Jurnal Bahasa Lingua Scientia

PROSPECTIVE TEACHERS’ FAMILIARITY AND EXPECTATION TOWARD THE IMPLEMENTATION OF STUDENT-CENTERED ENGLISH LANGUAGE TEACHING METHODS

Arina Shofiya, Nanik Sri Rahayu — Mon, 03 Nov 2025 00:00:00 +0700

The development of science and technology brings some impacts to various aspects of life, mainly English Language Teaching (ELT). . However, there is a shift of paradigm as the effect of modernization in ELT, the students become the main subjects of learning and the teaching methods are more student-centered. The prospective teachers need to understand any changes of teaching theories and make adjustment in their future practices. The present research is intended to answer the following research questions: 1) To what extent are the prospective teachers familiar with student-centered English language teaching methods?, 2) What is the perceived contribution of the student-centered English language teaching methods toward their knowledge development?, 3) What do the prospective teachers expect from the student-centered English language teaching methods? The research employed survey design involving 218 students of the fifth semester. The findings reveal that 1) the students show high familiarity to students-centered ELT methods, 2) the methods contribute to the development of their knowledge by providing theory and practices of student-centered ELT method, and 3) they have high expectation in mastering the theories and practice of student-centered ELT methods.

THE IMPLEMENTATION CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN SPEAKING CLASSES AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

Anindita Badianti, Baiq Sumarni, Enggar Larasati — Wed, 05 Nov 2025 00:00:00 +0700

Content and Language Integrated Learning (CLIL) is increasingly regarded as an effective approach in fostering both language and content knowledge simultaneously. While numerous studies emphasize its application in various educational contexts, there remains a significant gap concerning its implementation in higher education, particularly in speaking classes. This qualitative study investigates the implementation of CLIL in 5 speaking classes at UIN Sayyid Ali Rahmatullah Tulungagung, with particular attention to pedagogical practices, challenges, and learners’ perceptions. Data were collected through classroom observations, semi-structured interviews, and document analysis. The results indicate that although CLIL enriches communicative competence, various challenges such as limited material, teacher preparedness, and student readiness persist. The findings offer insights into improving speaking instruction and enhancing the integration of content and language in tertiary education.

BENTUK, MAKNA, DAN REFLEKSI SOSIOKULTURAL PADA RESTORAN BERKONSEP TRADISIONAL DI MALANG RAYA

Kingkin Puput Kinanti, Endang Setyowati, Ari Nugrahani — Fri, 07 Nov 2025 00:00:00 +0700

This study investigates the naming of traditional-concept restaurants and culinary menus in Greater Malang. The objectives are threefold: to analyze the forms of names at the phonological, morphological, and syntactic levels; to identify their associative meanings; and to reveal their sociocultural reflections. The study highlights the importance of naming practices, as names embody thoughts, ideas, and philosophical values. In the context of traditional restaurants, names serve not only as commercial labels but also as markers of cultural preservation amidst the strong influence of modernization. A descriptive qualitative research was used which data were collected from restaurant names and menus through observation, interviews, and documentation from online media such as Instagram and Google Maps. The data were analyzed using an anthropological linguistic approach, which situates language within its social and cultural contexts. The findings reveal that the naming of traditional-concept restaurants in Greater Malang contains both denotative and associative meanings. Associative meanings highlight humor, nostalgia, grandeur, and geographical identity. The use of Javanese terms reflects pride in tradition and reinforces values of egalitarianism, togetherness, and rural simplicity. Furthermore, the blending of local expressions with foreign terms illustrates an acculturation between Javanese tradition and global modernity, positioning naming practices as both a communication strategy and a representation of cultural identity.

PRE-SERVICE TEACHERS' PERCEPTIONS ON ASSESSMENT

Ida Isnawati, Nur Samsu — Tue, 11 Nov 2025 00:00:00 +0700

Pre-service teachers as the future educators must be thoroughly prepared to become professional teachers. Having assessment is one crucial skill to be professional teachers. This study aims to explore the perceptions of pre-service teachers towards assessment. Sixty pre-service teachers from UIN Sayyid Ali Rahmatullah Tulungagung participated in this research. They completed a questionnaire designed to evaluate their knowledge and beliefs about assessment. The findings suggest that while the majority have a positive view of assessment, a small number hold negative perceptions indicating their lack understanding of assessment. Therefore, it is necessary to improve their understanding of assessment to ensure they are adequately prepared to become professional teachers.

