLYING THINK PAIR SHARE METHOD OF THE TENTH YEAR STUDENTS’ OF SMA MUHAMMADIYAH 1 KLATEN IN THE ACADEMIC 2017/2018 ]]>
<![CDATA[Umi Sholihah]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v15i2.550
<![CDATA[The data of this study are student activities and learning outcomes writing using Think Pair Share method. This research method is classroom action research. The subjects of this study were students in X IPA 6 of SMA Muhammadiyah 1 Klaten. Which consists of two cycles, each cycle consists of two meetings. The purpose of this study was Think Pair Share model to increase activity and learning outcomes. The use of analytic research describes data analysis. Before the acting class research conducted in the pre-test was 16%, the increase in cycle 1 was 52% and 84% in the second cycle. That the application of think pair share model of student learning outcomes can, as evidenced by an increase in learning outcomes showed an increase in student scores 4.6 (71.8 - 67.2) from test one.In addition, the results of this study also experienced an increase in character in every aspect, namely responsibility, confidence, honesty, cooperation, good communication, and others. This can be seen in activities in cycles 1 and 2. The results show that the results of Think Pair Share can improve the character and learning outcomes in X IPA 6 of SMA Muhammadiyah1 Klaten in the academic year of 2017/2018. Key words: think pair share, learning result, character]]>
<![CDATA[The Students' Writing Difficulties in Writing an Essay Based on Cognitive Process ]]>
<![CDATA[Hassanudin Fatsah]]>;
<![CDATA[Ashrafiany NA]]>;
<![CDATA[Nonny Basalama]]>
<![CDATA[ Lingua Vol 16 No 1 (2020): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v16i1.560
<![CDATA[The main problem of this research was “what are the students” writing difficulties in writing an essay at fourth semester of Grade E? and what factors do influence the students’ writing difficulties in writing an essay based on the cognitive process at fourth semester of grade E? The objective was aimed to identify the students’ writing difficulties in writing an essay at fourth semester of Grade E and to identify the factors do influence the students’ writing difficulties in writing an essay based on the cognitive process at the fourth semester of Grade E.The subject was the students at fourth semester grade E in 2016/2017 academic year which consists of twenty two students. This research used Qualitative Research method. The data is gathered from observation, document (students’ essay) and interview. The findings showed that there are two types of students writing difficulties in writing an essay, they are pre writing and pre-drafting. The result of result that there are nine students who difficult in pre writing and there are twelve students difficult in pre writing drafting. Pre writing difficulties like difficult in getting the topic and pre-drafting difficulties like difficult in getting topic and organizing the essay.. Key words: Writing difficulties, Writing essay, cognitive process]]>
<![CDATA[Students’ perspectives toward Autonomy learning through Jigsaw method in Semantics and Pragmatics subject” ]]>
<![CDATA[Hassanudin Fatsah]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v15i2.561
<![CDATA[This study aimed to explore the students’ perspectives toward Autonomy learning by implementing Jigsaw method in Semantics and Pragmatics subject. Particularly, it tried to answer the following question: what are the students’ perspectives toward autonomy learning through jigsaw method in semantics and pragmatics subject? Qualitative method has been selected as the methodology of this study and used interview as the tool of gathering the data. This study involved ten participants in class A of 2015 students at English Department. Consequently, interview question developed by the researcher and the result were analyzed and divided based on two indicators of perspective from Robbin (2003, p.124-130) cited in Wulandari (2012, p.11), including; acceptance/ absorption and evaluation. The result of this study revealed that the students agree about using the Jigsaw method in Semantics and Pragmatics subject, which is important in teaching and learning activity. They mentioned that they are really interested of the implementation of autonomy learning through jigsaw method gave many positive impacts such as make students independent and helps students’ having responsibility for their learning. Besides, the students found the difficulties about the material in semantics and pragmatics; it is not become a big problem because Jigsaw method is the way to resolve. It aids lecturer in order to help the students to get more explanation. Therefore, the lecturer’s position is also very important in the learning process. This study recommends the lecturer to implement the Jigsaw method in order to enhance students autonomous in learning subjects]]>
<![CDATA[Students Perspectives Toward Autonomy learning Through Jigsaw Method in Semantics and Pragmatics Subject, Hasanuddin ]]>
<![CDATA[Tri Utami Rahardjo]]>;
<![CDATA[Hasanuddin NA]]>;
<![CDATA[Rasuna R Thalib]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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<![CDATA[This study is aimed to explore the students’ perspectives toward Autonomy learning by implementing Jigsaw method in Semantics and Pragmatics subject. This study intended to answer the following question: what are the students’ perspectives toward autonomy learning through jigsaw method in semantics and pragmatics subject? Qualitative method has been selected as the methodology of this study and used interview as the tool of gathering the data. This study involved ten participants in class A of 2015 students at English Department. Consequently, interview question developed by the researcher and the result were analyzed and divided based on two indicators of perspective from Robbin (2003, p.124-130) cited in Wulandari (2012, p.11), including; acceptance/ absorption and evaluation. The result of this study revealed that the students agree about using the Jigsaw method in Semantics and Pragmatics subject, which is important in teaching and learning activity. They mentioned that they are really interested of the implementation of autonomy learning through jigsaw method gave many positive impacts such as make students independent and helps students’ having responsibility for their learning. Besides, the students found the difficulties about the material in semantics and pragmatics; it is not become a big problem because Jigsaw method is the way to resolve. It aids lecturer in order to help the students to get more explanation. Therefore, the lecturer’s position is also very important in the learning process. This study recommends the lecturer to implement the Jigsaw method in order to enhance students autonomous in learning subjects.]]>
