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Hendry Izaac Elim
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Pusat Studi Bahasa Unpatti Jl. Ir. M. Putruhena, Kampus Poka - Ambon
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Pattimura Excellence Journal of Language and Culture
Published by Universitas Pattimura
ISSN : -     EISSN : 28082265     DOI : doi.org/10.30598/PEJLaC.v2.i2.pp134-142
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
PATTIMURA EXCELLENCE JOURNAL OF LANGUAGE AND CULTURE (PEJLaC) is a peer-reviewed INTERNATIONAL scientific journal published by Language Studies Centre, Pattimura University. PEJLac accepts scientific research papers and articles written by professionals and academicians in the field of Language and Culture, which is published twice a year in June and December.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 45 Documents
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MAPPING TOEFL PREDICTION SCORE RESULT BASED ON CEFR STANDARD AND TEST TAKERS’ PREPARATION PATTERN Rijoly, Helena; Papasoka, Theofilia; Latuputty, Elyon; Aritonang, Parjolo; Rijoly, Qaranha; Matakupan, Azriel
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp01-13

Abstract

TOEFL Prediction score can also be seen as the benchmark of English Language Competence of the institution. This study looked into the types of preparation and the length of preparation and TOEFL Preparation Score result. The data were collected from 2 sources: online survey and the score compilation record from Pusat Studi Bahasa (PSB) Unpatti. There were 702 respondents to the survey which was distributed from November 9th to December 28th 2022. The respondents were TOEFL Prediction test-takers from Unpatti Ambon, PSDKU Aru, PSDKU MBD, and general Public. The result from the data analysis shows that 87.5% of test-taker have some sort of preparation before the test, the most common type of preparation is self-study (85,5%), and the most common length of preparation taken by test-takers is on average 1 week (70,5%). Lastly, overall test score indicated that majority of test takers (71.65%) were in A2 level and 26.64% were in A1 level based on CEFR. This suggested that 89.9% the graduates (test-takers) may be failing when competing in the world of job seeking and scholarship hunting.
GAMIFICATION CONCEPT OF FIVE SENSES IN LEARNING RECEPTIVE LANGUAGE SKILL IN THE GERMAN LANGUAGE EDUCATION STUDY PROGRAM Lestuny, Caroline; Soumokil, Piet
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp14-22

Abstract

Fun learning has an impact on students and lecturers. To create fun learning, it is necessary to have a game concept which contributes in learning. Gamification is not a new thing in the learning process but an important part that needs to be implemented. Receptive language skill is a subject with two language skills namely reading comprehension (Lesen) and listening comprehension (Hören). The learning process that is being carried out is quite boring because of boredom and difficulties in understanding written texts and audio texts. This research was conducted with the aim of knowing the application and perceptions of students about the concept of gamification "Five Senses" its contribution in learning. The sample in this study was 12 students. The method used was descriptive qualitative with descriptive statistical data analysis techniques. The instruments used in this study were questionnaires and observation sheets. The results of the study show that students are very motivated and enthusiastic in learning with this concept. In addition, learning using this concept creates a fun learning atmosphere and students are actively involved in building communication.
ANALYSIS OF LANGUAGE FUNCTIONS IN GERMAN SONG “FÜR DIE LIEBE” FROM BERGE: SOCIOLINGUISTICS PERSPECTIVE Fitri, Fitri; Sari, Dwi; Akihary, Wilma
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp23-31

Abstract

Language is using by human as a medium to express the feelings, expressions, ideas, and thoughts, that not only realized through speaking or writing but also can realized through the literature works. One of the literature works is song. A song is a literary work that provides an opportunity for the author to express feelings, thoughts that are written down in verse of the song. Therefore, the researchers is interested in analyzing the function of language of German song lyrics in sociolinguistics. This research is a qualitative- descriptive research. The aim of this study is to describe the function of language in German song lyrics with the title für die Liebe from Berge. This study used read (listen) and note- taking technique as data collection techniques and descriptive analysis to analyze the data. The results showed that there are 7 language functions in that lyrics such as referential, poetic, instrumental, informative, imaginative, regulatory, and emotive language function. The significant finding: The findings of this analysis will help German language learners especially for provide information about the use of language in terms of its function. Keyword: language, function, analysis, German song, lyrics
The Correlation between Students’ Grammar Proficiency and Speaking Fluency: A Study in English Education Study Program Lekatompessy, Felicia; Yudha, Muhammad; Patty, Jusak
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp32-44

