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<![CDATA[ERROR ANALYSIS IN TRANSLATING ENGLISH FROM INDONESIAN OF SEMESTER SIXTH STUDENTS OF COKROAMINOTO PALOPO UNIVERSITY ]]>
<![CDATA[Muhammad, Hasby]]>;
<![CDATA[Magfirah, Thayyib]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[This research is aimed to know the students errors in translating English from Indonesian from several text of the semester fifth students of Cokroaminoto Palopo University academic year of 2014/2015, some people considered translating is one of the most difficult skills in learning language, some people considered translating Indonesian to English even more difficult than translating English into Indonesian.The instrument consists of 17 texts as source language. Each text consists of several paragraphs which form a discourse. The paragraphs are from âBuku Dongeng Anti Korupsi Seri 1â. The translators are the undergraduate students of fifth semester of Cokroaminoto University. Data is located in the studentsâ English translation as target language. Data  classified into 1) discourse errors, 2) syntactic errors, and 3) lexical errors. Syntactic errors will be classified into 1) sentence function, 2) tenses, 3) word order, 4) agreement rules, and 5) construction. Each sub-class is further sub-classified. Lexical errors are sub-classified into: 1) misselection of words, 2) derivational suffixes, and 3) function words.]]>
<![CDATA[MA’BUNGA’ LALANG: THE AGRICULTURAL TRADITION OF LUWU SOCIETY ]]>
<![CDATA[Thayyib, Magfirah]]>
<![CDATA[ Walasuji : Jurnal Sejarah dan Budaya Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Kementerian Pendidikan dan Kebudayaan ]]>
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DOI: 10.36869/wjsb.v12i1.174
<![CDATA[Every tradition has its own characteristics and wisdom values that make it worth to be studied and documented. This research aims to describe the tradition of ma’bunga’ lalang in the agricultural activities of Luwu society. The locus of this research was Luwu Regency, South Sulawesi Province. The data were obtained through observation on the practices/rituals in ma’bunga’ lalang tradition and interview the informants. The data were then transcribed, triangulated, presented descriptively, and connected to the relevant references. There are nine kinds of practices/ritual in ma’bunga’ lalang tradition following the stages of rice farming activities of Luwu society. Each practice/ritual has particular details of verbal and non-verbal acts which either performed by a bunga’ lalang (the leader of the tradition) himself representing the farmers in the village or performed together with all the farmers-villagers. Nowadays, ma’bunga’ lalang tradition is rarely performed due to several factors. Thus, it needs to be raised in the socio-cultural or local-governmental forum to raise the society awareness of the tradition and to discuss the preservation of the parts of the tradition that not contradict to religion and modern practice/science. ]]>
<![CDATA[TAKWIL EKOSISTEM DALAM LEGENDA “DANAU MATANO” ]]>
<![CDATA[Magfirah Thayyib]]>;
<![CDATA[Juliastuti Juliastuti]]>
<![CDATA[ Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/dialektika.v8i2.19840
<![CDATA[Penelitian ini dilakukan sebagai sebuah langkah sederhana untuk mendukung upaya mempromosikan legenda Danau Matano. Penelitian ini menginvestigasi relevansi antara makna unsur-unsur ekosistem yang disebutkan dalam legenda Danau Matano dengan realitas unsur-unsur tersebut pada ekosistem Danau Matano sekarang dengan menggunakan pendekatan semiotika Roland Barthes. Penelitian ini merupakan penelitian kualitatif yang menggabungkan kajian kepustakaan dengan kajian lapangan. Data penelitian diperoleh melalui dokumentasi dan observasi. Pembahasan makna unsur-unsur ekosistem disajikan secara deskriptif berdasarkan klasifikasi yang dibuat oleh peneliti dalam tahapan pengkodean data. Legenda Danau Matano menyajikan unsur alam dan ekosistem yang dapat diklasifikasikan menjadi: 1) kondisi lingkungan, 2) flora dan fauna, 3) fenomena alam. Setiap unsur atau kejadian alam mewakilkan makna denotasi yang sesungguhnya terkait erat dengan garis besar cerita legenda Danau Matano. Setiap unsur ekosistem juga mempunyai makna konotasi yang secara umum merupakan tuntunan dalam menjalankan kehidupan baik secara vertikal (hubungan manusia dengan Tuhan) maupun secara horizontal (hubungan manusia dengan mahkluk lain).]]>
<![CDATA[PEMBERDAYAAN AKTIVITAS KETERAMPILAN BERBICARA SEBAGAI PENDORONG PEMAHAMAN MENYIMAK MAHASISWA DALAM PEMBELAJARAN LISTENING II MELALUI LESSON STUDY ]]>
<![CDATA[Thayyib Magfirah]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 2, No 2 (2014): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v2i2.37
