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All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) ANTHOR: Education and Learning Journal LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra Journal of Educational Review and Cultural Studies Indonesian Journal of Studies on Humanities, Social Sciences and Education ANTHOR: Education and Learning Journal
Iswanto, Joko
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Keberterimaan Terjemahan Alat Kohesi pada Novel I Am Number Four dalam Bahasa Indonesia Iswanto, Joko
Linguistik, Terjemahan, Sastra (LINGTERSA) Vol. 6 No. 1 (2025): LINGTERSA
Publisher : TALENTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/lingtersa.v6i1.19643

Abstract

This study aims to the acceptability of the translation of device cohesion in the novel I Am Number Four“No. 4 adalah Pahlawan bagi Generasi Ini”. The theory of cohesion as the basic of this study is proposed by Halliday dan Hasan (1976). The assessment of acceptability of translation quality used instrument of translation acceptability model by Nababan (2012). The method of research was a descriptive qualitative. While the source of data in this research were words and phrases were taken in the novel I Am Number Four (ST) and its translation “No. 4 adalah Pahlawan bagi Generasi Ini” (TT). The data were words and phrases belonging to grammatical cohesion, the total was 93 those consist of 71 words and 22 phrases in ST and 30 words and 63 phrases in TT. The results of the research on 93 data showed that 83 data were considered acceptable 89.25 %, 6 less were considered acceptable 6.45 %, and 4 were considered unacceptable 4.30 %.
Students’ Perceptions on The Use of Tinkerbell Video in Listening Comprehension Iswanto, Joko
ANTHOR: Education and Learning Journal Vol 4 No 1 (2025): Anthor 2025
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v4i1.368

Abstract

The study aimed to analyze students' perceptions on the use of Tinkerbell videos in listening comprehension. The objective of this research was to investigate students’ perceptions in using Tinkerbell video for listening comprehension at the 11th grade of SMKN 4 Tanjungpinang. This research was an analytical study using the purposive sampling method, which was 15 students as participants. This research used descriptive quantitative research design, utilizing questionnaire and interviews as the instruments. However, only seven students were interviewed. The researcher found that in cognitive sub-aspect of the questionnaire, 59% of the students agreed that Tinkerbell helps them learn many new words through listening. In the affective sub-aspect, 73% of students believed that watching Tinkerbell made them feel more comfortable studying English. In the conative sub-aspect, 67% of 15 students agreed that they should regularly record all new words from Tinkerbell in their books. However, in another conative sub-aspect, 73% of students disagreed, stating that Tinkerbell video had no impact on their ability to learn listening skills. Nevertheless, all interviewed students responded positively to using Tinkerbell videos to language learning, describing them as engaging, fun, and exciting.
Linguistic Errors in Students’ Undergraduate Thesis Background at STAI Miftahul ‘Ulum Tanjungpinang Wulandari, Dwi Nur; Afdal, Taufik; Iswanto, Joko
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 3 No. 1 (2021): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v3i1.4988

Abstract

Abstract This research was aimed to find out: (1) Types of linguistic errors that students of the English education department of Miftahul ‘Ulum Tanjungpinang commit in writing a thesis, especially in the background section. (2) The most and least dominant linguistic errors were found based on Dulay’s surface strategy taxonomy theory in students of English education department of Miftahul ‘Ulum Tanjungpinang thesis, especially in the background section. This research used a mixed-method (qualitative and quantitative. The qualitative method was used to describe 4 types of linguistic errors based on Dulay’s theory such as addition, omission, misformation, and misordering. While the quantitative method was used to calculate the data include the 4 types of linguistic errors. The data collected in this research were analyzed by using Dulay’s theory and percentage formula. There were 110 students’ theses which were the populations of the data and 10 of them were the samples. The result of the research revealed that there are 128 sentences were contained linguistic errors. The 128 sentences were classified based on 4 types with each presentation. They are addition (11%), omission (30%), misformation (59%), and misordering (1%). Based on the result it can be concluded that misformation was the highest percentage of types of linguistics errors were found in students’ thesis background. Where such errors included subject-verb agreement (31 errors), spelling (18 errors), preposition (14 errors), pronoun (5 errors), capitalization (4 errors), and article (3 errors). Keywords: Error, Linguistic, Linguistic Error, Error Analysis
An Analysis Students’ Difficulties in English Speaking Skill at MAN 1 Natuna Iswanto, Joko; Mayasari, Eka; Sy. Nurfadilah
Journal of Educational Review and Cultural Studies Vol. 2 No. 2 (2024)
Publisher : Regalia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61540/jercs.v2i2.20