Abstract

Speaking as the part of four main skills in English can be considered as the most demanding yet the most difficult skill to be mastered. Thus, several ways to master speaking have been researched by experts, one of which is in terms of fluency. As fluency tends to focus on students' ability to speak fluently, subtly, and spontaneously, the grammar aspect is rarely considered as one of the aspects that is related to fluency because grammar is closely related to accuracy. Concerning the aforementioned fact, the objective of this case was to examine the correlation between English grammar proficiency and speaking fluency. The researcher used quantitative method and correlation research design. The population was 103 of 2021 batch students, at English Education Study Program of Pattimura University of which the sample was 31 students from class A. The instruments were in the form of grammar written test and speaking oral test. The student’s grammar proficiency scores (X) and the student’s speaking fluency (Y) were analyzed and it is found that the distribution of data was normal and linear. The result of data analysis showed that the significant value was at 0.001 and the correlation coefficient was at 0.853. The interpretation of the relationship is positive correlation and the strength of correlation is perfect. Consequently, the alternative hypothesis (Ha) is accepted which indicates positive and significant correlation between students’ grammar proficiency and their speaking fluency. These findings suggest that it is important for students to increase their grammar proficiency level in order to improve their speaking fluency.
A Novel Quality Evaluation Using a Smart Unique Language of Interaction Data Between Industry 5.0 and Society 5.0 Elim, Hendry; Baskar, Chinappan
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp45-56

Abstract

A newly proposed technique is presented in order to evaluate the quality content of an open access paper in international open access journals. The method was carried out with a unique smart language of interacting data between Industry 5.0 and Society 5.0 online system via the insert of the following three numbers of Viewers, Likes, and Commends, respectively. Unlike h index that involved numbers of citations, this novel manner may open a new way to a wide insight in detecting the quality content of an open access paper worldwide. According to the tests of two different data extracted from Prof. Elim’s articles published in Kompasiana platform Blog, the quality analysis for each paper is reasonable and touching the core level of each investigated article. We therefore suggest that this piece of research work can be applied to study many other open access articles in different journals.
TEACHER’S ATTITUDES TOWARD THE USE OF ENGLISH TEXTBOOK: A CASE STUDY FOR ENGLISH TEACHERS AT SMP N 4 AMBON Solissa, Herry Robinson; Que, Stella Rose; M, Monica
Pattimura Excellence Journal of Language and Culture Vol 3 No 2 (2023): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i2.pp79-91

Abstract

The textbook plays an important role in the teaching and learning process. However, in reality, weaknesses in textbooks often manifest. The purpose of this study was to understand the attitudes exhibited by teachers towards these weaknesses in textbooks. Additionally, this research aimed to examine whether teachers chose to display their attitudes by either using the textbooks as they were or revising them. This study employs a qualitative research approach utilizing a case study method and employs various instruments to collect data: observation checklists, interviews, questionnaires, and documentation. The study involves three teachers from SMP N 4 Ambon as its subjects. The findings revealed a positive attitude among teachers regarding textbook usage. This positivity stems from teachers incorporating materials and exercises from other sources while still utilizing textbooks and engaging in reflective practices. The teachers expressed satisfaction with this positive attitude as it enhanced teaching and learning activities.
ANALYSIS OF TIM BENDZKO'S SONG ''HOCH'' USING BARTES' SEMIOTIC METHOD Van Delzen, June Noya; Loupatty, Jeyssen L; Noya Van Delzen, Zipora V.; Limba, Gysella V.
Pattimura Excellence Journal of Language and Culture Vol 3 No 2 (2023): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i2.pp73-78

Abstract

This research aims to analyze the meanings of the song Hoch by Tim Bendzko. The method used is descriptive qualitative with Barthes' semiotic approach. The semiotic method is a scientific discipline and analysis method that can examine the signs contained in an object to know the meaning contained in the object. Semiotics is a science or method for studying signs in Barthes' terms. Semiology is a constraint to study how humanity (humanity) interprets things (things), interpret (to signify), in this case, cannot be confused with communicating (to communicate). The author analyzes several meanings in the song Hoch by Tim Bendzko: Denotation, Connotation and Myth. Denotation meaning is the actual meaning. This order describes the relationship between the signifier and the sign in the sign and between the sign and its referent in reality. The connotation meaning itself is a meaning that is more subjective and emotional than the denotation meaning. Mythical meaning is a representation built by the society of social and natural reality. Myths not only refer to stories from ancient times but also include modern representations that we find in mass media and popular culture. From this research, the author concludes that Lagu Hoch is a song that tells the story of a person's persistence to get a better life.
PRAISE SPEECH AND PRAGMATICS IMPLICATION IN CLASROOM DISCOURSE ITERACTION AMONG JUNIOR HIGH SCHOOL STUDENTS Tabelessy, Novita; Sasabone, Carolina; Pattiasina, Petrus J.
Pattimura Excellence Journal of Language and Culture Vol 3 No 2 (2023): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i2.pp64-72