<![CDATA[Dasar permasalahan pengkajian ini adalah pasifnya kegiatan pembelajaran Listening II dan kurangnya pemahamanan menyimak mahasiswa. Strategi pembelajaran yang diaplikasikan sebagai solusi adalah pemberdayaan aktivitas keterampilan berbicara sebagai pendorong pemahaman menyimak. Tujuan pengkajian ini yaitu mendeskripsikan aktivitas pembelajaran, menganalisis situasi pembelajaran, dan menganalisis pemahaman menyimak mahasiswa dengan penggunaan strategi tersebut. Pengkajian ini menggunakan metode deskriptif. Data aktivitas pembelajaran diperoleh dengan dokumentasi pembelajaran dalam bentuk video. Data situasi pembelajaran dikumpulkan dari lembar observasi dosen observer. Data pemahaman menyimak mahasiswa dikumpulkan melalui tes menyimak TOEFL yang diberikan sebagai pre-test dan post-test. Berdasarkan hasil pengkajian, bentuk pemberdayaan aktivitas keterampilan berbicara pada mata kuliah Listening II yaitu: pernyataan individu sebagai stimulus menyimak; retelling sebagai aktivitas post-listening; percakapan berpasangan, percakapan berkelompok, dan pembicaraan tunggal sebagai tugas lanjutan dan input menyimak. Situasi pembelajaran dikategorikan baik. Pemahaman menyimak mahasiswa juga dapat terbantu dan menjadi lebih baik.]]>
<![CDATA[Using Customized Hangaroo Game for Vocabulary Teaching at SMPN 1 Bosso ]]>
<![CDATA[Citra Widyastuti]]>;
<![CDATA[Amalia Yahya]]>;
<![CDATA[Magfirah Thayyib]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i1.1733
<![CDATA[Using game is one of the most fashionable techniques in teaching vocabulary. This research aims to find out whether the customized hangaroo game is effective to improve the students’ vocabulary in the eighth grade of SMPN 1 Bosso. Hangaroo game is customized to be a non-digital/offline game to meet the needs of English vocabulary teaching in that class. This research applied pre-experimental method with pre-test, treatment, and post-test design. The instrument of this research was an objective vocabulary test. The treatment of teaching vocabulary using customized hangaroo game was conducted in five meetings. The data from the tests were analyzed using quantitative procedures including statistical analysis using SPSS 22. The results show that using customized hangaroo game is effective in improving the students’ vocabulary mastery at the eighth grade of SMPN 1 Bosso. The students’ mean score the pre-test was 36.4783 (poor) while in post-test was 51.6957 (fair). From the t-test of the students’ vocabulary, p value was smaller than α (0.00<0.05). The customized hangaroo game could interest and motivate the students in learning vocabulary. It can help the students to develop their spelling and pronunciation. It can also facilitate the students to cooperate in group and share to class.]]>
<![CDATA[ERROR ANALYSIS IN TRANSLATING ENGLISH FROM INDONESIAN OF SEMESTER SIXTH STUDENTS OF COKROAMINOTO PALOPO UNIVERSITY ]]>
<![CDATA[Hasby Muhammad]]>;
<![CDATA[Thayyib Magfirah]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v3i2.147
<![CDATA[This research is aimed to know the students errors in translating English from Indonesian from several text of the semester fifth students of Cokroaminoto Palopo University academic year of 2014/2015, some people considered translating is one of the most difficult skills in learning language, some people considered translating Indonesian to English even more difficult than translating English into Indonesian.The instrument consists of 17 texts as source language. Each text consists of several paragraphs which form a discourse. The paragraphs are from Buku Dongeng Anti Korupsi Seri 1. The translators are the undergraduate students of fifth semester of Cokroaminoto University. Data is located in the students English translation as target language. Data classified into 1) discourse errors, 2) syntactic errors, and 3) lexical errors. Syntactic errors will be classified into 1) sentence function, 2) tenses, 3) word order, 4) agreement rules, and 5) construction. Each sub-class is further sub-classified. Lexical errors are sub-classified into: 1) misselection of words, 2) derivational suffixes, and 3) function words.]]>
<![CDATA[Online English Learning at Junior High School: How the Students Perceive Schoology as Learning Media ]]>
<![CDATA[Muhammad Iksan]]>;
<![CDATA[Amalia Yahya]]>;
<![CDATA[Magfirah Thayyib]]>;
<![CDATA[Bahrul Ilmi]]>
<![CDATA[ International Journal of Asian Education Vol. 3 No. 1 (2022): IJAE Vol. 03, No. 1, March 2022 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v3i1.268
<![CDATA[This study focused on the Students' Perception of Schoology Application in Learning English at SMPN 1 Palopo. This study occupied a descriptive qualitative design that spent one-month collecting data using interviews. The data were then reduced, presented, and verified before describing the data in analyzing the interview results. This study revealed that the students reported their positive perception toward Schoology Application in Learning English at SMPN 1 Palopo. The students' positive judgments are based on their experience in learning English by using the Schoology application. They enjoyed the learning process when the teacher practiced Online Learning Method using Schoology. This study also reported that the Schoology application is very beneficial for them. The Schoology application made them more interested in learning. In addition, the application made them more active and responsible in learning.]]>
