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All Journal International Conference on Education and Language (ICEL) Jurnal English Education: Jurnal Tadris Bahasa Inggris JURNAL PEDAGOGY Pedagogy : Journal of English Language Teaching Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences RETEL Journal: Journal on Publication of The Research on Teaching and Language English Education, Linguistics and Literature Journal
Melinda Roza
UIN Raden Intan Lampung
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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TRANSLATION AND FOREIGN LANGUAGE TEACHING Roza, Melinda
JURNAL PEDAGOGY Vol 3, No 2 (2015): JURNAL PEDAGOGY
Publisher : Department of English Education of STAIN Jurai Siwo Metro

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Abstract

Abstract: Translation is one of the difficult skill since it need other skill to support the activities. That is why teachers sometimes deny this skill to be applied in the classroom teaching. Also, the activities takes times too much because the students’ ability are not the same. However, despite of the limitation, there are some advantages of implementing translation technique in the classroom. It can be used as the technique to teach the four foreign language skills as well as to teach the translation skill itself. This article suggests two models of implementing translation in the language classroom. The first is to apply translation as a method or technique in order to teach the four skills of foreign language. In this model, the translation result is not being assessed since the purpose is not the translation itself but the ability of the four language skills. The other is the model where translation is being conducted outside of the classroom. Thus, the classroom activities become pre-translation step since it is only about discussing the material to be translated at home. This model assessed the students’ translation result. So, by having these two models, it is shown that translation is a good skill to be implemented in the language classroom.Keywords: translation, translation activities, translation technique in language teaching
Using Translation as an Activity in Content-Based Instruction Melinda Roza
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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As one of the techniques in foreign language teaching, translation is almost forgotten since this technique cannot be able to make the learner use language actively in terms of speaking and listening. Actually, if translation is used properly, it can be applied in teaching foreign language in the classroom. This study is aimed at giving an idea of using translation as the technique through content-based instruction in university or college. Content-based instruction is the teaching which combines the teaching of foreign language skills and teaching a specific content in the specific field. In this study, the use of translation technique is as one of the activities through content-based instruction. It is assumed that learning a foreign language while studying a specific content related to the learner’s field of study will be more useful and interesting. There are two techniques suggested in this paper: translation activities during the teaching learning process in the classroom and translation activities after the classroom teaching. Then, the specific language skills will be the target in this kind of teaching such as: skimming and scanning, reviewing materials being taught, making question as well as answering, summarizing, presenting, and some other skills related to skills needed while studying. It is hoped that students at university level will be more interesting and creative since the teaching of foreign language is related to their field.
A SPEECH ACT ANALYSIS OF TEACHER’S UTTERANCES Bagus Alghani; Melinda Roza
RETEL Journal (Journal on Publication of The Research on Teaching and Language) Vol. 5 No. 1 (2019): Journal on Publication of The Research on Teaching and Language
Publisher : Universitas Nahdlatul Ulama Lampung

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Abstract

The objective of this study is to analyze the speech act types employed by an ESL teacher. The researcher investigated the utterances using qualitative analysis. There were two classes examined with different materials on the same teacher. The results indicated that the teaching learning process committed at SMPN 1 Purbolinggo showed a preponderance of “Representatives”. The Representatives showed preponderance to explain the subjects and assert suggestions. Thus, Representative is highly recommended as an effective speech act type used to study a lesson.
TRANSLATION AND FOREIGN LANGUAGE TEACHING Melinda Roza
Jurnal Pedagogy Vol 3 No 2 (2015): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

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Abstract

Translation is one of the difficult skill since it need other skill to support the activities. That is why teachers sometimes deny this skill to be applied in the classroom teaching. Also, the activities takes times too much because the students’ ability are not the same. However, despite of the limitation, there are some advantages of implementing translation technique in the classroom. It can be used as the technique to teach the four foreign language skills as well as to teach the translation skill itself. This article suggests two models of implementing translation in the language classroom. The first is to apply translation as a method or technique in order to teach the four skills of foreign language. In this model, the translation result is not being assessed since the purpose is not the translation itself but the ability of the four language skills. The other is the model where translation is being conducted outside of the classroom. Thus, the classroom activities become pre-translation step since it is only about discussing the material to be translated at home. This model assessed the students’ translation result. So, by having these two models, it is shown that translation is a good skill to be implemented in the language classroom.
Students’ Ability in Conversation (The Case of SMPN 3 Teminabuan Grade IX) Ida Siti Hamidah; Melinda Roza; Lidwina Sri Ardiasih
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.3672

