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All Journal Jurnal Studi Guru dan Pembelajaran Indonesian TESOL Journal Teaching English as a Foreign Language Overseas Journal (TEFLO) English Language Teaching Methodology (ELTM)
Sallata, Yizrel Nani
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Education Languange, Linguistic, Communication & Media Social Sciences

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TRANSLATION APPLICATIONS IN EFL CLASSROOM: INSIGHTS FROM STUDENT PERCEPTIONS Siumarlata, Viktor; Sallata, Yizrel Nani; Rachel
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1541

Abstract

With the advanced and innovative development of Information and Communication Technologies (ICT), translation apps have gained popularity. As a language learning tool, translation app has become increasingly popular among students, especially those who are learning a new language on their own. Learning a foreign language can be a challenging task, especially if you are not fluent in the language you are trying to learn. However, with the help of modern technology, translation apps can be one of the tools to help learn a new language. The objective of this research is to investigate the students’ perception on the use of translation applications. This study uses a qualitative method. Researchers applied this method to describe students’ perceptions about the use of translation apps in learning foreign languages. The results of this study indicate that the sixth semester srudents of English Education Study Program of UKI Toraja (Christian University of Indonesia Toraja) have 2 different perspectives in responding to the use of translation applications in learning foreign languages, namely positive and negative perspectives. From the positive perspective, mostly students stated that translation app in learning are really helpful in translating languages, increasing vocabulary, translation apps speed us up in translating languages, easy to use, and some of them are free. From negative perspective, most of the students stated that translation app can make them lazy to learn new things and become dependent, so there is no effort to try to increase knowledge
A SEMANTIC ANALYSIS OF COMMON ERRORS: EVALUATING THE LIMITS OF ONLINE TRANSLATION APPLICATIONS Siumarlata, Viktor; Sallata, Yizrel Nani; Tandikombong, Matius; Rachel
English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i3.1746

Abstract

This article examines the evaluation of translation errors made by using online translation applications. Online translation applications are increasingly important for cross-language communication, but their quality often contains errors and defects. The research uses qualitative methods with a descriptive analysis approach, focusing on sixth-semester English students at the Indonesian Christian University of Toraja. The study consists of 10 Indonesian sentences translated into English using an online translation application. The results of semantic analysis show significant translation errors, including context-related errors, loss of nuance, and word choice errors. Inconsistencies in translation between sentences are also observed. The article emphasizes the importance of human skills in translation and double-checking translation results. It emphasizes the need for a deeper understanding of context and nuance. While online translation apps can be useful tools, careful and critical evaluation is still essential to ensure optimal quality in cross-language communication.
THE BENEFITS OF DEBATE FOR ENGLISH STUDENTS  IN SPEAKING SKILLS AT UKI TORAJA Limbong, Limbong; Sallata, Yizrel Nani; Arrang, Judith Ratu Tandi
Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/1gv95q43

Abstract

The purpose of this research is to find out about the benefits of debate on English students in speaking skills at UKI Toraja. Researcher use qualitative methods in research. This data was taken from 10 (ten) English students who were collected using a purposive sampling technique. To obtain data, researchers used interviews and analyzed using Sugiyono's theory. The results of the research show that there are several benefits of debate for English students in speaking skills, being involved in debate activities will be very beneficial for students, including how to convey arguments well, increasing students' self-confidence, improving logical and analytical thinking skills, can help students to improve new knowledge and also improve the ability to organize in a structured manner. Based on the results of the research above, the researcher concluded that students received several benefits from debate after participating in debate activities at UKI Toraja.
THE READINESS OF PLP 2 UKI TORAJA STUDENT TO BECOME A COMPETENT ENGLISH TEACHER: AN ANALYSIS OF THE FOUR TEACHER COMPETENCIES Pasauran, Masriany; La'biran, Roni; Sallata, Yizrel Nani
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/1c54e979

