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Grammatical Errors in the English Translation Made by the Students of English Study Program of UKI Toraja Matius Tandikombong; Haryanto Atmowardoyo
ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016
Publisher : Universitas Negeri Makassar

This research is aimed at describing the grammatical errors made by the students in translating Indonesian into English. Four objectives are fromulated: 1.To find out the types of errors that the students make in translating sentences from Indonesian into English 2.To find out the most frequent errors made by the students of UKI Toraja 3.To find out the source of error that the students make in translating Indonesian text into English text and 4. To find out the differences in number of grammatical errors made the students of different levels of UKI Toraja. The method used was a descriptive method. The population of this research was the fourth-semester and the sixth-semester students of UKI Toraja in the academic year 2014/2015. The fourth-semester students consisted of 270 as the population in this research. Thirty (30) students were taken as the sample. The sixth-semester students also consisted of 270 students as a population in this research and30 students were taken as the sample. The research findings reveal that the most frequent errors in both levels are errors in verbs; and that most of the errors are due to overgeneralization and the ignorance of the rule restriction. Keywords: Grammatical errors, Indonesian text, English text, Verb, Noun, Conjunction, Pronoun, Adjective, Adverb, Article, Preposition.

TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM CONTEXT: A DISCOURSE ANALYSIS AT MUHAMMADIYAH UNIVERSITY IN SOUTH SULAWESI Wongso Adi Saputra; Haryanto Atmowardoyo
ELT Worldwide: Journal of English Language Teaching Vol 2, No 1 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v2i1.1254

In teaching and learning process of the L2, the use of L1 in mediating the learning is needed to be considered. Therefore, this article aimed at finding out the support of the translanguaging on TEFL since translanguaging is the way of functioning L1 in teaching L2. The qualitative method was done in this research. The subjects were two English lecturers of Muhammadiyah University of Makassar in English Teaching and Training Department. The data were collected through interviewing and observing those two lecturers in the classroom teaching and learning process. Then, in addition to the data, those lecturers’ students were interviewed in order to dig their perception of the used of translanguaging in the L2 acquiring process. Furthermore, the data were analyzed using descriptive qualitative analysis. In the research findings there were five types of translanguaging as the way of the L1 and the L2 interacted each other in the classroom that used by the lecturers in teaching and learning process. Besides, there were ten functions of translanguaging as the action toward the L1 and the L2 in the classroom. Furthermore, translanguaging gives the support on TEFL in the classroom context. Key words: Translanguaging, First Language (L1), Second Language (L2).

Podcast Effects on EFL Learners’ Listening Comprehension Abdul Rahman; Haryanto Atmowardoyo; Kisman Salija
ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018)
Publisher : Universitas Negeri Makassar

Undoubtedly the Internet sources are absolutely beneficial to the senior high school students since they carried the target language together in itself. The present study aimed to explore podcast effects on EFL learners’ listening comprehension. This study involved sixty students chosen from the eleventh grade students of the science department at SMU Negeri 1 luwu in 2017/2018 academic years. They divided into two groups, namely the experimental and control group. The listening comprehension test and the open-ended questions administered to fulfil the objectives of the study. The quantitative data were analysed by utilizing paired and independent samples t-test, and the qualitative data was analysed through an open coding technique by identifying, naming, and describing the phenomena of the gathered data. The quantitative results indicated that the use of podcast was more effective than the use of non-podcast. It was proven by the value of the mean score from both of the groups (53.73 ˃ 37,46). The different (df) of those two mean scores was statistically significant based on the the t - test value at 0.05 significance level. The probability value was smaller than significant level (0.000 < 0.05). In other words, the result of hypothesis testing found that t-value = 4.791 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted and Ho was rejected. In addition, the result of open-ended question analysis highlighted that podcast was attractive in the teaching and learning of English as a foreign language listening comprehension.Podcast, Listening Comprehension, Learning Interest

University English Teachers and Students’ Perceptions of Language Choices in EFL Classroom Rahmah Julianti; Haryanto Atmowardoyo; Murni Mahmud
ELT Worldwide: Journal of English Language Teaching Vol 3, No 2 (2016): ELT Worldwide, October 2016, P-ISSN 23033037
Publisher : Universitas Negeri Makassar

This research deals with university English teachers’ and the students’ perceptions regarding language choices used in the EFL classroom. This research involved two English lecturers and thirty two second semester students of English education in STKIP YPUP Makassar. This research applied qualitative approach. The data were collected via observation, interview and recording. The data obtained were analyzed in three phases, namely data reduction, data display and conclusion or verification. The result of the research showed that the lecturers preferred employing bilingual approach with the ideal language choice was English tended to be used less than Indonesian in the classroom. They did have language choices for the classroom interaction in which English was considered as the right choice for the lecturers in asking students’ feeling, praising, giving questions and directions as well as the students’ response for specific category while Indonesian was for joking, using the students’ idea, giving information, criticizing the students’ behavior and the students’ response for open-ended category. Surprisingly, the students’ language choices for this classroom interaction indicated the same preferences. However, they considered monolingual as important thing in English class yet still thought the need of Indonesian in which language rule was needed to apply. As a whole, they demanded more English exposure in the classroom interaction with inevitable allowance of Indonesian. Key words: Language choices, Perceptions, EFL classroom

