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All Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Journal of Applied Linguistics and Language Practice
Muhammad Nasirudin
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Education Languange, Linguistic, Communication & Media Other

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ANALISIS KESALAHAN INTONASI DAROU PADA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JEPANG ANGKATAN 2018 FKIP UNIVERSITAS RIAU Muhammad Nasirudin; Arza Aibonotika; Adisthi Martha Yohani
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 8, No 2 (2021): EDISI 2 JULI-DESEMBER 2021
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: An Intonation is one of the most important element that affect the meaning of some sentence. Specifically Darou Intonation, which is the meaning of the word will changed if the intonation is wrong. The goal of this study is to find how a miss pronunciation on intonation of darou. this study is using a descriptive qualitative method. also instrument that used on this study is using speaking test. The respondent that participate on this study are 34 people's from 2018 class of japanese language education study program Riau University. Final result of this study indicating that half of student that participating on speaking test still wrong on the test.Key Words: Darou, Error, Intonation
Enhancing EFL Learner Motivation through Task Based Translanguaging Practices in Indonesian Secondary Schools Muhammad Nasirudin; Hanifan Hamid Rifaie
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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This study explores how task-based translanguaging practices can enhance English as a Foreign Language (EFL) learner motivation in Indonesian secondary schools. Recognizing that learners often draw on their full linguistic repertoires, this research examines how integrating translanguaging into task-based learning fosters engagement, confidence, and communicative competence. The study employed a mixed-methods approach involving classroom observations, student questionnaires, and semi-structured interviews with teachers. Data were analyzed to identify motivational shifts and changes in learner participation across various task types. Findings indicate that translanguaging practices significantly improve learner motivation by reducing anxiety, promoting collaborative learning, and increasing comprehension. Furthermore, task-based translanguaging encourages meaningful language use and provides students with greater agency in the learning process. The results suggest that combining task-based learning with translanguaging strategies offers an effective pedagogical framework for motivating EFL learners in multilingual contexts like Indonesia. These findings have implications for curriculum design, teacher training, and classroom practices aimed at creating inclusive and dynamic EFL learning environments that acknowledge students’ linguistic and cultural resources.
Co-Authors Arza Aibonotika Hanifan Hamid Rifaie Yohani, Adisthi Martha