<![CDATA[Using Story Mapping Technique in Teaching Writing Skills at SMAN 1 Palopo ]]>
<![CDATA[Ashar Daung Allo]]>;
<![CDATA[Wahibah]]>;
<![CDATA[Magfirah Thayyib]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 1 No. 2 (2020): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v1i2.13
<![CDATA[The purpose of this research was to find out whether the use of story mapping technique effective to improve students’ writing recount text at the first grade of SMAN 1 Palopo. This research applied quasi experimental. The research was carried out in two classes, experimental and control classes. The population of this research was the first grade students of SMAN 1 Palopo. The samples of this research were Class X MIPA 2 as a control class and Class X IPA 3 as experimental class. The sampling technique in this research was random sampling. The instrument of this research was writing test. The writer gave pretest and posttest to the students. The data was analyzed by using SPSS 20.The result of this research showed that the use of story mapping technique in teaching writing recount text is effective. It could be seen from the result of calculation that the students’ score in experimental class which was higher than students’ score in control class. The mean score of posttest in experimental class was higher than the mean score of pretest (76.7667>61.6667). While in control class the mean score of posttest was also higher than the mean score of pretest (71.0667>67.8000). It means that there was significant difference between the students’ score in teaching writing recount text by using story mapping technique and students’ score in teaching writing recount text without using story mapping technique at the first grade of SMAN 1 Palopo.]]>
<![CDATA[The Error Analysis of Google Translate and Bing Translator in Translating Indonesian Folklore ]]>
<![CDATA[Jufriadi]]>;
<![CDATA[Amalia Asokawati]]>;
<![CDATA[Magfirah Thayyib]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 3 No. 2 (2022): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v3i2.89
<![CDATA[The objective of this research is to find out the lexical errors made by Google Translate and Bing Translator in translating Indonesian folklore "Princess Tandampalik" and "Sigarlaki and Limbat." The research applied the qualitative method. The data were analyzed using hybrid taxonomy of error analysis from Vilar, et al. The results of this research show that Google Translate made 103 errors in total which consist of 12 missing words, 19 errors in word order, 64 incorrect words, and 8 unknown words. Meanwhile, Bing Translator made 95 errors which consist of 5 missing words, 1 error in word order, 88 incorrect words, and 1 unknown word. Incorrect word is the most frequent error found in the translation resulted from Google Translate and Bing Translator with a total of 152 errors. The incorrect words mainly occurred in the translation of adjectives and adverbs in which Google Translate and Bing Translator mostly translated them into noun form. Thus, it can be concluded that both machine translators' performances are not different because they have their advantages and disadvantages.]]>
<![CDATA[The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study ]]>
<![CDATA[Magfirah Thayyib]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.86-97
<![CDATA[The understanding of group dynamics is a challenging field. It is quite often that the interaction and energy between students in the group present in negative pattern or less healthy. Lesson study is considered to be a suitable way to cope with that group dynamics problem. The objectives of this research are to describe the pattern of group dynamics in Theory of Translation class and outline the efforts done for the betterment of group dynamics through Lesson Study. The research was conducted in class 3A of third semester of English Language Education Study Program. The data of group dynamics were obtained from the observers’ sheets. While the data of the efforts done for the betterment of group dynamics were obtained from plan and reflection discussion notes, and a checklist of application. In analyzing the data, the first data were presented descriptively and made into inferences. The second data were grouped and described; then their effectiveness was analyzed qualitatively. Based on the result of the research, it is found that the group dynamics in Theory of Translation class from open class 1 – 4 went through a betterment. The efforts done for the betterment of group dynamics were distributing job and responsibility within group, delivering the whole instruction of group activities in the beginning and checking for students understanding, and providing worksheet for group work and learning media for each group.]]>