Abstract

The objective of the research is to find out how is the level of readiness of PLP 2 UKI Toraja students to become competent English teachers based on the four teacher competencies. This research refers to the four standard teacher competencies, namely pedagogic competence, professional competence, personality competence, and social competence. In this study, researchers used quantitative research methods. The instrument used was a questionnaire in the form of a Likert scale. Data processing used descriptive percentage analysis, which is a description of the questionnaire consisting of 23 statement items. Answers from the questionnaire were obtained from 92 students from SMPN 1 Rantepao as respondents. Based on the results of this research, it was concluded that the readiness of PLP 2 UKI Toraja students to become competent English teachers was classified as very ready based on the four teacher competency standards. This can be seen from the achievement results of the data calculations obtained, it was found that the pedagogic competence of PLP 2 UKI Toraja students was 85.22%, professional competence obtained a percentage of 87.88%, personality competence with a percentage of 91.41%, and social competence which received an assessment from students with a percentage of 85.48%. The results of all these percentages fall into a very ready level of readiness with a range (71%-100%) to become a competent teacher candidate.
EXPLORING EFL LEARNERS’ WRITING SELF-EFFICACY Pabangke, Alfin; Sallata, Yizrel Nani; Patanduk, Sushy Teko
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/wp7swg58

Abstract

This study explores the factors contributing to the writing self-efficacy of EFL (English as a Foreign Language) learners at Universitas Kristen Indonesia Toraja (UKI Toraja). Using a qualitative approach with a case study design, the research involved five seventh-semester students from the English Education Study Program. Data were collected through in-depth interviews and analyzed using Miles and Huberman's qualitative analysis techniques. The findings reveal that students' writing self-efficacy is influenced by both internal and external factors. Internal factors include diverse writing experiences, motivation and initiative, and emotional states such as anxiety or enthusiasm during writing. External factors encompass inspiration from peers' and lecturers' writing, social support, and collaborative learning environments. Challenges such as lack of motivation, difficulty in generating ideas, and language barriers also play a significant role.
The Benefits of Debate for English Students In Speaking Skills at University Limbong; Sallata, Yizrel Nani; Arrang, Judith Ratu Tandi
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.7277

Abstract

The purpose of this research is to find out about the benefits of debate on English students in speaking skills at UKI Toraja. Researcher use qualitative methods in research. This data was taken from 10 (ten) English students who were collected using a purposive sampling technique. To obtain data, researchers used interviews and analyzed using Sugiyono's theory. The results of the research show that there are several benefits of debate for English students in speaking skills, being involved in debate activities will be very beneficial for students, including how to convey arguments well, increasing students' self-confidence, improving logical and analytical thinking skills, can help students to improve new knowledge and also improve the ability to organize in a structured manner. Based on the results of the research above, the researcher concluded that students received several benefits from debate after participating in debate activities at UKI Toraja. Keywords: Benefits: English: debate; Speaking ability
Comparative Analysis of The Students’ Speaking Anxiety Level at English Study Program of UKI Toraja Gayatri, Nina; Tulaktondok, Linerda; Sallata, Yizrel Nani
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 1 (2023): Januari-April 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.1.2023.6296

