Lectio: Journal of Language and Language Teaching
Lectio: Journal of Language and Language Teaching is a Journal published by English Education Study Program of Widya Mandira Catholic University.The journal becomes a medium of scientific sharing among scholars who are interested in the field of Linguistics and English (and other) Language Teaching. We aim to provide a forum for educators, researchers, teacher educators, classroom teachers who are keen on issues that affect classroom teaching. This journal accepts scholarly articles from various fields related to language and language teaching, including: developing students’ English skills, English as foreign language, curriculum development, language testing and assessment, materials and course design, learning preferences/ styles, classroom management, content-based instruction, technology-enhanced instruction, second language acquisition, pragmatics, English for specific or academic purposes, sociolinguistics, language policy, world Englishes, identity (learner or teacher), reflective teaching practice, professional development, English language teaching, cross-cultural and intercultural communication issues, and Language Documentation and Description. The research base could be either a primary research, or a secondary research. Reviewing Process: After manuscripts are submitted online, the managing editor conducts initial screening process by removing author's original names and assigning the manuscript to copy right editors for plagiarism and grammar checks. The manuscript is returned back to section editor and will be passed layout editors for template check. The manuscript that has passed the screening process will be sent to reviewers for review. The manuscript will be collected after the review process and will be sent to editorial-in chief and editorial board member for recomendattion and final production. Journal title LECTIO: Journal of Language and Language Teaching Subjects Linguistics and English (and other) Language Teaching Language English (preferred) ISSN ISSN: 2775-507X (Online) Frequency Twice a year in March and September DOI https://doi.org/10.30822 OAI https://journal.unwira.ac.id/index.php/LECTIO/OAI Editor-in-chief Dr. Madar Aleksius Publisher English Education Study Program of Widya Mandira Catholic University Citation Google Scholar LECTIO: Journal of Language and Language Teaching is indexed by: Recommended Tools:
English Education Study Program of Widya Mandira Catholic University
COGNITIVE LOAD AND COMPENSATION STRATEGIES OF BIPA LEVEL 1 LEARNERS IN TEXT BASED WRITING
This study examines the cognitive load and compensation strategies used by BIPA Level 1 learners in producing text-based writing, focusing on how cognitive constraints shape phonological, lexical, phrasal, and syntactic errors. The purpose of this research is to analyze the intrinsic, extraneous, and germane cognitive loads reflected in students’ written errors and to identify the compensation strategies employed to overcome linguistic limitations. This research analyzed based on cognitive load theory (Sweller, 1994) and compensation strategies (Tarone, 1983 ) and adopts a qualitative descriptive method involving nine BIPA Level 1 learners from Japan, Sweden, and Armenia. The data consist of descriptive texts (“Myself”) and procedural texts (“How to Make Favorite Foods”), collected through documentation and analyzed using the interactive model of Miles, Huberman, and Saldana (2014), which includes data reduction, data display, and conclusion drawing. The findings show that the highest cognitive load appears at the phoneme–orthography level, where learners struggle to map Indonesian phonological input into correct graphemic output, resulting in frequent phoneme substitutions, omissions, or distortions. Lexical and syntactic errors further confirm intrinsic load arising from complex forms, unfamiliar structures, and L1 interference. Extraneous load emerges from task complexity, incomplete understanding of Indonesian conventions, and performance pressure during writing. Meanwhile, germane load is visible in productive errors where learners attempt to build new linguistic schemas, such as approximating unfamiliar phonological forms or constructing new noun phrases. Three dominant compensation strategies were identified: approximation, literal translation, and word coinage, indicating learners’ efforts to maintain communicative flow despite limited proficiency.
BIPA learners; cognitive load; compensation strategies; psycholinguistic; writing errors
Copyright (c) 2026 Ni Kadek Devi Rahayu Padmayanti
FRIENDSHIP IN 3 IDIOTS REVIEWED FROM A PSYCHOLINGUISTIC PERSPECTIVE: SYSTEMATIC LITERATURE REVIEW
This study examines the representation of friendship in the film 3 Idiots from a psycholinguistic perspective through a Systematic Literature Review (SLR). Friendship is a fundamental aspect of human social interaction, and language plays a crucial role in shaping cognitive, emotional, and social relationships. Despite the popularity of 3 Idiots as an object of interdisciplinary analysis, studies that specifically explore friendship in the film using a psycholinguistic framework remain limited. This research aims to synthesize existing literature to identify how language use in friendship interactions reflects psycholinguistic processes such as cognition, emotion regulation, and social bonding. The study employed a qualitative SLR approach by systematically searching academic databases, applying inclusion and exclusion criteria, and analyzing selected studies thematically. The findings reveal three dominant themes in the psycholinguistic representation of friendship: cognitive processes in language interaction, emotional expression and affective support, and the social function of language in constructing solidarity and group identity. The dialogues in 3 Idiots demonstrate how language mediates thought, regulates emotions, and reinforces interpersonal bonds among the characters. The results also indicate a significant research gap in integrating psycholinguistic theories with film analysis, particularly in the context of friendship. This study contributes theoretically by extending psycholinguistic inquiry to audiovisual media and relational contexts. Methodologically, it highlights the value of SLR in synthesizing fragmented research across disciplines. Overall, this research provides a comprehensive understanding of how friendship is linguistically and psychologically constructed in film, offering insights for future psycholinguistic and media-based studies.