THE JOURNEY OF SELF-ACCEPTANCE AND BELONGING IN NATASHA ROMANOFF’S CHARACTER IN THE MARVEL STUDIOS FILMS

Nada Ariani, Rizky Mirani Desi Pratama, Mentari Pratami — Thu, 13 Nov 2025 00:00:00 +0700

The purpose of this study is to examine the journey of self-acceptance (self- acceptance) and belongingness (belonging) in the character of Natasha Romanoff, which is featured in several Marvel Studios films, including Black Widow (2021), The Avengers (2012), Avengers: Age of Ultron (2015), and Avengers: Endgame (2019). This study employs qualitative research methods, including descriptive analysis, and is based on the Personality Development Theory of Elizabeth B. Hurlock (1974), with a particular emphasis on the concept of self-acceptance. The results of the analysis indicate that the character Natasha Romanoff experiences significant emotional and psychological changes. He begins his life as a traumatized individual who is subjected to the Red Room manipulation and small-scale trauma, and he gradually constructs his own identity after joining the Avengers. Natasha gradually expresses gratitude, trust, and a place to rest through her relationships with Avengers members and her family, a journey that contributes to her self-discovery. Natasha's decision to participate in the final Avengers: Endgame is the culmination of the series, during which she expresses her deepest understanding of herself and her purpose. This study demonstrates that the character Natasha Romanoff is a significant representation of the birth, death, and mourning processes in the context of social relations. It also implies that popular films can serve as a viable medium for exploring psychological and existential issues in depth

IMPLEMENTING HUMANISTIC LEARNING STRATEGIES TO ENHANCE ACTIVE ENGAGEMENT AMONG TENTH-GRADE STUDENTS

Choirul Mubtadi'in — Mon, 17 Nov 2025 00:00:00 +0700

This mini research aims to implement humanistic learning theory in English language instruction at Al Jumhuri Senior High School in Blitar. This research is dedicated to improving learners’ inner drive by utilizing a student-centered methodology grounded in humanistic principles and enriched by local cultural values. The approach, inspired by theorists such as Rogers and Maslow, underlines the necessity of emotionally responsive teaching, personal growth, and nurturing the whole person within a caring academic setting. The qualitative descriptive strategy guides the study, where the teacher-researcher collects insights through active observation in the classroom, reflective writings, and ongoing field documentation. The findings indicate that contextual implementation of the humanistic approach, blended with local values such as the culture of greeting, mutual cooperation (gotong royong), tolerance, and consensus-based decision-making (musyawarah) has a positive impact on student engagement and enthusiasm. As learners become more engaged, articulate their views more easily, and grow in their confidence using English, this approach proves effective. In parallel, it advances the Critical thinking, Communication, Collaboration, and Creativity (4Cs) of 21st-century learning, fostering not only intellectual development but also the building of strong character and cultural sensitivity. Thus, the study confirms that combining humanistic learning theory with local wisdom can serve as an effective strategy to enrich foreign language education in ways that are meaningful, relevant, and empowering both academically and socially.

PRONUNCIATION CHALLENGES OF MANDARIN PHONEMES ZH, CH, SH, D, AND T AMONG SMPIT CHENG HOO MAKASSAR STUDENTS

Nerli Utami, Jufri Jufri, Nirdayanti Mustarih — Thu, 20 Nov 2025 00:00:00 +0700

The differences in the phonological systems between Indonesian and Mandarin often cause difficulties for learners, especially in the consonant sounds zh, ch, sh, d, and t which do not have direct equivalents in Indonesian. These pronunciation difficulties, especially in junior high school students, are not free from errors in pronouncing the consonants h, ch, sh, d, and t, so this study shows and describes the form of pronunciation difficulties of the consonants zh, ch, sh, d, and t directly in grade IX students of SMP IT Cheng Hoo Makassar, and identifies the factors causing these difficulties. The research method used in this study is descriptive qualitative with 15 students as subjects. Data were collected through pronunciation tests, syllable tests, observations, structured interviews, and audio recordings. The results showed that most students had difficulty pronouncing the retroflex consonants zh and ch, as well as the aspirated consonant t. Errors that emerged included difficulties in tongue articulation, failure to distinguish between aspirated and non-aspirated sounds, and interference from Indonesian, for example, zh is pronounced as j and t is pronounced as d. Physiological factors such as a stiff tongue position also affect pronunciation accuracy. In conclusion, ninth-grade students of SMP IT Cheng Hoo Makassar still face significant challenges in pronouncing certain consonants in Mandarin. These findings emphasize the need for more targeted phonetic teaching strategies, such as explicit articulation exercises and the use of audio-visual media, so that students can improve their accuracy and confidence in speaking Mandarin.

