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All Journal Jambura Journal of English Teaching and Literature Teacher in Educational Research Jurnal Bahasa Inggris Terapan Journal International of Lingua and Technology Journal of English Teaching and Linguistic Issues (JETLI)
Pakaja, Marina
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Learn independently using the Padlet application to improve writing skills Pakaja, Marina; Ninsiana, Widhiya; Fachruzzaki, Fachruzzaki; Yulianingsih, Lilik; Syafei, Muh
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.642

Abstract

This study aims to explore the effectiveness of using the Padlet application to improve writing skills through self-study. Self-directed learning methods are becoming increasingly important in today's educational landscape, with technology acting as a key driver. This study engages students in educational settings to apply independent learning using padlets in developing their writing skills. This research was conducted through a qualitative approach with a classroom action research design. Data collection was carried out through observation, interviews, and document analysis of the activities carried out by students in the learning environment. The results of the study show that the use of the Padlet application is effective in stimulating student learning independence and active participation in the development of writing skills. This app provides an interactive platform that facilitates collaboration, reflection, and feedback between students and other teachers. The results of this study have important implications for the design of learning strategies that encourage student independence and develop writing skills. In addition, this research also highlights the role of technology in creating innovative learning environments and supporting student academic growth. Thus, the application of the Padlet application in independent learning can be considered as the right solution to improve students' writing skills
Development of an Indonesian-English Parallel Corpus for Translation and Comparative Linguistics Research Pakaja, Marina; Pong, Ming; Som, Rit; Sari, Hindri Febri Ana
Journal International of Lingua and Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i1.817

Abstract

The development of parallel corpora plays a crucial role in the fields of translation studies, computational linguistics, and comparative linguistics. While significant parallel corpora have been developed for major languages like English, the availability of such resources for Indonesian-English translation research remains limited. This study aims to develop a comprehensive Indonesian-English parallel corpus, specifically designed to aid translation research and enhance linguistic comparisons between these two languages. The corpus is intended to serve as a foundational resource for further studies on machine translation, linguistic patterns, and cross-linguistic influence. The research adopts a corpus-driven methodology, where the corpus is compiled from diverse sources, including literary texts, news articles, academic papers, and everyday discourse, to ensure a broad representation of language use. The corpus is annotated for both syntax and semantics, with a focus on aligning sentence structures and identifying key linguistic features in both languages. The analysis of the corpus reveals significant differences and similarities in sentence structure, word order, and translation equivalence between Indonesian and English. The findings highlight the potential of the corpus to facilitate various types of linguistic research and translation studies. It serves as a valuable tool for enhancing the quality of machine translation systems and provides insights into the challenges of translating between Indonesian and English.
Translation Competence of Students and Its Implications for the Development of Syllabus/RPS in the Translation Course at the English Education Department of Sultan Amai State Islamic Institute (IAIN) Gorontalo Pakaja, Marina; Bouti, Suleman; Lihawa, Kartin; Napu, Novriyanto
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.28011

Abstract

This study investigates the translation competence of students in the English Education Program at IAIN Sultan Amai Gorontalo and examines its implications for the development of the Translation course syllabus. Translation plays a critical role in education by bridging theoretical understanding and practical application, yet students often struggle with linguistic and cultural accuracy. Employing a mixed methods sequential explanatory design, the study was conducted in two phases. The first phase involved the quantitative analysis of students’ translation errors from the textbook Factfulness, focusing on morphological, syntactic, semantic, and cultural aspects. The second phase involved qualitative interviews to explore students’ translation strategies and cognitive processes. The findings revealed 285 translation errors, with semantic (121) and syntactic (78) errors being the most prevalent. Morphological (58) and cultural (28) errors were also significant, indicating challenges in structural adaptation and intercultural mediation. The qualitative data further highlighted students’ reliance on literal translation and limited metalinguistic awareness. These results underscore the need to reformulate the Translation course syllabus to emphasize dynamic equivalence, cultural competence, and contextual meaning. Recommendations include integrating process-based translation instruction, error analysis, and reflective translation practice to enhance pedagogical effectiveness.
Semantic Mapping as a Pre-Writing Strategy in the EFL Classroom: Voices from Teachers and Students Pakaja, Marina; Habibie, Alvons; Akhmad, Enni; Nabu, Andiani Rezkita; Karmila, Karmila
Jurnal Bahasa Inggris Terapan Vol. 11 No. 1 (2025): April 2025
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v11i1.6583