Psycholinguistics; Friendship, 3 Idiots; Film Analysis; Systematic Literature Review
Copyright (c) 2026 Muhammad Distian Andi Hermawan
POLITENESS STRATEGIES AS SEEN BY SOLÈNE IN “THE IDEA OF YOU” MOVIE
Politeness plays an important role in communication as it helps speakers maintain harmonious social relationships. This phenomenon is also reflected in movies through the language choices of characters. This study investigates the types of politeness strategies used by Solène in The Idea of You movie and explains the factors influencing her choice of strategies. A qualitative research method was employed in this study. The data were obtained from Solène’s utterances taken from selected scenes of the movie through subtitle observation. The collected data were analyzed by classifying the utterances based on politeness strategy types and identifying the factors that influenced their use. The findings reveal that Solène used all four types of politeness strategies, namely bald-on-record, positive politeness, negative politeness, and off-record strategies. Among these, positive politeness was the most frequently used strategy. In addition, two factors were found to influence Solène’s use of politeness strategies, namely the payoffs of politeness strategies and sociological variables. The results indicate that sociological variables were the most dominant factor affecting her choice of politeness strategies.
A PRAGMATIC ANALYSIS OF DEIXIS IN ARDHITO PRAMONO’S “ROADTRIP” SONGS
This research aims to identify the various forms of deixis present in the “Roadtrip” album by Ardhito Pramono and uncover their intended meanings in relation to the overall interpretation of the lyrics. Using a descriptive qualitative approach, this study focuses on analysing the lyrics of 10 songs from the album as its primary data. The collected data were categorized into three different types of deixis based on Levinson's (1983) framework. After classification, the occurrences of deixis were analysed to connect them with their references or contextual meanings within the lyrics. The findings reveal 401 occurrences of person deixis, 52 occurrences of temporal deixis, and 40 occurrences of place deixis. These linguistic elements significantly influence the interpretation of the lyrics by providing clarity and avoiding miscommunication, thereby enriching the listener's understanding of the songs' narratives and emotions
Deixis; Pragmatics; Song Lyrics; Ardhito Pramono
Copyright (c) 2026 Dwi Sekar Sari Kencana
ROLE OF LANGUAGE AS A SOCIAL AND CULTURAL INSTITUTION: A LITERATURE REVIEW
This paper addresses role of language as a social and cultural institution on the basis of literature review or documentary study. Language is defined as a social institution on the basis of premise that there is a close relationship between language and society and the relationship is symbiotic-reciprocal as language exists in society and society exists in language. The relationship is reflected in the features of language used by a society as members of a social group in social contexts in which the meanings stored in the forms of language used comprise an organized system of norms and structures to regulate social life and to maintain solidity, solidarity, stability, and continuity. Language is defined as a cultural institution as there is a close relationship between language and culture belonging to a society as members of a social group. The relationship is symbiotic-reciprocal as language exists in culture and culture exists in language. The role of language as a cultural institution has wider scope because language used by a society as members of a social group serves as a potential resource to uncover various cultural aspects along with its function as an element, index, and symbol of culture.
meaningfulness ; language; social institution; cultural institution
Copyright (c) 2025 Lectio: Journal of Language and Language Teaching
COGNITIVE LINGUISTICS APPROACH AND ITS IMPLICATION FOR LANGUAGE TEACHING
The importance of understanding the relationship between language and cognition in language teaching has become a significant challenge, particularly in developing a more relevant and effective approach for students. This study aims to analyze the application of cognitive linguistics in language learning. The approach used is qualitative with a literature review method to explore cognitive linguistic theories and their application in language teaching. The main data sources come from academic articles, books, and scientific journals published in leading international databases. Through a systematic literature review, this study identifies how cognitive linguistic theories, such as cognitive grammar, conceptual metaphors, and mental schemas, are applied in the language teaching process. The findings show that cognitive linguistics can enrich language teaching by linking language concepts with cognitive processes and students' real-world experiences. Additionally, this study reveals the challenges in integrating cognitive linguistics theories into existing language education curriculum. The drawn conclusion indicates that the application of cognitive linguistics can enhance students' language comprehension and skills, although its implementation requires deeper adjustments in teaching practices.
