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MATAI: International Journal of Language Education
Published by Universitas Pattimura
ISSN : -     EISSN : 27746356     DOI : https://doi.org/10.30598/matail.v3i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
MATAI International Journal of Language Education is a scholarly refereed research journal which accepts scientific article based on research and reviews including as follows, Language Teaching and Skills, Applied Linguistics, Curriculum Development, Multiculturalism, Literacy and Bilingual Education, Teachers Training, Technology Enhanced Language Learning, Assessment in Language Learning. The article should fulfill science criteria and original manuscript which has previously unpublished. Each article will evaluate by relevant peer reviewers before published.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 81 Documents
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An Analysis of Figurative Language in the Selected Poems of Jalaluddin Rumi Adiwangsa, Raisa Andini
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.9638

Abstract

Jalāl al-Dīn Muḥammad Rūmī, popularly known as Rumi, is considered one of the greatest poets in the Muslim world. In this study, the research will focus on the figurative language and its meanings. The subject of the study were 10 selected poems by Jalaluddin Rumi translated into English, they were: “The Guest House”, “A Moment of Happiness”, “Love is Reckless”, “If You are Seeking, Seek Us with Joy”, “Unfold Your Own Myth”, “A Great Wagon”, “Only Breath”, “When I Run After What I Think I Want”, “I am only the house of your beloved”, and “In the Waters of Purity”. The researcher conducts this research using a content analysis method with a qualitative approach. The techniques for doing research are as follows: First, the researcher selected randomly ten poems of Jalaluddin Rumi. Then, the poems were read line by line to find the figurative language, and then identify and categorize them. In analyzing the data, the researcher sorted the data into several types of figurative language and study the contextual meaning. After analyzing Jalaluddin Rumi’s poems, the researcher found a total figurative language of 45 from 10 selected poems by Jalaluddin Rumi. The researcher found 3 statements of metaphor, 7 statements of simile, 17 statements of personification, 10 statements of symbol, and 8 statements of allusion. Therefore, the researcher reaches the conclusion that the most dominant figurative language in Jalaluddin Rumi’s 10 selected poems is personification with a total of 17 statements. Keywords Jalaluddin Rumi; Poem; Poetry; Figurative language; Literature; Muslim
Analysis Of Students' Writing Abilities in Recount Text For Morphological And Syntactical Errors Pramadanti, Rindika
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.10985

Abstract

This study aims to identify morphological and syntactic errors and the frequency, type and causes students to make when writing essays in recount texts. Qualitative research is the research methodology used. The papers of thirty first-semester ASA Indonesia University students in East Jakarta were used as data sources. Students must write an essay in English as part of the data collection process. Students can choose any theme they want to write in their paper. Based on the information discovered, 59 errors fell into the Morphology category, and 113 errors fell into the Syntax category of 172 errors detected. This research demonstrates that excessive generalization, intralingual variables, and interlingual factors contribute to students' writing difficulties. Therefore, students' poor writing abilities show that grammar is flawed in essay writing, particularly in experiential literature.
Analyzing the Lyrics of 'How Do I Live': A Study on Textual and Contextual Perspectives Patty, Jusak; Que, Stella Rose
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11036

Abstract

This discourse analysis focuses on the emotional narrative of Diane Warren's song "How Do I Live?" employing a comprehensive framework encompassing textual and contextual dimensions. The study scrutinizes the grammatical and lexical aspects, unveiling intricate linguistic devices used to convey sentiments of love and longing. The analysis highlights the song's linguistic richness and emotional depth through meticulous examination of reference, ellipsis, conjunction, repetition, synonymy, and collocation. Additionally, a contextual interpretation sheds light on the personal, locational, and temporal dimensions, emphasizing the immediacy and urgency of the writer's emotional experience. Personal deixis, featuring first and second-person pronouns and the endearing address "baby," creates a powerful emotional connection between the writer and the loved one. Spatial deixis employs metaphors to vividly depict the writer's emotional world, emphasizing the profound impact of the loved one on their emotional well-being. Temporal deixis, featuring a mix of tenses and time-related expressions, grounds the emotional narrative in relatable moments of longing and apprehension. This analysis showcases how the song effectively combines linguistic and contextual elements to create a poignant narrative, providing valuable insights into the complex interplay of language, emotions, and narrative in song lyrics.
Developing Teaching Materials for Creative Writing in English Language Poetry Based on Molucan Archipelago at English Education Study Program FKIP Unpatti Binnendyk, Sophia; Que, Stella Rose
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11643