Abstract

This research describes the analysis of student difficulties in English speaking skills faced by 10th Grade students of MAN 1 Natuna in the 2021/2022 academic year. This research used qualitative research methods. The researcher chose class X IPA 1 as the object with a total of 27 students. In collecting the data, researcher used observations, and interview. From the data analysis, the researcher found some conclusion The problem of students in mastering speaking skills is that students have limited vocabulary, they confused to pronounce words in English, lack grammar, cannot speak fluently, and have difficulty understanding what the speaker is saying. In addition, students inhibit to practice speaking English and usually use their mother tongue. The cause of students having difficulty in mastering speaking skills refers to the learning objectives, it can be concluded that students have psychological factors such as lack of confidence, fear of being wrong, anxiety, shame and lack of motivation that hinders them in practicing speaking in English. These factors, such as fear of making mistakes, are generally caused by their fear of being laughed at by their friends.
HOW DO STUDENTS FACE ENGLISH SPEAKING DIFFICULTIES AT A COASTAL REGENCY OF NATUNA: A CASE STUDY AT AN ISLAMIC STATE SENIOR HIGH SCHOOL Iswanto, Joko; Nurfadilah, Syarifah
Indonesian Journal of Studies on Humanities, Social Sciences and Education Vol. 1 No. 1 (2024): Indonesian Journal of Studies on Humanities, Social Sciences, and Education (IJ
Publisher : GoAcademica CRP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/sxa17g63

Abstract

This research describes the analysis of student difficulties in English speaking skills faced by 10th Grade students of MAN 1 Natuna in the 2021/2022 academic year. This research used qualitative research methods. The researcher chose class X IPA 1 as the object with a total of 27 students. In collecting the data, researcher used observations, and interview. From the data analysis, the researcher found some conclusion The problem of students in mastering speaking skills is that students have limited vocabulary, they confused to pronounce words in English, lack grammar, cannot speak fluently, and have difficulty understanding what the speaker is saying. In addition, students inhibit to practice speaking English and usually use their mother tongue. The cause of students having difficulty in mastering speaking skills refers to the learning objectives, it can be concluded that students have psychological factors such as lack of confidence, fear of being wrong, anxiety, shame and lack of motivation that hinders them in practicing speaking in English. These factors, such as fear of making mistakes, are generally caused by their fear of being laughed at by their friends.
Students’ Perceptions on The Use of Tinkerbell Video in Listening Comprehension Iswanto, Joko
ANTHOR: Education and Learning Journal Vol 4 No 1 (2025): Anthor 2025
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v4i1.368

Abstract

The study aimed to analyze students' perceptions on the use of Tinkerbell videos in listening comprehension. The objective of this research was to investigate students’ perceptions in using Tinkerbell video for listening comprehension at the 11th grade of SMKN 4 Tanjungpinang. This research was an analytical study using the purposive sampling method, which was 15 students as participants. This research used descriptive quantitative research design, utilizing questionnaire and interviews as the instruments. However, only seven students were interviewed. The researcher found that in cognitive sub-aspect of the questionnaire, 59% of the students agreed that Tinkerbell helps them learn many new words through listening. In the affective sub-aspect, 73% of students believed that watching Tinkerbell made them feel more comfortable studying English. In the conative sub-aspect, 67% of 15 students agreed that they should regularly record all new words from Tinkerbell in their books. However, in another conative sub-aspect, 73% of students disagreed, stating that Tinkerbell video had no impact on their ability to learn listening skills. Nevertheless, all interviewed students responded positively to using Tinkerbell videos to language learning, describing them as engaging, fun, and exciting.
Co-Authors Afdal, Taufik Mayasari, Eka Nurfadilah, Syarifah Sy. Nurfadilah Wulandari, Dwi Nur