Cognitive linguistics; language learning; cognitive grammar; conceptual metaphors; language education
AUDIOVISUAL PRAGMATICS: TRANSLATION STRATEGIES IN NETFLIX MOVIE SUBTITLES IN INDONESIAN
This research aims to analyze the translation strategies of pragmatic expressions in English Indonesian subtitles of Netflix films, focusing on how translators convey meaning, politeness, and communicative intent across cultural and linguistic boundaries. Using a qualitative descriptive approach, the study examines two selected films, The Intern (2015) and Don't Look Up (2021), through the lens of pragmatic analysis and translation strategy theory proposed by Molina and Albir (2020) and Díaz Cintas and Remael (2021). Data were collected from 300 utterances containing pragmatic functions such as directives, expressives, commissives, and representatives. The results reveal that the most frequently used strategies are equivalence (38%) and adaptation (25%), followed by modulation, omission, and explicitation. These strategies effectively maintain the communicative intent of the source text while adjusting to Indonesian cultural norms and subtitle constraints. Overall, the study concludes that successful audiovisual translation requires balancing linguistic accuracy with pragmatic and cultural appropriateness to ensure audience comprehension and engagement
, Subtitling, Netflix Films, Audiovisual Translation, Translation Strategies
INTEGRATION OF COMPUTER-ASSISTED LANGUAGE LEARNING IN INDONESIAN LANGUAGE LEARNING CONTEXT: A SYSTEMATIC LITERATURE REVIEW
This study aims to systematically analyze the integration of digital technology in Indonesian learning in economic contextual context through the Computer-Assisted Language Learning (CALL) approach. The background of this research departs from the urgent need to increase the effectiveness of language learning in the era of digital transformation, especially in the context of economic education that demands high communication skills and digital literacy. The method used is Systematic Literature Review (SLR) based on the PRISMA guidelines, by examining 35 scientific articles published between 2019 and 2025 from the Scopus, ScienceDirect, Google Scholar, and ERIC databases. The analysis process is carried out through thematic analysis which includes the identification of CALL innovation trends, the impact on learning outcomes, and implementation challenges in the regions. The results show that the integration of digital technology through CALL significantly improves students' learning motivation, critical thinking skills, and understanding of the economic context. CALL also strengthens contextual learning by providing economic simulations and digital project-based activities relevant to the world of work. However, several main obstacles were found, such as limited infrastructure, a gap in teachers' digital literacy, and a lack of technology-based pedagogical training. This study confirms that effective implementation of CALL requires an integrative strategy between curriculum, teacher competence, and sustainable technology support. The results of this SLR are expected to be a conceptual basis for the development of an economic context-based Indonesian learning model in the digital era, as well as strengthen the direction of national education policies towards adaptive and innovative learning.
AN ANALYSIS OF GEN Z'S PERCEPTION REGARDING COMMUNICATION STYLES THAT CULTIVATE RELATABILITY IN PODCAST MEDIA
Generation Z (Gen Z), the dominant media consumer, actively seeks relatability, yet the specific speaking styles that foster this connection remain unidentified, creating a gap between media production and reception studies. This descriptive qualitative study analyzed semi-structured in-depth interviews with 31 Gen Z informants through a constructivist lens. The findings confirm Gen Z are active "meaning navigators," aligning with Uses and Gratifications (U&G) theory. Relatability is not a singular concept but a spectrum fulfilling distinct needs: (1) a "Safe Space" (emotional-reflective), (2) a "Virtual Hangout Friend" (social-communal), and (3) a "Mentor" (aspirational-intellectual). Crucially, each dimension is underpinned by specific speaking styles, from "gentle and empathetic" to "spontaneous and outspoken" or "structured and logical." The most significant finding is the presence of "skill transfer," as Gen Z consciously or unconsciously adopts these admired styles. The study concludes that passive media consumption, when driven by strong relatability, functions as a powerful implicit learning process, with Gen Z actively selecting virtual mentors to shape their real-world communicative identities.
Generation Z; Sense of Relatability; Speaking Style; Podcast; Reception Analysis
AN ANALYSIS OF GRAMMATICAL ERRORS IN JUNIOR HIGH SCHOOL STUDENTS’ WRITING OF SIMPLE ENGLISH SENTENCES
This study investigates the difficulties experienced by junior high school students in constructing simple English sentences and identifies the most common types of errors in their writing. The research focuses on sentences following a basic pattern involving subject plus was or were plus adjective to examine students’ understanding of grammar, vocabulary, and sentence structure. A descriptive qualitative design was employed with 64 eighth-grade students from SMP Negeri 3 Mlati as participants. The students worked in pairs to complete guided writing tasks, producing a total of 157 sentences. Each sentence was analyzed and classified into grammatical, lexical, and structural categories. The findings reveal that 82.2 percent of sentences were correct, showing that most students have a solid understanding of basic sentence construction. Nevertheless, errors were observed, especially in sentence structure, followed by grammar and vocabulary, highlighting areas requiring additional support. Frequent mistakes included missing prepositions, incorrect verb forms, and improper word order, reflecting difficulties in applying rules consistently. The study shows that collaborative writing exercises with targeted feedback can enhance students’ writing accuracy. It provides insights for teachers to design focused practice and contributes to understanding how structured tasks improve junior high school students’ English writing skills
Secondary Education Students’ Perceptions, Enjoyment, and Satisfaction in Using Mobile Devices for English Learning
This study investigates secondary school students’ perceptions, enjoyment, and satisfaction in using mobile devices for English learning. Employing a survey design, the research involved 100 students (48 male, 52 female) who completed a structured questionnaire distributed via Google Forms. Data were analyzed using interval-level interpretation based on Pimentel’s (2010) scale. The findings reveal that students perceive mobile devices as highly usable, engaging, and motivating, with perception, interest, and enjoyment rated in the very high category and satisfaction rated high. Ease of use emerged as the most significant factor influencing positive attitudes, while enjoyment and interest contributed to sustained engagement and autonomous learning. The study highlights the practical implications of integrating mobile devices into structured, goal-oriented learning activities that balance interactivity, accessibility, and pedagogical guidance. Despite its contributions, the research is limited to a single school and relies on self-reported measures, which may affect generalizability. Future studies are recommended to employ longitudinal designs, compare different school contexts, or examine the impact of specific applications on language learning outcomes. Overall, this study provides empirical evidence that mobile-assisted learning is an effective, flexible, and motivating tool for enhancing English proficiency among secondary school students, offering both cognitive and affective benefits when thoughtfully implemented.
