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Correlation Between Vocabulary Mastery and Fluency in Speaking at Universitas Tanjungpura Diyas Herdian Putra; Ikhsanudin Ikhsanudin; Eusabinus Bunau
Premise: Journal of English Education and Applied Linguistics Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v10i1.3348

This research, entitled “Correlation Between Vocabulary Mastery and Fluency in Speaking” was carried out to the fifth semester students of English Education Study Program. The population of this research is fifth semester students of English Education Study Program of Teacher Training and Education Faculty at Tanjungpura University with the sample size of 30. The result of data analysis revealed the correlational between both variable from the samples is showing the correlational coefficient (r) value of 0.19. This value showed vocabulary mastery has low correlation with fluency in speaking. The contribution of vocabulary mastery to fluency in speaking is 3.6% which is almost non-existent. The hypothesis was tested by comparing the r value with r table, with the degree of freedom (df = n-2) of 28 and 1% level of significance. The r value (0.19) is lower than r table (0.463). It means, the alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. With this research done, students should improve their speaking ability and remember more vocabularies to become a more and better speaker. The writer hopes this research may be beneficial to the readers and might resulting in newer research with different aspect and better concepts.

The Reflexive Pronoun of the Bidayuh-Somu Language: Its Comparable Process to English Language Suffix -self/-selves Eusabinus Bunau
Lingua Cultura Vol. 15 No. 1 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i1.6897

The research aimed to describe the reflexive pronoun of the language of the Bidayuh-Somu and English in terms of its formation process. The research data were reflexive pronoun of the Bidayuh-Somu language taken from the dissertation and the English language reflexive pronoun taken from the website. The method of research was comparative, and the technique of data analysis was descriptive. It is found that morphologically, the reflexive pronoun of the Bidayuh-Somu language is formed by attaching the prefix goni- that is derivational to free morpheme. In the English language, the reflexive pronoun is formed by affixing the suffix -self/-selves that is inflectional to free morpheme. The free morpheme, in the case of these two languages, is a personal pronoun. In terms of function, the two morphemes are both class-maintaining. Furthermore, in terms of word meaning, they are unchanged. The complex word the prefix goni- forms is prefixal, while the complex word the suffix -self/-selves forms are suffixal. The importance of comparing the prefix goni- with the suffix -self/-selves is to linguistically provide a description of similarities in terms of the morphological process for reflexive pronoun formation. Although the process of affixation is different, one employs derivational, and the other one applies inflectional. However, the description indicates that the two affixes are similar in terms of duty to reflexive pronoun formation. In the syntactic model of morphology, the use of the two reflexive pronouns is to intensify or emphasize the personal pronoun. They reflect upon the sentences’ subjects or as antecedents of the subjects in sentences.

MORPHOLOGY OF THE LANGUAGES: OVERVIEW OF THE EXEMPLIFICATIONS OF ENGLISH, INDONESIAN, IBAN, AND KANAYATN Eusabinus Bunau
Journal of English Educational Study (JEES) Vol 5, No 1 (2022): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i1.1624

This study is an overview of morphological words and their formation process based on the exemplifications of the English, Indonesian, Iban, and Kanayatn. The objective of the article is to describe the form or morph and meaning of morphological word elements. The data for this article is secondary, that is, ready-to-use data, taken from examples of morphological words of the four languages. The technique for data analysis is comparative. It compares the morphological word elements and formation process of the languages. Since the three languages are Austronesian, therefore, the comparison is basically between the English and Austronesian, comprising Indonesian, Iban, and Kanayatn. The data taken from the morphological word examples reveal that the morphological word elements or word-formation of the languages are similar, that is, root or stem and bound morpheme. At the same time, the process is derivational affixation and inflection. For English, the inflection involves the process of suffixation, an internal modification, and the replacement order of the lexemes. Although the example is very limited and shown as a case or indication, the Austronesian, especially Indonesian, also has the inflectional system. It applies by infixation to signify plurality.