CHALLENGES AND OPPORTUNITIES FOR LITERACY AND TECHNOLOGY IN ENGLISH LANGUAGE TEACHING

Dwiana Novitasari, Umniyati Ris’ah, Dwi Astuti Wahyu Nurhayati — Sat, 29 Nov 2025 21:11:42 +0700

This study aims to analyze the challenges and opportunities in integrating literacy and technology in English Language Teaching (ELT) among English teachers within the English Teachers’ Community (MGMP Bahasa Inggris) in Trenggalek. The main objective is to investigate teachers' perspectives on literacy and its integration with digital tools in ELT. This review includes studies focused on literacy and technology integration in English education, particularly those involving teacher experiences in classroom settings, while excluding research unrelated to technology use or ELT practices. Sources were gathered from ERIC, Google Scholar, and Scopus, with the final search conducted in October 2024. A descriptive qualitative approach was employed to gain an in-depth understanding of the issue. The risk of bias was assessed using methodological quality indicators and participant selection criteria. Thematic synthesis was used to analyze results across studies. The findings reveal that traditional literacy approaches—emphasizing reading and writing—remain dominant; however, there is growing recognition of the need to broaden literacy to include speaking, listening, problem-solving, and digital proficiency. Teachers reported using digital tools such as Google Classroom, Edmodo, Google Forms, WhatsApp, Duolingo, and various AI-based applications to support instruction. These tools present both challenges and opportunities. Challenges include concerns about declining writing skills due to digital communication habits and the complexity of integrating technology effectively into literacy instruction. Opportunities arise from technology’s potential to enhance student engagement, creativity, and expression by offering diverse methods for demonstrating understanding. The study concludes that literacy education must adapt to technological advancements, and educators need flexible strategies to foster comprehensive literacy skills aligned with contemporary demands. This adaptation requires ongoing professional development and supportive systems to ensure effective technology integration in ELT.

EXPLORING THE LEXICAL COHESIONS USED IN SNOW WHITE AND THE HUNTSMAN MOVIE AND THE IMPLICATIONS TOWARD ELT

Karunia Eka Nafilatul Janah, Lilis Nur Hidayati — Fri, 28 Nov 2025 00:00:00 +0700

This study aims to explore the lexical cohesions used in Snow White and the Huntsman movie as well as to reveal the implications toward English language teaching (ELT). This descriptive qualitative study focused on the lexical cohesions of synonyms, antonyms, and repetitions, the contexts and contributions of each element on plot establishment and the purpose of delivering the message. The findings showed that repetitions in the movie are mostly used than others; 67.7% repetitions, 25.8% synonyms, and 6.5% antonyms. The findings also showed that the lexical cohesions are presented under some contexts, emphasizing the utterance, making variations in the utterance, making contrast in the utterance, seeking agreement on something or making sure of something, and highlighting important points in the utterance. Furthermore, the findings also revealed that the lexical cohesions contribute to the plot establishment and the purpose of delivering the message of the movie because lexical cohesions are very useful in making the scenes in exposition, complication, crisis, climax, and resolution part of the movie more understandable and meaningful. Finally, the lexical cohesions can be potentially useful for ELT practices such as introducing and using lexical cohesions in teaching speaking and writing, finding spoken lexical cohesions in the teaching of listening, and examining lexical cohesions in texts through the teaching of reading because students have to be aware of the links that hold chunks of text together and that contribute to the creation of a text as a unit of meaning.

NEGOTIATING PROFESSIONAL IDENTITY: A CASE STUDY OF CULTURAL LEARNING OF ENGLISH TEACHERS AT MTS NAHDLATUT THALIBIN

Mochlis Ekowijayanto, Ibnu Syarofi, M. Faiz, Nunung Sanjaya, Ahmad Dani — Sun, 30 Nov 2025 00:00:00 +0700

This research aims to explore the negotiation process of the professional identity of English teachers at MTs Nahdlatut Thalibin, a pesantren based madrasah that prioritizes local religious and cultural values. This study identifies how English teachers negotiate their roles amid the demands of a national curriculum based on global competencies and local values upheld in madrasas. Through a qualitative approach with in-depth interviews, observations, and documentation, three main themes were found: (1) teachers' perception of their professional identity, (2) adaptation strategies in learning, and (3) challenges faced in negotiating professional identity. The results of the study show that teachers at MTs Nahdlatut Thalibin view their identity as more than just language teaching, but also as cultural agents who must transfer local religious and cultural values. Strategies used by teachers include the selection of teaching materials that are sensitive to local culture, the insertion of religious values in English learning, and the translation of foreign terms using local cultural analogies. However, the main challenge facing teachers is the tension between the demand to teach English based on a global curriculum and the need to maintain local religious and cultural values. This research provides insight into how English teachers in faith-based madrassas negotiate their identities and demonstrates the importance of developing a curriculum that is sensitive to local and religious contexts in language learning.