Abstract

This study aims to know the students’ ability level, students’ problems, and solution in conversation. Researcher describes the same conditions that have occurred in the Teminabuan district, West Papua. In this area, students experienced difficulties in learning English, especially in communication or conversation. Researcher used qualitative research methods, because they fit perfectly with the problem under study. The research instruments were observation, data of documentation, and interviews with students and English teachers at SMPN 3 Teminabuan. Research data in this study used documentation, observation and interview that was asked and questioned to respondents to be done and answered in order to get valid answers. In addition, researcher also monitors students learning methods and learning systems to measure students’ abilities in learning English conversation. The documentation that used were 20 dialogs of conversation and the interview were questions that had been provided. Data Analysis obtained by means of qualitative descriptive techniques in the form of descriptions of phenomena that occur in the SMPN 3 Teminabuan district. The results show that the factors that influence the level of students' ability in English conversation are lack of mastery of five basic elements, namely fluency, grammar, vocabulary, pronunciation and comprehension.
An Analysis of Extrovert and Introvert Personality of the Students on Speaking Performance at the Tenth Grade of State Islamic Senior High School 1 Padang Lawas Hasibuan, Mufhidatul husna; Roza, Melinda; Chanti Dianan Seri
English Education, Linguistics, and Literature Journal Vol. 2 No. 2 (2023): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v2i2.7987

Abstract

Abstract: This research aims to analyze students' speaking performances based on the extrovert and introverted personalities of students in the tenth grade of State Islamic Senior High School 1 Padang Lawas. This research uses a descriptive-qualitative method with a case study approach. The data were collected by Eysenck Personality Questionnaires (EPQ), speaking tests, and interviews. After the data was collected, it was analyzed using the Miles and Huberman model technique, which consists of three stages of data analysis: data reduction, data presentation, and verification or conclusion. The population in this study were students of class X-science, consisting of 198 students from a total of five classes. The sample used in this study amounted to 20 students using the proportional technique in the take of the sample. The findings showed that each of the 20 research samples—ten extroverts and ten introverts—had different speaking performance scores. The results of the speaking test from ten extrovert students obtained five students with good criteria and five with poor criteria. Meanwhile, the results of the speaking test for ten introverted students found that five students with poor criteria, four students obtained good criteria and one student received a speaking test result with very good criteria. From each of the extrovert and introvert students who were interviewed, they stated that they experienced several obstacles: a lack of preparation before performing, a lack of knowledge about language aspects, mispronunciation, and a lack of vocabulary. It can be concluded that students with various personality types can use various learning methods that suit the needs of each student. Therefore, whether an extrovert or an introvert, speaking performance will be better if students have sufficient linguistic knowledge and are also supported by frequent participation or good preparation.
Investigating English Students` Vocabulary Learning Strategies at Raden Intan State Islamic University Kurniawan, Iwan; Roza, Melinda; Juhana, Juhana
English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v14i1.9209

Abstract

The purpose of this study was to determine the types of Vocabulary Learning Strategies (VLS), the most and least frequently used VLSs by female and male students, and the types of VLSs chosen to address vocabulary learning problems. This study employed a survey technique. The population for this study was drawn from Lampung State Islamic University's English Education Department, which consisted of three classes and had a total enrollment of approximately 75 students. Female students totaled 64, while male students totaled 11. The sample consisted of fourth-semester students. The instrument used in this study was a questionnaire that Gu and Johnson proposed in 1996. Interviews were also used as a tool. All English department students at Lampung State Islamic University used one of four vocabulary learning strategies. Among the four categories of Vocabulary Learning Strategies, students in the three classes favoured metacognitive strategies the most, as indicated by the mean score (2.90). On the other hand, the least frequently used strategy was memory/repetition, as indicated by the lowest mean score (2.22). Female students tended to use metacognitive strategies, as indicated by their highest mean score (2.87), while male students tended to use memories/repetition strategies, as indicated by their average score (2.2). Additionally, the most frequently used strategy by male students was metacognitive strategy with a mean score of (2.93), while the least frequently used strategy was activation with a mean score of (2.93). (2.31). To overcome the problem of vocabulary acquisition, the students used the strategies of consulting a dictionary first, followed by learning grammar and asking other people second. The final strategies used were word practise and internet surfing. 
Co-Authors Ardiasih, Lidwina Sri Bagus Alghani Chanti Dianan Seri Hasibuan, Mufhidatul husna Ida Siti Hamidah Iwan Kurniawan Iwan Kurniawan Juhana Juhana Juhana, Juhana