Abstract

Interaction is a communication process that can occur anywhere and anytime. Communication can take place whether in formal or non-formal situations. A classroom is a place where formal interaction occurs, involving communication between students and teachers, and vice versa, between teachers and students or speakers and interlocutors. In communicating, the speaker has a purpose to convey, and this purpose will be understood by the interlocutor. In this context, in classroom interaction, the teacher plays a strategic role. This strategic role is related to the teacher's formal tasks as an educator and instructor. Praise given by the teacher carries certain implications for students, such as motivating them to be more diligent, enthusiastic, and diligent in their studies to achieve good results. Similarly, students can also give praise to both teachers and fellow students. This research examines the Pragmatic Implications of praise speech in interactions among junior high school students. The aim is to describe praise speeches that have pragmatic implications. It adopts a descriptive qualitative approach, focusing on language synchronically. The findings reveal several Pragmatic Implications of praise, including praising as a mode of commanding, reinforcing, criticizing, and mocking.
EXPLORING STUDENT-TEACHERS' CHALLENGES IN SELECTING LEARNING MEDIA IN DESIGNING TEACHING INSTRUCTIONS: A STUDY IN ENGLISH EDUCATION STUDY PROGRAM Riry, Jholie Grace Imanuella; Bynnendyk, Sophia; Loppies, Hellien Jacquelin
Pattimura Excellence Journal of Language and Culture Vol 3 No 2 (2023): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i2.pp57-63

Abstract

The objectives of this research are explore the challenges faced by students-teachers from English Language Education Study Program in selecting learning media in designing teaching instructions and to identify strategies to overcome challenges. The gap between this study and previous study is almost no research has been conducted regarding the challenges faced by student-teachers, especially from English Language Education Study Program. Much of the research focused on investigating the challenges faced by student-teachers in designing lesson plans and teaching practices (Nasution & Nisa, 2018; Alanazi, 2019; and Aldabbus, 2020. The data collected from student-teacher batch 2018 & 2019 at English Education Study Program, Faculty of Teacher Training and Education, Pattimura University. This study used explanatory sequential design as research method, whereas the quantitative data were collected using questionnaire to 34 student-teacher who have finished offering the Reflective Microteaching class. The interview was conducted to support the data from the questionnaire. The researcher collected the qualitative data by using the interview with 4 selected student-teacher with different final score they get in Reflective Microteaching class. Researcher used 1 data techniques in analyzing data, descriptive statistics percentage. The findings showed that student-teachers faced some challenges in selecting learning media in designing teaching instruction, including lack of cost, time, references, and ideas based on the result of the questionnaire analysis. Furthermore, student-teacher also found some strategies to overcome the challenges, including searching on internet and discuss with lecturer.
COMPARING THE EFFECTS OF DIFFERENTIATED INSTRUCTION USING STUDENT WORKSHEETS VS. QUIZIZZ ON EFL LEARNERS' VOCABULARY ACQUISITION AND LANGUAGE USAGE Maruanaya, Hendrik; Brahmasakha, Boonma
Pattimura Excellence Journal of Language and Culture Vol 4 No 1 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i1.pp35-51

Abstract

The objective of this study was to assess the effectiveness of differentiated learning through the integration of Quizizz, compared to the use of student worksheets, on vocabulary acquisition and language usage. This study utilized a quantitative, quasi-experimental research design to compare the effect of these two instructional approaches on EFL learners' learning outcomes and perceptions. The participants were 58 Grade 8 Junior High School students, divided into a Quizizz group (n=29) and a worksheet group (n=29). The Quizizz group received differentiated instruction using the interactive Quizizz platform, while the worksheet group used traditional student worksheets. Pre-test analysis revealed no significant differences between the groups. After the one-month intervention, post-test results showed statistically significant improvements in learning outcomes for both groups. However, the Quizizz group outperformed the worksheet group on vocabulary mastery and application (t=4.71, p<0.01), with higher average scores (M=85.05) compared to the worksheet group (M=81.26). The Quizizz group also exhibited more positive attitudes towards English language learning, demonstrating higher levels of motivation, engagement, enjoyment, and interest (F=1.196, p<0.01) than the worksheet group. These findings suggest that the integration of Quizizz into differentiated learning enhances student learning outcomes and fosters a more positive attitude towards English language learning compared to traditional worksheets. The results highlight the potential benefits of incorporating technology-based approaches into differentiated instructional practices.

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