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All Journal ELT Worldwide: Journal of English Language Teaching
Andi Qashas Rahman, Andi Qashas
State University of Makassar
Humanities Education Languange, Linguistic, Communication & Media

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THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE Mahmud, Adi F; Rahman, Andi Qashas; Mahmud, Murni
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

ABSTRACTTo achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied.  Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting.
THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE Mahmud, Adi F; Rahman, Andi Qashas
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.v2i1.1250

Abstract

To achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied. Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents were still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting. Key Words: analysis, teaching models, English lecturers
Translation Errors Made by Indonesian-English Translators in Crowdsourcing Translation Application Salam, Zainar M; Akil, Mansur; Rahman, Andi Qashas
ELT Worldwide: Journal of English Language Teaching Vol 4, No 2 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.312 KB) | DOI: 10.26858/eltww.v4i2.4503

Abstract

The research aims to describe the kinds of translation errors made by Indonesian-English translators in crowdsourcing translation application and the dominant kind of translation errors made by Indonesian-English translators in crowdsourcing translation application. The problem statements of the research are (1) What kinds of translation errors made by Indonesian-English translators in crowdsourcing translation application? (2) What is dominant kind of translation error made by Indonesian-English translators in crowdsourcing translation application?. The method used on the research was descriptive qualitative. The subject of the research was the Indonesian-English translators of crowdsourcing translation application. The researcher took 50 Indonesian-English translation requests (source language texts) and all of its’ translations in English (target language texts) from the crowdsourcing translation application to find out the translation errors. Then the researcher classified them into 5 kinds of translation errors. The results of the research revealed that there were 50 source language texts that  translated into 353 target language texts with 350 variations of translation in total.  There were 75 translation errors in total or 21.25% from all if the 353 target language texts. There were 3 (0,85%) translation errors in inversion of meaning, 11 (3.12%) translation errors  in omission of meaning, 8 (2.27%) translation errors in addition of meaning, 44 (12.46%) translation errors in deviation of meaning, and 9 (2.55%) in modification of meaning. Dominant kind of the translation error that the Indonesian-English translators made was in deviation of meanings, it was more than half (58,67%) of the total translation errors.
The Use of Prezi with Know, Want, and Learn (KWL) Strategy to Enhance Students Reading Comprehension Hamid, Sitti Maryam; Rahman, Andi Qashas
ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.51 KB) | DOI: 10.26858/eltww.v3i1.1876

Abstract

The objectives of this research were to find out whether the use of Prezi with KWL Strategy enhances the reading comprehension and the students’ interest. This research employed quasi-experimental design. The population of this research was the first-grade students of SMAN 5 Makassar in academic 2015/2016. This research employed cluster random sampling technique. The sample consisted of 72 students which belong to two classes; 36 students in experimental class and also 36 students in control class. Research instruments were used to collect the data in this research namely reading comprehension test and questionnaire. The result of the students’ reading score in this research showed that the experimental class improved significantly from 69.69 up to 86.61. While in control class the result improved from 66.22 up to 75.89. Therefore, the significant values of Independent t-test 0.000 < α = 0.05. It means that the alternative hypothesis (H1) was accepted. Moreover, based on the students’ response on questionnaire showed that the mean score of interest was 80.61 and it was categorized as interested. Keywords: KWL Strategy, Prezi, reading comprehension, interest 
Co-Authors Adi F Mahmud, Adi F Mansur Akil Murni Mahmud Salam, Zainar M Sitti Maryam Hamid, Sitti Maryam