UNRAVELLING POWER DYNAMICS: A CRITICAL DISCOURSE ANALYSIS OF VOLODYMYS ZELENSKIY’S ADDRESS TO THE UK PARLIAMENT
This study critically analyzes Volodymyr Zelenskiy's speech to the UK Parliament using Norman Fairclough’s 3D model of Critical Discourse Analysis (CDA). It examines how textual, discursive, and social practices are constructed to exercise power and shape perceptions during the Russia? Ukraine conflict. Using a qualitative approach, the findings reveal that Zelenskiy’s strategic use of language significantly influenced audience sentiment, positioning Ukraine as a victim of aggression and Russia as the aggressor. The study highlights the potent role of language in constructing political reality and mobilizing international support. In addition, certain linguistic strategies were constructed, emphasizing similar values with the audience and reshaping the discourse of the war between Russia and Ukraine. The research concluded that through his speech, President Volodymyr Zelenskiy managed to influence the UK parliament members as the audience and further shaped the discourse of the war between Russia and Ukraine wherein Russia is portrayed as the culprit assailing the core value of humanity and Ukraine, on the other hand, is depicted as the victim.
IMPROVING HIGH SCHOOL STUDENTS' SPEAKING ABILITY BY USING THE CARTOON PICTURES SERIES
This study aimed to identify whether the use of cartoon images can assist eighth-grade students at SMP N 5 Kota Kupang in improving their speaking abilities. The descriptive method was used to characterize speaking skills. This study employed a test for describing cartoon picture series. This study focused on three distinct components of speaking: grammar, vocabulary, and pronunciation. According to the analysis's findings, the researcher discovered that (1) eighth-grade students were able speak English, particularly when describing cartoon picture series orally. (2) Students in the eighth grade showed ‘very good’ speaking ability level (15.6). The students’ speaking ability level for each element is as follows: Grammar has a score of 104, while the average is 5.2, and vocabulary has a score of 108, while the average is 5.4. The average score for pronunciation is 5, while the total score is 100. The researcher provides some recommendations based on the results of the research. The first is recommended for the English teachers to train students to speak English in front of the class while presenting something, such as a picture or other learning media, and encourage them to read more in order to improve their literacy skill. Secondly, the students need to work on their pronunciation by listening to English-language radios, music, and television shows. The future researchers are encouraged to conduct the similar research with different media and strategies in improving the language learners’ speaking ability.
Speaking Ability, Cartoon Pictures Series
THE "BEGEPEN" TRADITION AS A SYMBOL OF PEACE AND UNIVERSITY IN THE EFFORT OF STRENGTHENING THE NATION'S SELF IN THE TRADITIONAL SERVICES OF THE ODUNG BAORAJA TRIBE
INTRODUCTION The tsunami that hit Waiteba, Lembata, East Nusa Tenggara Province in 1979, caused members of the Odung tribe and several other tribes in Baoraja, Atadei sub-district, to eventually spread to several areas both inside and outside Lembata. Most of the Odung tribal families were evacuated to Loang, the capital of Nagawutung sub-district. Since the majority of Odung family members live in Loang, it was decided to move the traditional house of the 'Odung' tribe to Loang. All traditions and processions carried out at each traditional ceremony remain original and in line with what has been passed down from generation to generation. In order to gather and unite the Odung tribesmen scattered throughout Indonesia, it was decided to hold a tribal reunion event every five years. With several traditional ceremonial events, namely the entrance ceremony to the 'gew una Rayan' tribal house and the 'begepen' peace meal ceremony. The traditional house or una rayan is the main house of the tribal people. The house is a place to gather with tribal people at every traditional ceremony. The ceremony of entering the traditional tribal house is intended to reunite with relatives as one family and to ask for the blessing and blessing of the ancestors for all works in their respective places of duty while still serving the tribe as a unifying symbol and source of strength. While begepen teaches about the values ??of togetherness, brotherhood and strength. These values ??provide advice and direction for human safety in living their lives. These two ceremonies are carried out not only as an effort to unite tribal members but also as a strategy to introduce early all the processes of every traditional ceremonial for the next generation of the Odung tribe. The peace meal ceremony is a tradition that is still maintained and carried out in almost every area of ??the Lembata district. In the kedang the peace meal is known as 'mawu wowo tutuq toyeq'. In Lebatukan District, it is known as 'bet'ti gole'. In Ile Ape it is known as 'tapan holo huli boke'. While at Atadei it is better known as 'begepen'. The begepen ritual is an integral part of every traditional ceremony. Moeliono (1991:6) states that customs are rules and regulations that are commonly obeyed or carried out since time immemorial. Customs have an important role in the systems and values ??adopted and run by the community. Every traditional ceremony essentially aims to create a society that is safe, peaceful, and obedient to customary provisions. Tribal people believe in togetherness and a sense of brotherhood as tribal children, then they create strength. All the turmoil or problems that hit the tribesmen will be easily resolved. With the begepen ceremony all the tribesmen felt strengthened. Begepen As A Symbol Of Peace And University Of Tribes And Ancients The 'begepen' ceremony is part of the original Lembata culture and ancestral heritage