Journal on Language, Education, Literature, and Culture

DESCRIPTIVE STUDY OF MODES AND TECHNIQUES OF INTERPRETING USED BY INTERPRETERS AT POTTER'S HOUSE CHRISTIAN MINISTRIES

Picessylia S. Anakay — 2024-07-30

This study aims to identify and describe the modes and techniques used by interpreters in the process of interpreting sermons at Potter's House Christian Ministries. This research is a descriptive qualitative study. This research employed the scrutinizing method for data collection, which entails attentive listening to language usage (Sudaryanto, 1993: 133). The researcher adopted a non-participatory role, serving as mere observer of data without direct involvement in its formation. The study focused on analyzing language usage in two recorded videos of weekly services at Potter's House Christian Ministries. The researcher specifically examined individual sentences as manifestations of data, which were recorded and organized into tables based on criteria such as perspective, vocabulary, and modality. Technique assessment was employed to gather data and assess the impact of different modes and techniques on interpretation. The study reveals that interpreters at Potter's House Christian Ministries primarily employ consecutive interpreting mode, particularly short consecutive interpreting. The researcher also discovered six predominant techniques used during the interpretation process, namely: (1) reformulation, (2) elimination technique, (3) summarization, (4) error correction technique, (5) metaphors and saying technique, and (6) code-switching technique.

FIELD TRIP TEACHING METHOD: INTRODUCING EDUCATIONAL TOURISM (EDUTOURISM) FOR LEARNING ENGLISH

Tira Nur Fitria — 2024-07-30

This research describes educational tourism (edu-tourism) for learning English. This research is library research. The analysis shows that Edu-tourism is a method that combines tourism and learning activities, often held by primary schools, even higher levels. Educational tourism is an attractive choice for all groups, including elementary, middle, and high school students. Educational tourism is a form of tourism that offers education to students as tourists or visitors through activities and fun methods. It allows them to understand and remember the learning process. This method helps to deepen understanding and remember the learning process, as it is often driven by boredom with rigid and formal learning methods. Visiting places where many people live abroad allow for interactive and entertaining educations. One popular educational tourism is English Village, a famous place in Indonesia with numerous English language course institutions. The village not only provides institution courses but also has fluent English-speaker residents. With a variety of interesting activities and a unique educational concept, English Village is an attractive tourist destination for students even tourists who want to learn English in a fun and effective way. The role of English villages as educational tourism in increasing the interest of immigrants is as a learning center that facilitates many English language course institutions and creates a learning environment that is different from formal education. The management of the course institution plays a role in creating a language environment to attract newcomers to learn English by involving a teacher who plays a direct role when interacting with students in the classroom. English Village not only showcases natural beauty but also serves as a place for learning foreign languages (English) for visiting tourists. It offers tourism activities that emphasize educational elements and involve tourists in direct contact with the local community. Overall, educational tourism provides a unique and engaging way for tourists to learn and enjoy the beauty of an area while also learning English.

IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH COMMUNICATIVE LANGUAGE TEACHING METHOD AT SMP 1 KUPANG

Priska R. B Pajangu — 2024-07-30

Speaking skill is one of the four essential skills in English. However, some students need help with their speaking ability. This research used the communicative language teaching (CLT) method to teach English, specifically by utilizing picture series to help students improve their speaking skills. This study aimed to determine whether the CLT method enhances students' speaking skills. An experimental design was employed for this research. The population of this study consisted of 353 students from grade 8 of Public Junior High School 1 Kupang. The cluster random sampling technique was employed to select a sample of 32 students. The data collection process involved a spoken test, pre-test and post-test to assess students' speaking skills. The results of the data analysis indicate that the mean score of students on the pre-test was 7.81. After the intervention, the mean score of students on the post-test was 17.34, and there was an improvement of 12.2%. The data was analyzed using a t-test; the t-test value (5.21) was more significant than the t-table value (1.69552). Therefore, the alternative hypothesis (H1) was accepted, and the null hypothesis (Ho) was rejected. The findings demonstrated that the CLT method effectively enhanced students' speaking skills.

AN ANALYSIS OF CRITICAL THINKING SKILLS IN READING BETWEEN GENDERS

Lidya Theresye Raturomon — 2024-07-30

The research aims to find out and explain if English Study Program students of AWCU show any difference found between genders in critical thinking skills in reading. Five critical thinking skills, namely Interpretation, Explanation, Analysis, Inference, and Evaluation, were tested among 57 male and female respondents. The descriptive data analysis showed that the overall mean score for each critical thinking skill in reading was generally not manifested; the score was below 50 after being judged using the California Critical Thinking Skills (CCTS) scale, meaning that some efforts were needed to improve it. Oneway Anova for data analysis was used, and it was found that, from the five critical thinking skills investigated, the explanation skill showed different significance between male and female students. Its alpha value was 0,003 between males and females on this skill. The other four skills did not show any significant difference between genders, with Interpretation skill being 0.711, Analysis 0.489, Evaluation 0.920, and Inference being 0.459.

THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL WITH PORTFOLIO ASSESSMENT OF SCIENTIFIC WRITING ABILITY BY STUDENTS’ COGNITIVE STYLE CONTROL

Paulus Tnunay — 2024-07-30

This research aims to determine the Influence of the Problem-Based Learning Model (PBM) with portfolio assessment on the ability to write scientific writing with variable cognitive style. The study employs an experiment with a posttest-only control group design. The sample is 66 students; it is taken randomly based on class. The research instrument is a test (rubric) of work performance and cognitive style. It is analyzed in one-way ANOVA. This research finds that 1) H₁ is accepted because F_count 22,964 (0,00) <0,05. It means there is a difference in the capability in scientific writing between the students who join the PBM model with portfolio assessment compared to those who join the conventional learning model; 2) H1 is accepted because F_count 6,756 (0,012) <0,05. It means that after co-variable cognitive is controlled, there is a difference in scientific writing ability for those students that join the PBM Model with portfolio assessment compared with the students that join the conventional learning model; 3) H₁ is accepted because F_count 27,512 (0,000) <0,05. It means that covariable cognitive style significantly contributes to the capability in scientific writing at 30,1%. The rest is 69,9, which is contributed to another variables beyond this study

ITEM ANALYSIS OF MULTIPLE-CHOICE QUESTIONS: AN ASSESSMENT ON ENGLISH SUMMATIVE TEST

Gracela Rame — 2024-07-30

This study aimed to analyze the test items of multiple choice questions on an English summative test. It examines the quality of the teacher-made test in terms of difficulty level, discrimination power, and the effectiveness of distractors. A descriptive method is applied to describe and analyze the data. The instrument for the data collection is a documentary with a document analysis technique in examining the data. The research finding shows that the test has low reliability. Regarding difficulty level, the majority of items (82,5%) are easy, 5 % desirable and 12,5% difficult. Only 7,5 % of the items were categorized as good discrimination power, while 72% were at a poor level and 20% were at a satisfactory level. Furthermore, only 3 % of the questions showed that the distractors worked effectively. It is concluded that the test needed to be revised, and test makers’ comprehension of the quality of the test is needed to determine the quality of a reasonable and appropriate language assessment.