Abstract

Semantic mapping is a widely recognized strategy in English language learning, particularly in the development of writing skills. Despite its proven effectiveness, limited attention has been given to its use at the pre-writing stage, especially in paragraph writing. This study aims to explore the perspectives of both teachers and students on the application of semantic mapping during the pre-writing phase and to identify the benefits and challenges associated with its implementation. A descriptive qualitative method was employed, involving two teachers and seventeen students from Muhammadiyah Junior High School in Gorontalo City. The findings revealed that both teachers and students held positive views about using semantic mapping before writing. They reported various benefits, although they also faced several challenges, particularly related to time constraints and students’ preparedness. The results of this study suggest that semantic mapping remains a valuable instructional tool that can be further developed and effectively integrated with emerging educational technologies.
YouTube as a source of language input: Early findings on children’s L2 acquisition Pakaja, Marina; Ninsiana, Widhiya; Ramadhani, Dian Puspita; Husain, Nur Arifah A.
Teacher in Educational Research Vol. 6 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i1.274

Abstract

Evidence on how YouTube contributes to children’s second language (L2) acquisition remains limited, particularly in early childhood settings. This study examines the impact of YouTube and the factors shaping L2 learning among children. Using an exploratory descriptive approach with two participants aged 3 and 5, the study indicates that guided exposure to target-language YouTube content may support incidental gains in vocabulary, common expressions, and context-appropriate language use. Several factors appear to be associated with outcomes: (1) age, with preschoolers showing readiness to uptake novel forms; (2) presentation and input quality, including curated resources and caregiver support; (3) children’s intrinsic motivation to view and imitate; and (4) first-language (L1) influence, which can both facilitate and constrain transfer to L2. The findings suggest that parents and educators should provide active mediation, select developmentally appropriate content, and pair media exposure with offline interaction to enhance the meaningfulness of input. Given the small scale of this study, conclusions should be interpreted cautiously; future research with larger samples and stronger designs is recommended to validate and extend these preliminary insights.
Improving students’ reading comprehension by using listen, read, and discuss strategy at 5th semester English education department, IAIN Sultan Amai Gorontalo Lamala, Dewi Astuti; Pakaja, Marina; Ismail, Abdul Kadir
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1389

Abstract

This research aim to improve students’ reading comprehension using Listen-Read-Discuss strategy. Two cycle of classroom action research were used in this research. Each cycle included two meetings. There were 15 students from 5th semester English Education Department, IAIN Sultan Amai Gorontalo that served as research participants. 20-question multiple choice tes and observation sheets of student and teacher activities were used as research instruments. Observation, tests, and documentation were enployed as data collection methods. The findings suggested that using Listen-Read-Discuss strategy coul enhance students’ reading comprehension. Before using Listen-Read-Discuss strategy, the average pre-tes score increased by 46.66 points, and after using Listen-Read-Discuss strategy, the average post-tes score increased by 71.33 points or 40% in cycle 1, and by 84.66 points or 87%, in cycle 2. It is suggested that English language teachers and learners can use Listen-Read-Discuss strategy in the classroom. For future research, it is recomended to obtain students’ vocabulary using Listen-Read-Discuss, namely through the text they read.
The Effectiveness of Group Discussion Method in Promoting Student’s Reading Comprehension Rusli, Sucitra; Pakaja, Marina; Habibie, Alvons
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 2 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i2.2099

Abstract

The objective of the study is to find out whether Teaching reading comprehension through the group discussion method isefficacious in improving students' reading ability and to know how significant the effect of the group discussion method is on the students' reading comprehension in the 3rd semester of the English Education Department. The population in this study were all 3rd-semester students majoring in English education, with a total of 26 people. The data collection method is based on pre-tests and post-tests. research data were then analyzed using the t-test to see the increase in students' reading comprehension. the results of the study showed that the average pre-test and post-test increased. This can answer theresearch question, namely, whether the group discussion method is effective enough in improving students' reading comprehension of narrative texts, as evidenced by the average post-test score in the control class of 69.2. In the experimental class, it has an average value of 73.0. The result of this study indicated that the group discussion method was effective. From this study, the researcher concluded that the Group Discussion method (cooperative learning) is effective in learning reading comprehension of narrative text.
Co-Authors Bouti, Suleman Enni Akhmad, Enni Fachruzzaki, Fachruzzaki Habibie, Alvons Husain, Nur Arifah A. Ismail, Abdul Kadir karmila karmila Kartin Lihawa Lamala, Dewi Astuti Muh Syafei Nabu, Andiani Rezkita Novriyanto Napu Pong, Ming Ramadhani, Dian Puspita Rusli, Sucitra Sari, Hindri Febri Ana Som, Rit Widhiya Ninsiana, Widhiya YULIANINGSIH, LILIK