which is guided directly by the 'ata beruin' (tribal chief) who really understands customs and all matters related to customs. On the day of its implementation, all tribesmen need to prepare the materials needed for the begepen ceremony including: Kehaler in the form of a medium tray woven from palm leaves Nowing is a kind of sarong traditionally woven for men. Nowing is folded and placed in the haler Kenik is rice. Prepared handfuls as food ingredients for peace rice. Rice is wrapped in 'kelomak' corn husks and placed on a sarong Candlenut: One whole grain plus four whole grains of rice. The two are put together, wrapped and tucked between the folds of the nowing/holster Braha dua mongan: eight rolls of white cotton, then rolled again and put together into two mongan with four rolls each Braha Tegan: six cotton rolls and separated into three parts with two rolls each. Ceremony in Front of the Entrance of the Tribal Traditional House The begepen ceremony begins with a ceremonial ceremony in front of the entrance of the tribal traditional house which is guided directly by the tribal chief. This ceremony is carried out solemnly by all tribesmen. The event started by placing two mongan bras on the right and left sides of the kehaler. Then also put the tension bra. Two tension brahas are placed on the ground which will then be placed on top of the halter. The other two middle brahas are placed to the north of the kehaler (the entrance to the big house), and the other two are placed to the south of the kehaler (the direction of the exit). Haler with begep ingredients, placed on top of the tension bra which is located in the middle. After the procession in front of the traditional house was completed, the tribal leader 'ata beruin' began to say a prayer asking for the ancestral blessing 'amet prat' as follows: Kem tedek gepar mio ina ama tua magu Nebe kem heri, kem begepen Ipo lolunge, hem kem waolem gane Kem uyo keniker, na lau khal tua mea Kem tibanga wain, di lau kono ehak Kem menunge tuak, noko mere kono ehak Gero jema be, ba nuhem deu gelikehe, elewem deu gewalet ke Gero jema be, ba no tuak neu burange ke Gero jema be, ba no keleruk neu belobeke en Keniri belolonge helaiti kem pekeng-tiwang dipo Tek gahip hi, tek bage hi Tek guat hi, tek hurat hi Keniring nor laite, kempil doke Maketi dor oleng kem bak moling The loose translation: We convey to you the ancestors We serve this peace food for you We will cook and eat together We eat and drink together in one container And also drink in the same container We drink palm wine on the same tree Maybe in the past there was a wrong and painful word Maybe we were wrong in the past because we were drunk with palm wine and betel nut Misunderstanding all this time, this time we also leave Can't be counted, can't be divided We will not remember and repeat again We regret all the mistakes we have made And now we are starting to renew ourselves After finishing the prayer, kehaler and its contents are stored in the traditional houses. 'Kenik begepen' or peace rice is taken and mixed with other raw rice and then cooked together. A red rooster is slaughtered and then cooked in a sauce without spices. Peace Meal Ceremony 'kane begepen' (explained what ingredients are served above the booth for megepen) There are two important parts to this peace meal. Pau paraw ina ama tua magu (feed the ancestors'). This is a form of respect for the ancestors. This ceremony begins by giving offerings in the form of small parts of the sacrificial animal, in this case a chicken. Take a little meat from the heart, liver, toe tips, wing tips, the tip of the chicken's beak plus a little rice and gravy. All offerings are placed above the booth and divided into four parts. Then the palm wine is poured four times, once for each portion of the dish. While pouring palm wine, the tribal chief recited the 'amet prat' prayer to the ancestors as follows: Kem tedek gepar mio ina ama tua magu Kem begem mio ga mol men mol Ne pon kem ga puje men dor Tea rebe kem gane kem kenik begepen The loose translation: We convey to you the ancestors We serve you food and drinks first to eat We eat and drink after you eat Today is the day of unity by eating together for peace Eat the peace of the 'begepen' family. After finishing the prayer, the tribal chief began to eat first (ui ga nol) and then asked to eat (nepon oyan wihe ui dor) with all the tribesmen. Those who are unable to attend can be represented by mentioning their names and then eating on their behalf as a sign that they are also present at this banquet. All the available food and drinks were spent together with joy in a feeling of togetherness. “The Candlenut Breaking Ceremony” Asking for the Ancestral Blessing ‘Beto Mirek – Dulat Kenitoh’ This ceremony was held the next day after the begepen ceremony. The Kenitoh dulat process is the process of obtaining ancestral blessings through the hands of the tribal chief, by placing a symbol in the form of a cross on one's forehead. The candlenut and four grains of rice at the 'begepen' ceremony yesterday were taken, the candlenut was broken by the tribal chief with a traditional crusher. The contents of the candlenut are chewed together with four grains of rice and three koter leaves. After being chewed, all the ingredients were removed and accommodated on a larger sheet of koter leaf. The chieftain was the first to dip the thumb of his right hand into the material and mark his own forehead with a cross. All the tribesmen lined up and one by one came forward to be slapped. The tribal members who were not present were pronounced their names in front of the tribal chief as a sign that the person concerned was also present at the 'dulat kenitoh' event. The meaning and symbols of the objects used in the begepen ceremony: The influence of globalization is certainly very influential on the sustainability of the customs of a region. The sustainability of our culture is highly dependent on the community itself. This is the biggest challenge to