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All Journal Tell : Teaching of English Language and Literature Journal JOLLT Journal of Languages and Language Teaching JOEY : Journal of English Ibrahimy
Gordan Matas
University of Split, Croatia
Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Adimas Jaka Pratama; Sayit Abdul Karim; Gordan Matas; Suryo Sudiro
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.
English Foreign Language Teachers’ Strategy in Teaching Speaking Classes: A Case Study at the Rumah Inggris Jogja Ratri Maura Isanti; Sayit Abdul Karim; Suryo Sudiro; Gordan Matas
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23787

Abstract

This research aims to find out English teachers' strategies in teaching English-speaking classes at the Rumah English Jogja, explore the challenges faced by two English teachers in teaching speaking classes, and how they solve these problems. The present study utilized qualitative design with descriptive analysis, and the respondents were two teachers who teach English speaking classes. Observations and semi-structured interviews were employed to obtain the data. All data gathered were gone through several analysis steps: data reduction, data display, and conclusion. The findings revealed that the teaching strategies used by Mr. A were the question & answer, conversation, drilling, storytelling, and conversation strategy. Meanwhile, Mr. M, applied translation, repeating, group work, drilling, role play, reporting, game, story completion, interview, and question & answer. The result of the interview with Mr. A, and Mr M, revealed that they found it difficult to deal with new students as they were not well prepared to join the speaking class. Mr. A found it hard to stimulate and motivate his students who were not familiar with the topic discussed. Meanwhile, Mr. M, pointed out some of his difficulties, including the difference in learners' characteristics, and the variety of learners' needs, wants, and lacks in the class. Having a personal approach to students, being good friends, and creating an enjoyable learning atmosphere are several good efforts to do.
Exploring an Exemplary English Lecturer's Participation in TPD and its Implementation in the Teaching and Learning Process: English Sayit Abdul Karim; Herlina Ayu Ramadhani; Radita Nari Laksita; Gordan Matas; Septi Riana Dewi
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.61-74

Abstract

Professional development for educators was crucial to ensure quality teaching and improved student learning outcomes. This study aimed to explore how an English lecturer at Universitas Teknologi Yogyakarta (UTY) participated in the Teacher Professional Program (TPD) program and implemented the knowledge gained into her teaching practice. This study used a qualitative case study approach, which involved one English lecturer who was selected based on criteria such as teaching experience and active participation in TPD activities. The questions were sent to the respondent through a digital messaging platform and analysed using descriptive qualitative analysis and Miles & Huberman's (1994) interactive model. The findings revealed that the lecturer is actively involved in both internal and external TPD programs. Furthermore, the internal programs focused on general pedagogical skills, while external programs were more targeted at English Language Teaching (ELT). The lecturer implemented various strategies from the PD sessions, such as process-based writing instruction, structured peer feedback, and the use of digital tools. However, challenges include the generality of the training materials and the lack of structured follow-up support. The study concluded that quality TPD implementation requires individual motivation and institutional support. PD programs should not only provide relevant content, but also offer ongoing support. The study highlights the need for more targeted, reflective, and practical PD to ensure meaningful impact in the classroom
Co-Authors Adimas Jaka Pratama Dewi, Septi Riana Herlina Ayu Ramadhani Radita Nari Laksita Ratri Maura Isanti Sayit Abdul Karim Suryo Sudiro