Abstract

The aims of this research are 1) to examine the theoretical try out of the developed materials, 2) to examine learners’ attitude towards the developed materials, 3) to examine the effectiveness of the developed materials. The approach and research method for developing Creative Writing Poetry teaching materials used Borg and Gall's development research steps which consisted of 10 steps. However, because this study was small, Borg and Gall suggested limiting the research to a small scale. The instrument in this research is the attitude & content instrument. The rubric used for the assessment of creative writing of poetry consists of four categories, namely meaning and originality, sensory details, form, and grammar. Based on the results of the operational trial of 20 students, it turned out that their scores were in the range of 'good' and 'very good categories. Thus, it can be concluded that the Creative Writing Poetry with Moluccas Content teaching materials effectively can develop students' creativity of writing.
Improving Seventh Grade Students’ Vocabulary Using Flash Card at SMPN 2 Pulau-Pulau Aru Ngosiem, Maria Jomima; Maruanaya, Hendrik; Tanasale, Inggrit
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11645

Abstract

This research endeavors to enhance students' vocabulary through the innovative use of flashcards as a teaching tool. Employing a collaborative Classroom Action Research (CAR) approach, the study engaged 19 seventh-grade students from VII.2A at SMP N 2 Pulau-Pulau Aru. Over a span of six sessions encompassing two cycles, the research gathered and analyzed two sets of data—tests and questionnaires—administered to the students. The analysis of these datasets revealed noteworthy insights. Initially, during cycle one, the treatment exhibited minimal progress in specific areas. However, after refining particular aspects in cycle two, substantial improvement was observed. Consequently, it is conclusive that there was a significant enhancement in students' vocabulary proficiency through the use of flashcards. This was evidenced by the test analysis, indicating an increase from 3.16% in cycle one to an impressive 22.11% in cycle two. Additionally, students' responses in the questionnaires provided valuable insights. Notably, 14.66% of students strongly agreed, while 4.13% agreed with the teaching approach. Intriguingly, there were no indications of disagreement among the students. Notably, 67% of the data emphasized that utilizing flashcards greatly aided students in memorizing and comprehending concrete, countable nouns taught during the sessions. This robustly supported the effectiveness of flashcards in facilitating a deeper understanding of vocabulary.
Students’ Perception on the Implementation of the 4C’s Learning Skills Through Project Based Learning in Material Development Class Binnendyk, Sophia; Maruanaya, Hendrik Jacob; Titarsole, Yeri
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11649

Abstract

This research aims to explore the student perspective regarding the incorporation of 21st Century Learning Skills, commonly referred to as the 4C's (Critical Thinking, Creativity, Collaboration, and Communication), through project-based learning in the 'Material Development' class. The primary focus is to assess the effectiveness of applying these 4C's in enhancing students' material development. The study involved 15 postgraduate students from the English Study Program at Pattimura University, Ambon, during the academic year 2022-2023. Data collection encompassed three close-ended Likert scale questionnaires. One questionnaire was distributed among the participating students to gauge their perceptions of the 4C learning skills. Meanwhile, two other questionnaires were administered to lecturers to evaluate the content and visual design of five English lessons developed by student groups (comprising three students per group) to assess the effectiveness of integrating the 4C's learning skills in lesson creation. The outcomes from the students' questionnaires indicated a positive spectrum of perceptions regarding the application of the 4C's, ranging from 'strongly agree' (34.25%) to 'agree' (56.5%), with 'neutral' (7.75%) and 'disagree' (1.25%) responses constituting the remaining percentages. Evaluation from the expert's questionnaire on lesson content revealed a mean score of 95% for lessons 1, 2, and 3, categorized as 'very good,' while lessons 4 and 5 scored 73.5%, indicating a 'good' rating. Additionally, the assessment of visual design across the five lessons garnered a mean score of 88.2%, categorized as 'exemplary.' These findings suggest that integrating 21st-century learning skills, specifically the 4C's, is highly beneficial and recommended for application within the teaching and learning processes.
The Use of Lecturer’s Written Feedback in Writing Class Hukom, Salmon J; Huninhatu, Felmi Benyamin
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11650

