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All Journal TELL - US JOURNAL Metathesis: Journal of English Language, Literature, and Teaching
Berutu, Hotma
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Error Analysis in Translating Bahasa Indonesia into English Berutu, Hotma; Dewi, Utami; Daulay, Sholihatul Hamidah; AR, Mhd. Faisal Abadi; Izar, Julisah; Nasution, Muhammad Muslim
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.408

Abstract

Interlanguage is a transitional stage in language learning, where a person’s language ability moves from their first language (mother tongue) toward the other language. It is important to note that interlanguage is distinct from the mother tongue and the second/foreign language. This study examines the translation errors made by students when translating from Bahasa Indonesia to English during their interlanguage stage. The study aims to investigate (1) how students translate at this stage, (2) the types of errors they make, and (3) the most frequent errors. Using descriptive qualitative and content analysis methods, ten seventh-grade junior high school students participated in this study whose mother tongue is Bahasa Indonesia, and English is a foreign language/target language. For the instrument, this study uses an individual sentence translation test. The students were instructed to translate four unrelated sentences each, with a time limit of one minute per sentence. The researcher uses sources of error theory from Richard and Lott. The findings indicate that (1) most students tend to transfer the rules of their mother tongue into English. (2) Out of 40 sentences, it found 18 contained errors, leading to 26 mistakes: 8 interference errors (7.7% transfer of structure, 23% interlingual), and 18 intralingual errors (11.5% incomplete application of rules, 30.8% false concept hypothesized, and 27% overgeneralization). Meanwhile, (3) the most frequent error is false concept hypothesized, followed by overgeneralization, interlingual errors, incomplete application of rules, and transfer of structure errors.
THE UTILIZATION OF 4 PICS 1 WORD APPLICATION IN LEARNING ENGLISH VOCABULARY : EXPLORING EFL STUDENTS’ PERSPECTIVE Matondang, Rahmah; Purnomo, Maslathif Dwi; Berutu, Hotma
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8324

Abstract

There has been many technological tools utilized to support human activities, particularly in education. This study aimed to investigate the EFL students’ perception on 4 Pics 1 Word application in learning English vocabulary. The study used qualitative design as the research methodology. The participants of this study were 20 Indonesian Senior High School students who chose purposively based on their experience in using 4 Pics 1 Word app. Questionnaire and semi-structured interview were employed as the research instrument for this study. The questionnaire focused on the students’ perception on utilizing 4 Pics 1 Word app, while the semi-structured interview questions were focused on the effects of utilizing 4 Pic 1 Word app in students’ vocabulary skills. This study came up with the findings that the majority of participants gave positive response on 4 Pics 1 Word app as gamified learning in improving vocabulary mastery. The utilization of 4 Pics 1 Word app gives positive effects to the students on various things such as more motivated in collecting new words, increased confidence in expressing oneself, improved analysation skills and improved reading comprehension skills.
PRAGMATICS TEACHING BARRIERS IN EFL CLASSROOM Berutu, Hotma; Daulay, Sholihatul Hamidah
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6725

Abstract

Pragmatics is a branch of linguistics that study about language and its context. In learning a second language, EFL learners need to have a pragmatic competence in order to be able to communicate effectively based on the context of the target language. There are some factors that can help learners improve their pragmatic competence, not only the EFL teachers who are competent in their field but also the tools and media that support the learning process. This study aimed to investigate (1) what the most common barriers to teaching pragmatics in EFL classrooms by Indonesian EFL teachers and (2) how pragmatic norms is provided in textbooks by the Indonesian authors. Qualitative used as the research methodology in this study. The participants of this study were 15 Indonesian EFL teachers from different schools -- junior and senior high schools. The writer used questionnaire as the instrument research. The participants were given questionnaires to find out what exactly the barriers found to teaching pragmatics in EFL classroom. English textbooks used in junior and senior high school written by Indonesian authors were also analyzed by the researcher. This study came up with the findings that (1) there are six common barriers to teaching pragmatics in EFL classroom by Indonesian EFL teachers and (2) most of the ELT textbooks do not consider the pragmatic norm in its content. Given the significance of students' pragmatic abilities, EFL teachers need to keep improving their research of teaching pragmatics in order to help EFL learners in developing their pragmatic competence.
Co-Authors AR, Mhd. Faisal Abadi Daulay, Sholihatul Hamidah Izar, Julisah MATONDANG, RAHMAH Nasution, Muhammad Muslim Purnomo, Maslathif Dwi Utami Dewi