Pendampingan Karang Taruna dalam Proses Konservasi Lingkungan Pesisir Teluk Tomini di Desa Payunga Kecamatan Batudaa

Real Work Lecture (KKN) is a community service activity in a particular area as an implementation of Tri Dharma College. KKN activities aim to provide field experience to students about the condition of society directly and also to form an independent attitude and responsibility in carrying out KKN activities. The implementation of KKN began from September 15 to November 3, 2021 in Payunga Village, Batudaa District, Gorontalo Regency. The program conducted in Payunga Village includes socializing the core program, namely the utilization of hyacinths in limboto lake, devotional work every Saturday, badminton sports activities, studies every Saturday night, and planting tongue-in-law flowers next to the batudaa highway of payunga village. In general, thematic KKN activities carried out in Payunga Village of Batudaa Subdistrict, Gorontalo Regency went well because the community response was also good. The implementation of the Thematic KKN programs is expected to benefit the community

Language Learning Strategies Used by Extrovert and Introvert Students in English as a Foreign Language Speaking Classes

The students in Indonesia are from different cultures, languages, and personality traits (extrovert and introvert). Therefore, recognizing students’ personality traits and their language learning strategy may be effective to help teacher design an effective teaching strategies. The study, therefore, intends to find out the typical language learning strategies used by the extrovert and introvert students in English speaking class. The participants of this study were the fourth semester students in English Department of Gorontalo State University. This research used two models of questionnaire. They were the McCroskey’s introversion scale by Richmond & McCroskey (1998) to determine the personality type for each subject and Strategy Inventory for Language Learning (SILL) by Oxford’s (1990) to see their learning strategy. The findings were explained by using the theory of language learning strategies by O’Malley and Chamot (1990). The result shows that the extrovert students used more language learning strategies highly frequently than introvert students with 12 items compared to introvert students with only 10 items. The most strategies used by extrovert students were cooperating and empathizing with others with 66.7% in always used, while the most strategy used by introvert students was note taking with 66.7% in often used

Polysemy in Justin Bieber's Song Lyrics

This research aimed to discover the types of polysemy words to determine the meaning of polysemy words in twelve Justin Bieber’s song lyrics. The qualitative-descriptive method was used in this research. The data were collected by downloading the lyrics, reading and understanding the lyrics, and note-taking. The researchers used the theory of Miles and Huberman (1994) to determine the steps of analyzing data. The theory of Asher (2011) was used to classify and analyze the polysemy word into types of polysemy which were accidental polysemy (unrelated meaning) and logical polysemy (related meaning). Furthermore, the theory of Haspelmath (2001) was used to classify and analyze the word classes of polysemy words. As a result, the researchers found 20 polysemy words which were 10 words classified into accidental polysemy, and 10 words classified into logical polysemy. Those polysemy words were mostly in abstract nouns. Lastly, this research was expected to provide valuable information about polysemy for other researchers who would take polysemy as the topic of the research

Contrastive Analysis of Noun Phrase between English and Bugis Language

This study aims to explore the similarities and differences in noun phrase structures between the English and Bugis languages. Using a documentation technique, the research selectively extracts data from the literature, specifically books and articles that focus on noun phrases. The researchers systematically collect and examine the data using the contrastive analysis technique. The findings reveal both similarities and differences in the form, structure and function of noun phrases between English and Bugis. Common features in both languages include numerals, demonstratives and quantifiers as modifiers preceding the noun (head), while prepositional phrases are positioned after the noun (head). Conversely, in English, articles, adjectives, possessives and ordinals precede the noun (head), whereas in Bugis they follow the noun (head). Relative clauses in English and Bugis have different structures and functions. Therefore, a contrastive analysis of noun phrases between English and Bugis proves to be very beneficial for learners, as it increases their awareness of the unique characteristics of both languages, especially in terms of their structural and functional aspects

OPTIMALISASI KAWASAN TAMAN LAUT OLELE BERBASIS PEMBERDAYAAN SDM LOKAL MELALUI PELATIHAN BAHASA INGGRIS UNTUK PEMANDU WISATA (ENGLISH TRAINING FOR TOUR GUIDE)

OPTIMALISASI KAWASAN TAMAN LAUT OLELE BERBASIS PEMBERDAYAAN SDM LOKAL MELALUI PELATIHAN BAHASA INGGRIS UNTUK PEMANDU WISATA (ENGLISH TRAINING FOR TOUR GUIDE

An analysis of lexical collocation errors in students’ writing

Mastering lexical collocation uses in learning English as a foreign language is absolutely essential to develop students’ communicative skills and linguistic abilities. Most students, however, have problems with putting words together in a characteristic of “natural” English native speaker-like manner during writing. Students tend to use strange lexical collocation expressions therefore students’ language production does not sound natural and carries imprecise meaning. With regard to this underlying issue, the main emphasis of the current study was lying on the investigation of the types and the causes of lexical collocation error committed by EFL students in their argumentative writing. Through a qualitative research approach applying a descriptive-analytic method, sixteen university students were chosen purposively. The data were collected from two principal sources i.e., students’ writing samples and semi-structured interviews. In terms of data analysis technique, this study employed an error analysis technique developed by Ellis (1994) to analyze the obtained lexical collocation errors and applied a content analysis technique provided by Kumar (2011) to analyze the interview results. The study revealed 54 erroneousness of lexical collocation production consisting of verb + noun/pronoun (PP), adjective + noun, adverb + adjective, noun + noun, and verb + adverb combination. These errors were caused by a lack of collocation competence, native language influence, the use of synonym, overgeneralization, and approximation