Abstract

This paper endeavors to propose lecturer-written feedback as an innovative approach within the writing class setting. The feedback methodology comprises two distinct types: direct and indirect feedback (coded and un-coded). Direct written feedback stands out due to its impactful nature, fostering a deeper comprehension among students regarding the feedback's significance provided by the lecturer. Moreover, it prompts students to initiate their efforts toward understanding the feedback, even if their prior knowledge is limited or relatively low. Conversely, indirect written feedback, while not offering comprehensive explanations, serves as a catalyst for encouraging students to independently identify and rectify their errors. Notably, various researchers have delved into this approach, unveiling its potential benefits. Findings from these studies highlight the advantages of lecturer-written feedback in significantly enhancing students' writing skills.
Exploring Challenges in Applying the Merdeka Curriculum at Schools Hanayanti, Hanayanti; Tahapary, Nancy L.; Basalama, Popi N.; Miniaty, Yuni
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11651

Abstract

The study aimed to analyze existing literature, shedding light on challenges encountered in its application. Tracing the historical context, the study explored the origin, growth, and evolution of the Merdeka Curriculum. Identified challenges primarily revolve around teacher-related issues, resource constraints, and assessment concerns. Teacher-related challenges include insufficient training and a lack of preparedness for changes in teaching methods. Resource constraints encompass limited teaching materials and inadequate infrastructure and technology support. Assessment concerns revolve around difficulties in measuring holistic development and aligning assessments with curriculum goals. To address these challenges, the article outlines strategies derived from existing literature, featuring successful case studies and best practices, alongside policy implications and potential reforms. Additionally, the article explores future directions and research gaps, suggesting areas for further study, ongoing improvement strategies, and potential policy changes to mitigate identified challenges. This review aims to contribute valuable insights to educators, policymakers, and researchers involved in the implementation and refinement of the Merdeka Curriculum.
Exploring Listening Strategy Usage In Senior High School Online Learning Mandaku, Silvia Chaterin Theresya; Nikijuluw, Renata C. G. V.
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11653

Abstract

The article examines the application of listening tactics in online learning. Listening is one of the core abilities in English that students must learn. This ability cannot be isolated from language learning. In order to master a listening ability, both the teacher and the students must devise an appropriate technique, especially in an online learning environment. According to the expert, there are numerous tactics that instructors might use, such as metacognitive strategies and cognitive strategies that incorporate bottom-up and top-down thinking. As a result, the writer thinks that this work will be valuable in assisting instructors in selecting and implementing suitable listening practices in online learning scenarios.
Exploration of the Use of ChatGPT as A Writing Assistance for EFL Students: A Literature Review Afiliani, Afiliani; Tupalessy, Pricilia; Talaohu, Beby Sinta
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11885

Abstract

This article explores the utilization of ChatGPT as a writing assistance for English as a Foreign Language (EFL) students through a comprehensive literature review. This article emphasizes the growing role of artificial intelligence in language education, particularly within the dynamic landscape of EFL, the study employs a descriptive qualitative research design through a literature review method. ChatGPT, developed by OpenAI, stands out for its ability to generate human-like text responses, presenting promising benefits in EFL writing education. These advantages include providing personalized real-time feedback, engaging students through interactive exercises, and fostering personalized learning experiences. However, the review acknowledges critical challenges, such as the potential for inappropriate feedback, over-reliance on ChatGPT, and biases in AI technologies. The study highlights ChatGPT's potential in improving EFL writing but underscores the importance of ethical considerations and effective implementation. Valuable insights are provided for educators, students, and stakeholders seeking a nuanced understanding of ChatGPT's role in language learning.

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