Studio Quiz Used as a Test to Comprehend Listening Skill: Perception of English Education Study Program Student of Tanjungpura University Eusabinus Bunau
JETL (Journal of Education, Teaching and Learning) Vol 5, No 1 (2020): Volume 5 Number 1 March 2020
Publisher : STKIP Singkawang

This article is excerpted from research entitled Comprehending Listening Skill through Quiz. The quiz was administered to students of the English Education Study Program as a semester final test of Listening for Academic Purposes subject. The method of research is quantitative and intended to find out whether or not literature, sport, history, and general knowledge on the quiz was a matter for students to comprehend. The quiz administered to test the students was taken from www.bbclearningenglish.com. The primary data of the research was collected by surveying, and the secondary data was the result of the semester's final test. The survey was implemented by distributing a questionnaire to 43 student respondents attending the test. The technique of data analysis is descriptive. The research found that literature, sport, history, and general knowledge on the quiz were matters to students to comprehend. The matters were varied in accordance with skills characteristics such as the spelling of vocabulary, and the writing of phrase, sentence, and number.

ANALYSIS OF MORAL VALUES IN THE ENOLA HOLMES MOVIE Natalia Sri Kurniati; Eusabinus Bunau; Yanti Sri Rezeki
Sirok Bastra Vol 10, No 1 (2022): Sirok Bastra
Publisher : Kantor Bahasa Provinsi Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37671/sb.v10i1.354

The purpose of this research was to examine the kinds of moral values and describe how they are presented in the Enola Holmes movie directed by Harry Bradbeer. The research design was a descriptive qualitative study and the Enola Holmes movie script was the primary data source. The SPEAKING Model (setting, participants, ends, act sequence, key, instrumentalities, norms, genre) by Dell Hymes is used as the framework to assess the conversation in the movie. The results showed that the movie contained some moral values defined by Haidt such as care, fairness or proportionality, liberty, authority or respect, and loyalty or in group, also moral values defined by Barrow, such as fairness, respect for persons, freedom, and well-being. The most dominant moral values in this movie were liberty or freedom. The moral values are stated mostly by the characters in the movie directly, while some are stated indirectly. The moral values described in this research have important implications for teachers and other researchers, which encourage the use of various tools in analyzing discourse in literary works and able to apply the moral values in daily life.Keywords: moral value, literature, SPEAKING model, descriptive.

DEVELOPING A PICTURE BOOK OF LOCAL FOLKTALES TO FACILITATE READING LITERACY FOR THE 8TH GRADE STUDENTS OF SMP ANAK NEGERI SANGGAU Evander Fraseda; Endang Susilawati; Ikhsanudin Ikhsanudin; Eusabinus Bunau; Surmiyati Surmiyati
Journal of English Educational Study (JEES) Vol 5, No 2 (2022): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i2.1934

This study aimed to develop local folktales content for junior high school students based on local folktales from the Sanggau regency. To achieve the aim, this research was done by focusing on knowing what kind of a picture book was developed, how a picture book was done, and how appropriate the product was. The book was to facilitate class VIII students in reading literacy programs. This research used Design and Development by Branch. There were 20 students in the eighth grade and an English teacher of SMP Anak Negeri Sanggau as the objects. Design and development based on ADDIE consist of analysis, design, and development. The data collection of this research was done through interviews, questionnaires, and documentation. The findings of this study revealed the needs analysis at the student level, product needs, product topics, and product design. Thus, it was found that the product was appropriate for the students through the validations.

Nasal verbalization of the Kanayatn Dayak Language Eusabinus Bunau
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This research aims to study the feature of nasals in the Kanayatn Dayak language, spoken in West Kalimantan, Indonesia, and whether they are replacive or additive to particular initial phonemes of the root. The data were collected by recording and interviewing five informants of 45-55 years old native speakers of Kanayatn Dayak. Through the descriptive linguistics approach to describe the linguistic features of the nasals, this study revealed that the feature could be both replacive and additive, depending on the initial phoneme of the root word the nasals enter. These replacive and additive nasal verbalization processes function as class-maintaining and class-changing based on the root class to the nasals attached. As a replacive, the nasal verbalization process replaces the first phoneme of the root with nasals /m-/, /n-/, /ŋ-/, and nasal /ɲ-/. As additive verbalization, it is added to first phoneme of the root by employing allomorph /ma-/ and alternant /m-/, allomorph /am-/, allomorph /an-/ and alternant /n-/, and nasal /ŋ-/ and allomorph /ŋa-/. The replacive nasal verbalization makes the first phoneme of root covert. It is replaced with the replacive nasals. Then, the additive verbalization process maintains the first phoneme of the root staying overt. As a result, these additive nasals also create double homorganic-nasal oral consonants at the first phoneme of the verbs. The verbalization process involving additive allomorph only maintains the first phoneme of the root staying overt. In complex word formation, nasal verbalization creates active transitive and intransitive verbs.