Learning Strategies and Styles of a Part Time Job Student With Good Achievement (A Case Study of a Successful Part Time Job EFL Learner) Rigel Sampelolo; Haryanto Atmowardoyo
ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016
Publisher : Universitas Negeri Makassar

This research intended to find out the comprehensive description of learning strategies, and styles applied by the part-time job University student at the Christian University of Indonesia Toraja, and all the contributing factors that affect his learning process. The method used in this research was grounded theory. The instruments were an interview, direct observation, and documentation. The participant of the research was the part-time job student academic year 2014/2015 at English Department of Christian university of Indonesia Toraja. The result of the research showed that (i) the learning strategies performed by this student were the direct and indirect strategy. The direct strategy included memory, cognitive, compensation strategies while indirect strategy covered affective and social strategy. (ii) Learning styles perform by this student were visual and kinesthetic style. And (iii) the factors contributing to student's success were Personality, Motivation, English practicing, Social interaction, and Self-management. Keywords: learning strategies, learning styles, contributing factors to learning process, part time job student.

English Listening Lesson Library Online (ELLLO) as a Supporting Media in Learning Listening Sukmawati Tono Palangngan; Haryanto Atmowardoyo; Sukardi Weda
ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016
Publisher : Universitas Negeri Makassar

This research aims to find out: (1) whether the use of English Listening Lesson Library Online (ELLLO) affects the students’ Listening comprehension achievement and (2) students’ perception tow Engish Listening Lesson Library Online (ELLLLO). This research employed Quan-Qual method with a type of quasi-experimental design namely regression discontinuity design. The population was the second year students of SMAN 3 Palopo which consisting of nine classes in 2014/2015 academic year. The total number of population was 270 students. This research used the combination of random sampling and nonrandom sampling technique, random sampling to decide the sample of the quantitative analysis and nonrandom sampling to decide the qualitative analysis. The data were collected by two instruments namely a listening test and interview. The description of data collected through the listening comprehension test showed that ELLLO (English Listening Lesson Library Online) is significantly affecting the students listening comprehension. All students agree that English listening Lesson Library Online (ELLLO) is a good supporting media since they have used it for about six weeks and their favourite activity is game activities. Keywords: effect, ELLLO, listening

The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua Wa Lisda; Muhammad Asfah Rahman; Haryanto Atmowardoyo
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

This research is conducted to find out: (1) whether the use of Macromedia Flash Animation enhance students' writing skill or not; (2) the students' interest in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on the questionnaire, it is found that the mean score is 80.15 which was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically, the research result indicates that Macromedia flash animation is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.

INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS FROM DIFFERENT CULTURES IN EFL CLASSROOM INTERACTION IN HIGHER INSTITUTION Sukardi Weda; Fathu Rahman; Haryanto Atmowardoyo; Iskandar Abdul Samad; Siti Sarah Fitriani; Mawardin M. Said; Andi Elsa Fadhilah Sakti
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3148

The authors address the study on intercultural communicative competence (ICC) of EFL students from different culture at higher education in the classroom setting. ICC is the most interesting and important topic in every meeting among people from different ethnic groups. López-Rocha (2016) mentions that intercultural communicative competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, and communicators. This present study therefore aims at exploring students’ perceptions on the practice of intercultural communication competence in EFL classroom at English Department, Faculty of Languages and Literature State University of Makassar, Indonesia in 2019/2020 academic year. A questionnaire was distributed and responded by fifty four undergraduate students. The data obtained from respondents were analyzed using descriptive statistics illustrating mean, standard deviation (SD), sum, and percentage of students’ perceptions on the questionnaire dealing with ICC practices in EFL classroom. The findings reveal that the students enjoy interacting with other students from different cultures. Other evidences from the study are: 1) they find it easy to talk to students from different cultures, 2) they like to be with students from different cultures, 3) they are open-minded to students from different cultures, 4) they respect the ways students from different cultures behave, 5) They try to get as much information as they can when interacting with students from different cultures, 6) they never think their culture is better than other cultures, 7) they often give positive responses to students from other cultures when maintaining interaction, and 8) they have a feeling of enjoyment towards diversity in their classroom interaction. The implication of the study is that the inclusion of ICC in the curriculum at higher education is a must.

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