<![CDATA[The Effectiveness of Hellotalk App on English Writing, Hanafi-Salwa ]]>
<![CDATA[Hanafi Wibowo]]>;
<![CDATA[Salwa Raihani]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v15i2.581
<![CDATA[The objective of this research is to find out the effectiveness of using HelloTalk app to enhance the writing skills of language learners of the students 10th grade of As-syafi’iyah Islamic Senior High School 02. The type of research use is pre-experimental design (pre-test and post-test one group design) by using t-test with SPSS 22 for windows. Based on the result of research can be proved that there is significant effectiveness of using HelloTalk app in writing skills students 10th grade, in As-syafi’iyah Islamic Senior High School 02. This is shown by the pre-test mean (61,43) and the post-test mean (87,14). The correlation between two variables is 0,414 with sig of 0,028. This shows that the two averages pre-test and post-test is strong and significant.]]>
<![CDATA[Enhancing the Ability in Writing Narrative Text of Junior High School through Picture Series ]]>
<![CDATA[Cicih Nuraeni]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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<![CDATA[The objective of this study is to find out whether the use of picture series significantly improves the achievement on writing narrative text of the eighth grade students of Junior High School. The subject of this study is the eighth grade students of SMP Negeri 76 Jakarta. The sample of this study is the students VIII-4 consisting 30 students. The method of this research is descriptive qualitative method.. The technique for collecting the qualitative data was gathered through students’ writing text and observation sheet. Qualitative data showed that the students were interested in using pictures as the learning media in writing narrative text. From the findings can be seen that student’s narrative writing is found improved through picture series. Students’ responses toward the use of picture series activity in EFL writing classroom were mostly positive. It can be concluded that picture series was an interesting alternative. Under certain condition, it was said more intensive than other approach and this gives them chances to be aware on their mistakes in writing. Overall, the students’ revised version drafts are more developed. As suggested by researchers and teachers, picture series should be implemented thoroughly, carefully, and well-planned.]]>
<![CDATA[Improving character Based Writing by Applying Think Pair Share Method ]]>
<![CDATA[Tri Rejeki]]>;
<![CDATA[Hersulastuti NA]]>;
<![CDATA[Umi Sholihah]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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<![CDATA[The data of this study are student activities and learning outcomes writing using Think Pair Share method. This research method is classroom action research. The subjects of this study were students in X IPA 6 of SMA Muhammadiyah 1 Klaten. Which consists of two cycles, each cycle consists of two meetings. The purpose of this study was Think Pair Share model to increase activity and learning outcomes. The use of analytic research describes data analysis. Before the acting class research conducted in the pre-test was 16%, the increase in cycle 1 was 52% and 84% in the second cycle. That the application of think pair share model of student learning outcomes can, as evidenced by an increase in learning outcomes showed an increase in student scores 4.6 (71.8 - 67.2) from test one.In addition, the results of this study also experienced an increase in character in every aspect, namely responsibility, confidence, honesty, cooperation, good communication, and others. This can be seen in activities in cycles 1 and 2. The results show that the results of Think Pair Share can improve the character and learning outcomes in X IPA 6 of SMA Muhammadiyah1 Klaten in the academic year of 2017/2018.]]>
<![CDATA[Application of Mind Mapping Method to Interest Students' in Reading Comprehension ]]>
<![CDATA[Chusnul Chotimah]]>;
<![CDATA[Tauricha Astiyandha]]>
<![CDATA[ Lingua Vol 15 No 2 (2019): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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<![CDATA[This research is about Application of Mind Mapping Method to Interest Students in Reading Comprehension. Mind Mapping is a graphical way to represent ideas and concepts. The researcher believes that this method can make the students more interested in learning English especially in reading comprehension. This research did about six months in SMPIT Yapidh, Jati Asih, Bekasi in academic year 2018- 2019. The participants in this research are all students on ninth grade, as a sample the researcher chose the students at IX E classroom, there were 25 students and all of them are females. The method of this research is descriptive qualitative. The instruments that used in this research are interview and observation. And based the data, the researcher can conclude that mind mapping method can make the students more interested in learning English. The result of this research shows that, 1) All students can make a mind mapping based on the story, 2) Application mind mapping method makes the learning process funny and easily, 3) Learning reading comprehension more simple.]]>
<![CDATA[Language Phenomenon in Classroom Learning Process: A Study at MAN Model State Islamic Senior High School Gorontalo ]]>
<![CDATA[Sayama Malabar]]>
<![CDATA[ Lingua Vol 16 No 1 (2020): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v16i1.595
<![CDATA[This present study is devoted to investigating the language phenomenon focusing on spoken communication during the classroom learning at MAN Model State Islamic Senior High School, Gorontalo. Employing a descriptive qualitative method, the data of this study encompassed the utterances of the teacher and students during the classroom learning, specifically in UN (national examination) subjects. The data were generated by a conversation method with its basic techniques, i.e., recording, and note-taking. Furthermore, the data were qualitatively analyzed by (1) transcribing the recording into a written discourse, (2) grouping the data according to the problem statement, (3) examining the data, and (4) summing up. This study successfully identifies four strategies used during the communication process in a classroom learning; the strategies are (1) bald on record, (2) positive politeness, (3) negative politeness, and (4) off record.]]>