Abstract

This study investigates the speaking anxiety levels among students enrolled in the English Study Program at UKI Toraja, motivated by a noticeable reluctance among students to engage in speaking competitions and public speaking events. The research seeks to determine whether there are significant differences in speaking anxiety levels across students from different academic semesters. A quantitative approach was used to assess these levels, with participants comprising 15 first-semester students, 8 third-semester students, 15 fifth-semester students, and 23 seventh-semester students. The data were collected through an 18-item questionnaire designed to evaluate common indicators of speaking anxiety, including cognitive, emotional, and physiological symptoms that typically occur during speaking tasks. The analysis was conducted using One-Way Analysis of Variance (ANOVA) through Microsoft Excel to identify whether the variations in anxiety across semesters were statistically significant. The findings revealed substantial differences in anxiety levels among the students. For the low level of anxiety, the analysis produced a p-value of 5.42E-14, indicating a statistically significant difference. Similarly, for the moderate level of speaking anxiety, the p-value was 4.19E-12, and for the high level, the p-value was 2.62E-14, both below the standard significance threshold of 0.05. These results confirm that students’ speaking anxiety does indeed vary significantly across academic semesters, suggesting that anxiety may decrease or shift in nature as students progress through their studies. However, the persistence of high anxiety in some advanced students also suggests that academic experience alone may not be sufficient to eliminate anxiety without targeted support. In conclusion, this study contributes to the broader understanding of speaking anxiety in EFL contexts by highlighting its variation based on semester level, thus emphasizing the need for semester-specific pedagogical strategies, early intervention, and continuous support to help learners overcome their anxiety and enhance their oral communication competence throughout their academic journey.
Students’ Perceptions of the Literature Circles Method in English Learning at SMKN 1 Toraja Utara Palulun, Demma; Sallata, Yizrel Nani; Tulaktondok, Linerda
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 1 (2023): Januari-April 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.1.2023.6298

Abstract

This study investigates students’ perceptions of the integration of Literature Circles as a strategy in English language learning among eleventh-grade students in the TKJ (Computer and Network Engineering) program at SMKN 1 Toraja Utara, Indonesia. Literature Circles are a student-centered approach where learners engage in small group discussions based on selected literary texts. This method aims to promote reading comprehension, encourage communication, foster collaborative learning, and develop critical thinking in a supportive environment. A total of 54 students participated in the study by completing a structured questionnaire consisting of 28 statements 14 positive and 14 negative related to their experiences with Literature Circles. The questionnaire was administered using a Likert scale format to quantify levels of agreement, allowing for a detailed analysis of student perceptions. The results show a predominance of positive student responses. More than 80% of the participants “strongly agreed” that Literature Circles positively impacted learning and personality (88.88%), improved communication with teachers (88.14%), encouraged meaningful peer interaction (86.66%), and enhanced reading comprehension (86.29%). Students also acknowledged the method’s ability to build responsibility, motivation, and critical thinking. However, the study also uncovered key challenges, including perceptions of unclear teacher roles (78.14%), inconsistent evaluation practices (71.48%), and the marginalization of less confident or less proficient students (70.37%). Other concerns involved unstructured group discussions and difficulties in choosing appropriate texts, highlighting the importance of scaffolding and teacher facilitation. These findings suggest that while Literature Circles are generally effective in promoting engagement and language development, their implementation requires thoughtful planning, especially in vocational education settings where learner diversity and varying literacy levels are common. A balance between student autonomy and structured guidance is essential to optimize the learning outcomes of all participants.
Challenges in Implementing Differentiated Learning in English Classes: Teachers’ and Students’ Perspectives Rini, Tasya Yanti; Patanduk, Sushy Teko; Sallata, Yizrel Nani
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 2 (2023): Mei - Agustus 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.2.2023.6301

Abstract

This study investigates the challenges faced by English teachers in implementing differentiated learning and explores students’ perceptions toward this approach in class XI at SMAN 5 Tana Toraja. Using a qualitative method, data were gathered through classroom observations and interviews with English teachers. The findings reveal that while differentiated strategies, such as group learning, multimedia, and task variations, improve student engagement and comfort, several barriers persist. These include time constraints, large class sizes, and diverse student abilities. Nonetheless, both teachers and students acknowledged the benefits of adapting teaching styles to meet students’ varied needs. The study recommends continuous innovation and teacher support to enhance Differentiated learningin English language classrooms
Co-Authors Gayatri, Nina Judith Ratu Tandi Arrang La'biran, Roni Limbong Limbong, Limbong Matius Tandikombong, Matius Pabangke, Alfin Palulun, Demma Pasauran, Masriany Patanduk, Sushy Teko Rachel Rachel Rini, Tasya Yanti Tulaktondok, Linerda Viktor Siumarlata