maintain the existence of our local cultures. Its existence will be further eroded when we do not introduce the local cultures that we have to the next generation. Clifford Geertz with his Interpretative approach sharpens the notion of culture as a system of conceptions inherited from previous generations and expressed in symbolic form with the help of humans to communicate, preserve and develop knowledge and attitudes towards life. Therefore, it is important for us to introduce and teach them about the symbols of our culture and customs continuously by involving children in every traditional ceremony. Here are the meanings and symbols of the objects used in the begepen ceremony: Kehaler: in the form of a medium tray made of woven palm leaves as a symbol of all tribesmen being united and gathered in one place A nowing or original woven sarong that is woven by oneself as a unifying symbol in one family bond Candlenut as a wound healer and medicine. Symbol of forgiving and forgiving each other The four grains of rice as a symbol of peace. The symbol of all who come from the four winds, united both in eating together and the sign of the dulat kenitoh Green broadleaf koter, is a kind of forest tree with wide leaves that can accommodate dew and is also used as medicine. Symbolized as a reservoir of coolness. All citizens are united in freshness and coolness by keeping away anger, envy and swearing. Braha is cotton as purity and sincerity. Pau paraw means the process of giving food, offerings or offerings to ancestors. Konok is a drinking container as a substitute for a glass made of coconut shell. Tuak is a traditional drink made from palm trees, coconut and palm sugar. The effect of modernization that is going so fast has greatly influenced the existence of our own local culture. Our current generation is more likely to choose and love foreign cultures than their own. Their identity as a generation with regional culture seems to be disappearing. This is a serious national problem that needs to be addressed quickly, accurately and wisely. The reality that occurs in every traditional ceremony, children are more likely to enjoy eating and drinking without having to learn to fully understand how the traditional ceremonial process fully takes place. In fact, there are many noble values ??obtained and used as a foothold in social life. According to Manuaba (1999: 9) when these realities and problems are not immediately anticipated, it is certain that our future generations will lose their own cultural roots and foundations. They certainly will not have a clear national identity and will lose their regional sense, soul and spirit and the spirit of Indonesia because they are not embedded in these values. Manuaba's concern is clearly evident by looking at the reality that is happening today. When this regeneration process does not work, the door to extinction is ready to open, swallowing all the culture and wealth of our region without being left behind and we only become individuals who walk without our own cultural footing and foundation. Therefore, children need to be involved in their community, where they realize their existence as autonomous and social beings. In their social community they will learn about values, social systems, symbols, social norms and concepts that are useful and meaningful for themselves and their social groups. Through these things, humans communicate, preserve and develop their knowledge about life and their attitudes towards life. Bascon (Danandjaya, 1997:19) states that there are 4 roles of regional culture, namely: As a projection system (projective system) reflecting shared/collective ideals As ratification of cultural institutions and institutions. As a child education tool (Pedagogical device) As a means of control so that the norms of society will always be obeyed by its collective members In an indigenous community, a strong bond between culture and human life will form a sense of solidarity among members. Customary rules have an important role in regulating all activities, discourses, dialogues, and social discourses as a projection system to realize a common goal. In addition, custom has an essential factor for community identity and integration. Custom is a collective self-interpretation system that becomes a symbol in which people become aware of themselves and think about collective existence. In other words, custom is nothing but a projection of society itself in human consciousness. Thus the cultural symbols will remain sustainable in the continuity of social life. The close relationship between society and culture has formed a close bond between customs, beliefs, society and culture. Begepen can be a tool to ratify a cultural institution and institution. Children are the next generation of the nation. In their hands the fate of our culture is at stake. Modernization has created a new culture, an instant-paced culture. This has a direct impact on the existence of our own culture. Therefore, culture and local wisdom values ??must be intensively introduced and taught to our children as an effort to maintain our identity as a cultured nation. This is because begepen has elements that cannot be separated from knowledge and education. Regional culture has customary rules that must be obeyed and carried out in an indigenous society. Begepen has rules that indirectly reflect to the community the norms that must be adhered to in order to create a harmonious life between tribesmen and society. CONCLUSIONS Basically, behind the begepen ceremony in the traditional house of the Odung tribe, there is a deep meaning that is implicit and very important to learn, live and carry out. The implementation of the Begepen ceremony is a reflection of the independence of the tribal community to interpret the values ??of brotherhood, togetherness, and peace which are the local wisdom of the Lembata community in organizing and building social glue for harmonious living together. Thus the values ??of socio-cultural traditions