PELATIHAN PENGGUNAAN APLIKASI REFERENSI UNTUK MENUNJANG PENULISAN AKADEMIS BAGI MAHASISWA PENDIDIKAN BAHASA INGGRIS Sumarni Sumarni; Eka Fajar Rahmani; Eusabinus Bunau; Rahayu Apriliaswati; Eni Rosnija; Luwandi Suhartono
As-Sidanah Vol 5 No 1 (2023): APRIL
Publisher : LP2M Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/assidanah.v5i1.77-93

The public service activity was carried out as a workshop aimed at helping English Education students, especially semester 6, in writing citations and bibliographies using the Mendeley application. The activity was carried out for one day, starting at 07.30-17.00 WIB with five sessions, each held for 60 to 95 minutes. The activity participants were 43 English Education students from 3 different institutions. The method used in implementing the public service activity was Participatory Action Research (PAR) where the participants were the center of the activityThe results of the analysis showed that the training activities went smoothly and very well, the students participated enthusiastically during the activity. The indicators of the success are shown from the five (5) indicators including (1) significantly increasing participants' ability to write citations and bibliography; (2) the running of activities in accordance with the plan is effective and efficient; (3) the enthusiasm of participants that exceeds the target participants; (4) very positive responses from participants; and (5) there are suggestions to hold similar activities more often with more target participants. The authors expect that training activities like this can be carried out again and become an agenda considering the benefits to the target participants.

Morphological Words Awareness in Reading Text Comprehension by Indonesian EFL Teachers Eusabinus Bunau
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 8(2), November 2023
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v8i2.612

Since English is a foreign language in Indonesia and its teaching and learning is a text-based approach, it is essential to address the role of morphological words in the text. This current research aimed to investigate the awareness of English teachers on morphological words, specifically derivational and inflectional words, during reading text comprehension. The data used for this research was primary and secondary. A survey to collect the data was administered to 71 teachers from 24 (of 34) provinces attending an online professional in-service training program. The tool was a closed-ended questionnaire, adapting a 5-Likert scale with ten statements concerning derivational and inflectional words. The options of the questionnaire respectively are strongly aware, aware, hardly aware, unaware, and strongly unaware. The data were analyzed using the relative frequency distribution formula. Although it contradicts observation during the online training, this research revealed that the quality of awareness covering derivational and inflectional words was situated between 60%-80%, and the category is aware. The mean score of awareness of derivational and inflectional words are 76.29 and 74.05. The implication of this research to participants in implementing derivational and inflectional word awareness in reading text comprehension is immediate for their real teaching routines in the classroom.

Nasal verbalization of the Kanayatn Dayak Language Eusabinus Bunau
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.25324

This research aims to study the feature of nasals in the Kanayatn Dayak language, spoken in West Kalimantan, Indonesia, and whether they are replacive or additive to particular initial phonemes of the root. The data were collected by recording and interviewing five informants of 45-55 years old native speakers of Kanayatn Dayak. Through the descriptive linguistics approach to describe the linguistic features of the nasals, this study revealed that the feature could be both replacive and additive, depending on the initial phoneme of the root word the nasals enter. These replacive and additive nasal verbalization processes function as class-maintaining and class-changing based on the root class to the nasals attached. As a replacive, the nasal verbalization process replaces the first phoneme of the root with nasals /m-/, /n-/, /ŋ-/, and nasal /ɲ-/. As additive verbalization, it is added to first phoneme of the root by employing allomorph /ma-/ and alternant /m-/, allomorph /am-/, allomorph /an-/ and alternant /n-/, and nasal /ŋ-/ and allomorph /ŋa-/. The replacive nasal verbalization makes the first phoneme of root covert. It is replaced with the replacive nasals. Then, the additive verbalization process maintains the first phoneme of the root staying overt. As a result, these additive nasals also create double homorganic-nasal oral consonants at the first phoneme of the verbs. The verbalization process involving additive allomorph only maintains the first phoneme of the root staying overt. In complex word formation, nasal verbalization creates active transitive and intransitive verbs.

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