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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora EDUJAVARE: International Journal of Educational Research Journal of Creative Power and Ambition (JCPA) Tamilis Synex: Multidimensional Collaboration
Lumoindong. B
Universitas Klabat
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Affixes Analysis in “The Parable of the Lost Sheep Story” to English Young -Learners: A Morphological Perspective Lumoindong. B; Oatman. G. A
Tamilis Synex: Multidimensional Collaboration innovation in the digital era
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v2i01.363

Abstract

The aims of this research were to know the kinds of affixes and how they were used in “the parable of the lost sheep story”. Affix is a part of morphology. Morphology is the study of the internal structure of word. There are two kinds of morphology, which are derivational and inflectional. Both derivational and inflectional morphologies are related to affixes. Affixes can be distinguished by two primary types, they are: prefixes and suffixes. Prefixes are attached at the beginning of a lexical item or base morpheme, while suffixes are attached at the end of a lexical item or base morpheme. Derivational affixes caused the semantic changes, while inflectional affixes result in no changes. Affixes are commonly used in many sentences to construct a story. Descriptive qualitative was used as the method to do this research. The results of this research showed that there are 6 suffixes found in the story, they are -es, -s, -ing, -ed, -ly and -th, and two prefixes, they are re- and step-.
English Phonological Errors in Pronouncing Similarly-Spelled Words by Linguistics III Class Students Sanger. A; Lumoindong. B
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.5784

Abstract

Phonological errors in pronunciation are common practices not only among beginners who just started to learn English but also among English major students who have been dealing with English study for many years. While speaking in English as a second language in formal situations, they often mispronounce words with similar spellings. This study investigated how the pronunciation of English learners was influenced by words with the same spelling. The participants were the Linguistics III students from the English Department of the Faculty of Education at Klabat University. They were required to pronounce a list of commonly mispronounced words. The results of this research showed that the students frequently mispronounced words with similar orthography. These phonological errors were prevalent among English learners, including those majoring in English.
Translation Errors from English into Indonesian Language of the Rich Young Man Story Sanger. A; Lumoindong. B
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.5786

Abstract

This research aimed at identifying errors in translating phrases from English into Indonesian of The Rich Young Man Story in Gospel Matthew 19:16-26 (KJ Version) to Indonesia Masa Kini Bible Version, and what factors caused these errors. The study utilized a descriptive method with a qualitative approach as described by Cresswell and Lodico. The results of the research showed that there were several translation phrases errors found in the Indonesia Masa Kini Bible Version that were caused by translators' tendency to use free translation system, resulting in addition, omission, or replacement of phrases, as well as inaccuracies in selecting appropriate equivalents, making the translation sound unnatural in the target language. These errors indicated there are some incompetence on the translator’s part, namely lack of understanding of translation theory, errors in applying omission and addition strategies, the inability to understand English phrases, inability to interpret the meaning and message of the source text, and lack of concentration and carefulness while translating.
Compound Words in the Sabbath School Book of the Adventist Church English Edition Quarter 2 Lesson 13 2026 “Into Eternity” Lumoindong. B
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.2040

Abstract

This research is entitled “Compound Words in the Sabbath School Book of English Edition Quarter 2 Lesson 13 2026 “Into Eternity”. The objectives of this research were to identify and analyze the types and meaning of the compound words found in this Sabbath School Book Lesson”. The writer used the Carstairs-McCarthy’s compound words theory to analyze and explain the collected data. This research employed qualitative research as an approach and used a descriptive method in presenting the results. The main source of the data was the script of the seven lessons series from Saturday afternoon until Friday morning of the Sabbath School Book. The results of this research showed that there were two types of compound words found in this lesson, they were Compound Noun and Compound Adjective. Ones that were categorized as compound nouns include: ‘afternoon’, ‘all at once’, ‘earthquakes’, ‘fallen world’, ‘black cloud’, ‘trumpet call’, ‘wedding day’, ‘turning point’, ‘new heaven’, ‘new earth’, ‘forward’, ‘central figures’, ‘holy city’, ‘new Jerusalem’, ‘schoolwork’, ‘holy spirit’, ‘water of life’, and ‘thanksgiving’, while the only compound adjective was ‘face-to-face’. The writer also found two types of compound words meaning, they were endocentric compound and exocentric compound.
Applied Linguistics Class Students’ Perception about the Benefits of Watching English Movies Lumoindong. B
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.2070

Abstract

This research aimed at investigating the benefits of watching English movies by the English Major Applied Linguistics Class Students of FKIP Unklab. The research design employed here was the qualitative descriptive methodology by utilizing guided interviews to collect the data. Purposive sampling was used to select six students from the defined class of Applied Linguistics as respondents. Data analysis was conducted using the framework proposed by Miles and Huberman (1994). The findings indicated that the students in the Applied Linguistics Class have experienced significant benefits from watching English movies. The findings revealed that all students became better at listening, speaking, and pronunciation skills, and also in vocabulary building because they enjoyed watching English movies. Students said that watching English movies helped them get better at understanding of the spoken English. According to the students, they became better at speaking English by watching lots of English movies and listening to the conversations. The findings indicated that students improved their pronunciation skill, speaking, and listening after listening to the conversations in the movies. According to the students, watching English movies helped them learn new words when they heard the characters talking. In addition, the students felt that watching English movies helped them to increase their confidence when speaking English.
Error Analysis of Silent Letters Pronounced by the TESOL 1 Class Students of English Major at UNKLAB Lumoindong. B
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.2054

Abstract

This study investigated the silent letters errors in English pronunciation by the TESOL 1 Class students of English Major of UNKLAB. The objectives of this study were 1) to uncover the pronunciation errors made by the TESOL 1 Class students of UNKLAB, 2) to seek for the reasons that resulted in the errors, and 3) to find out the generally occurred errors in this issue. This study applied the theory proposed by Corder in Ellis (2008) about the stages of error analysis and the theory constructed Carney (2012) and Crystal (2012) regarding the silent letters. The study was carried out on the TESOL 1 Class students of Universitas Klabat. The participants were inquired to pronounce 40 English words containing various English silent letters in the initial, medial, and final positions of the words. The goal of this study was to analyze the pronunciation errors made by the students when pronouncing the English silent letters. The frequency of errors was measured in percentage. In this study, the researcher used descriptive qualitative method. The study proved that: 1) the participants mostly made post-systematic errors 2) the most frequent word that is mispronounced by the students are ‘knight’ in the initial position, and ‘would’ and ‘autumn’ in the medial and final positions. There were 108 errors made by the students with the percentage of 24.17%. Among the three positions of error occurrences, the medial position was found to be the most frequent category with 56% of error, 24% of error in the final position, and 19 % of error in the initial position. The participants’ inattentive and less of practices in pronouncing the words were discovered as the main cause of the errors.
Co-Authors Oatman. G. A Sanger. A