can be systematically inherited from generation to generation (social heritage) as a form of preserving local cultures so that future generations can continue to recognize and carry out their own regional culture. We must maintain and preserve local wisdom which is a mirror of our identity by seeking truth values ??through science and research by encouraging people to develop a culture that respects human dignity as civilized human beings. Therefore, as parents, community leaders, religious leaders, traditional leaders, government leaders and other community task holders, we must feel called to continue to explore the points of local wisdom by continuing to introduce and teach every noble value (kindness) to our children and young generation so that they can find themselves as autonomous and social beings in building relationships with themselves, others, the universe, and their God. References Moeliono, M. Anton. (Ed.) 1991. Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka Danandjaja, James. 1997. Folkor Indonesia : ilmu gosif, dongeng dan lain-lain. Jakarta: Pustaka Utama Grafiti. Taum,Yosep. 2016. Wawasan Kebangsaan dari Perpektif Budaya Flores. http://repositori.perpustakaan.kemendikbud.go.id. Manuaba, Putera. 1999. Budaya Daerah dan Jati Diri Bangsa : Pemberdayaan Ceritera Rakyat Dalam Memasuki Otonomi dan Globalisasi. Surabaya : Journal Universitas Airlangga. Journal.unair.ac.id/download-fullpaper-06-Manuaba.pdf. Diakses pada 3 Agustus 2017 Alam, Bachtiar.1997. Antropolologi dan Pembangunan. Jakarta: Makalah Antropologi Indonesia 54. http://carialamatnaya.go.id Odung, Kwihal Yan.2002.Catatan Pribadi: Acara Begepen Rajan Warga Suku
UNRAVELLING IDIOMATIC EXPRESSIONS IN TAYLOR SWIFT'S ALBUM "MIDNIGHTS": A QUALITATIVE ANALYSIS
This research investigates the idiomatic expressions present in Taylor Swift's album "Midnights." Employing qualitative research and content analysis, the songs from the album serve as the primary data source. Using Palmer's theory, the researcher collected the song lyrics by browsing various platforms, particularly Spotify, transcribing, and listening to them. The data analysis involved reading, identifying, and classifying the types and meanings of idiomatic expressions within the lyrics, culminating in drawing conclusions. The findings revealed three types of idiomatic expressions in the lyrics: phrasal verb idiom (67% - 37 idioms), partial idiom (9% - 5 idioms), and prepositional idiom (24% - 13 idioms). The idiomatic expressions were associated with two distinct meanings: denotative meaning (91% - 50 idioms) and connotative meaning (9% - 5 idioms). This study sheds light on the prevalence and types of idiomatic expressions in Taylor Swift's album "Midnights," providing insights into the richness of language use and its impact on the overall themes and emotions conveyed in the songs.
Idiomatic, Expression, Song, lyrics, Midnights
AN ANALYSIS OF A STUDENT’S NARRATIVE TEXT WRITING FROM A SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE
Narrative text is a text that is designed to entertain the readers. In the Indonesian educational context, the students lack general exposure to how to make an effective narrative text. This study is aimed at analyzing a student's narrative text. The study participant was a second-grade private Islamic High School student in Semarang Regency. She was selected as the participant since her writing showed her as a low achiever, which may portray the whole class's ability. Document analysis was employed to obtain adequate information on the student's narrative writing viewed from the SFL. The findings indicate that the student lacks grammar, ellipses in finite nominal sentences, L1 interference with word order, and vocabulary mastery. Therefore, to minimize the recurring problems, problem-based learning is one of the best approaches to teaching narrative writing. It is used since it conveys various activities in which the students are motivated to write and share their knowledge with others in collaborative learning. Thus, to implement problem? based learning into the teaching and learning process, the steps in teaching problem-based learning should be blended into the genre-based approach.
narrative texts, genre-based approach, Problem-based learning
Front Matters - Cover, Editorial Board, and Table of Content
Copyright (c) 2021 Lectio: Journal of Language and Language Teaching
TEACHING SPEAKING : ACTIVITIES TO PROMOTE SPEAKING SKILLS IN EFL CLASSROOMS
Abstract In the last few decades, we have seen how English has demonstrated its growing popularity and got widespread acceptance as a global language. Amazingly, the current English non-native speakers has outnumbered its native speakers. In Indonesia, English is adopted as a foreign language. It is learnt as a school subject and not widely used for communication in the society. Therefore, students have very limited opportunities to practice and use the language to communicate unlike those who are in English as a native language and as a second language (ESL) contexts who have countless opportunities to use the language for communication. This is a challenging task if we aim to develop the students’ speaking skills. Thus, maximizing classroom time with appropriate activities is one of the best options to choose. Dialogue, surveys, picture description, pictures differences, role play, story completion, and storytelling are appropriate activities to promote the speaking skills. To determine which activities to perform, however, a teacher should consider the students’ level of language proficiency, learning outcomes to be attained, and resources availibility. This consideration is important to ensure the activities being chosen are suitable to students’ proficiency level, productive in developing students’ speaking skills, and operable in local contexts. Keywords: speaking, skills, improve, activities, communication
TEACHING DURING COVID-19 PANDEMIC: WHAT SHOULD EDUCATORS DO TO SAVE NATIONS' EDUCATIONAL CRISIS?
COVID-19 has caused a crisis in all sectors of life, including in the education sector. The COVID-19 pandemic forced the educators to find best strategy to save the nations’ education crisis. This study attempts to investigate EFL Indonesian teachers’ teaching strategy as well as to explore their challenges in adapting to the new mode of teaching during COVID-19. The application of online teaching in Indonesia has experienced several serious problems due to the unequal distribution of technology resources in all places in Indonesia. Therefore, improvisations in teaching are necessary so that every student in Indonesia can continue learning during this pandemic. Two EFL teachers from different regions in Indonesia were interviewed to find out about their English teaching strategies applied during the COVID-19 pandemic and their challenges in adapting to the new mode of teaching (distance education). This study also discussed the teachers’ efforts to overcome the challenges in teaching with a new mode. It is hoped that others can learn from the participants’ experience so that they will be more prepared to face the extension of the new learning mode.
teaching strategy, challenges, new mode of teaching, COVID-19 pandemic
A STUDY OF THINK-PAIR-SHARE TECHNIQUE TO IMPROVE SPEAKING SKILL OF THE EIGHTH GRADE STUDENTS
This research aims to improve students’ speaking skill by using the technique of Think-Pair-Share (TPS) for the eighth grade students of SMPK Santa Familia Kupang in the school year of 2017/2018. Based on the objectives, the researcher provides three problem statements regarding this research. They are how the TPS technique is used to improve speaking skill, the advantages and disadvantages of the TPS technique during the research, and does the TPS technique improve students’ speaking skill. This research was categorized as classroom action research. Based on the schedule, the actions were implemented in two cycles. There was only one meeting in each cycle. This research involved 20 students of class VIII A of SMPK Santa Familia Kupang in the school year of 2017/2018. The English teachers acted as the observer and rater for the test conducted. The data of this study were gained by qualitative and quantitative data. The qualitative data were obtained by observing, interviewing both the students and English teachers. Meantime, the quantitative data were acquired through the result of pre-test, progress test, and post-test in each cycle. The procedure of the research are planning, implementing, observing and reflecting. The results of this research showed that the use of Think-Pair-Share (TPS) technique was able to improve the speaking skill of the eight grade students of SMPK Santa Familia Kupang in the school year of 2017/2018. Based on the qualitative data, applying the Think-Pair-Share technique gave the student more opportunities to speak up in English. The student did participate actively during the teaching and learning process. The activity such as classroom English, vocabulary pronunciation, giving feedback, and pronunciation drill were used to support this technique. It can be seen that the students were able to improve their capability in speaking English. These findings were also supported by the result of the students’ scores in the test. The mean scores of pre-test in the first cycle were 55,175. In the second cycle, the mean scores were 74,625. In short, the students had made some improvements in some aspects of speaking skills like pronunciation, intonation, comprehension, grammar, vocabulary, gesture, and expression.
Keywords: Think-Pair-Share, Speaking Skill, Classroom Action Research
The Different Language Use between Male and Female
This research was done to answer the following problem statements 1) What are the differences of language use between male and female of the third-semester students of English Education Study Program of Widya Mandira Catholic University in academic year 2018/2019? 2)Why do the male and female of the third-semester students of English Education Study Program of Widya Mandira Catholic University in academic year 2018/2019 use language differently? A qualitative research was used to conduct this sociolinguistics research where the researcher used two instruments; DCT (Discourse Completion Test) and observation. The researcher found out that 1) Female participants used exaggerated adjectives and adverbs more than males did. 2) Female participants used expletives more than males did. 3) Female participants addressed their same gender friends using exaggerated pronoun. 4) Female participants gave supportive words and empathy more often than males did. 5) Females used less imperative sentence than male did. 6) seven out of nine female participants chose gossips while all of the males and two females chose sport as the most topic of conversation they had. The reason why the participants used language differently is because they have their own personalities, expression, and ways of reaction during the interview.
language use, men, women, sociolinguistics
COGNITIVE STRATEGIES UTILIZED IN READING CRITICALLY BY HIGH AND LOW ACHIEVERS
This study was conducted to answer the following questions: 1. What are the cognitive strategies employed by high and low achievers?. 2. What are the differences in cognitive strategies employed by high and low achievers? The participants were 6 second-year students from the English Education Study Program with 3 students who are considered as high achievers and 3 others as low achievers in reading. To obtain the data, three times observation and retrospective interviews have been conducted. The topics of the reading text for the 3 meetings were all different. The results of the research are: 1. The high achiever students have reportedly used 8, 5, and 6 cognitive strategies and low achiever students have reportedly used 3, 4, and 7 out of 10 cognitive strategies. 2. There were two major differences in employing the cognitive strategies in terms of the total amount of cognitive strategies used and the way high and low achievers employed the strategies.
Learning Strategies, Cognitive, Critical Reading.