The Naturalness and Accuracy of English Short Story Translation into Indonesian at the Second Year Students of MTsN 1 Makassar

The objectives of this research were to find out the naturalness of English short story translation into Indonesian Entitled and to find out the accuracy of English short story translation into Indonesian. This research employed descriptive qualitative research design which conducted at the second year students of MTsN 1 Makassar in academic years 2017/2018. The researcher used purposive sampling technique by taking one class from the twelve classes of the eighth grade. The researcher chooses class VIII-11 which consisted of 40 students. The data were collected using document by translation text and interview. The results showed that the naturalness and accuracy of students’ translation of short story entitled The Proud Lion gained score 7-8 with classification “almost completely successful” from 30 students. And 10 students gained score 5-6 with classification “adequate”. It was caused by wrong choice of words and they were still less in selecting the indicated meaning so that their translation sound strange, unnatural, inaccuracy for the readers. Keyword: Translation, Naturalness, Accuracy, Short stor

INFERENSI KONTEKS BERDASARKAN ANALISIS RELASI MAKNA WEBTOON “SMILE BRUSH: MY OLD PICTURES”

The study in this research is oriented to the analysis and description of inferences on the context and a comprehensive understanding of other linguistic variables in the text and discourse in it. The research data are lingual lexical units and phrases that show the relation of synonymy and polysemy meanings in the narrative text of the comic "Smile Brush: My Old Pictures" by Waroo, which can be accessed on the Webtoon platform. The data is processed using descriptive qualitative linguistic research characteristics combined with ethnoscience analysis. Data was occupied by the distribution method using the BUL/Direct Element Sharing technique and coding. The result states that this inference is the conclusion of cognition based on the context built by involving participants, awareness, and over-paradigmatic relations to syntagmatic other ties. This inference is the role of the association of meaning to other linguistic units in understanding the context in terminating inference. The process and conclusion of all these factors and variables show the stimulative, systemic, and holistic linguistic correlation of metafunctions and stratification of linguistic domains

Developing Students' Willingness to Communicate Using Information Gap Activities

The goal of this study was to increase students’ willingness to communicate by incorporating information gap activities into the teaching and learning process. Three meetings were held to conduct the research. A total of 31 students took part in this study. The instrument used was students’ reflections. The information was gathered in a qualitative manner and triangulation was carried out. The data analysis revealed that (1) implementing information gap activities in classrooms while teaching English increased students’ willingness to communicate, particularly their behavioral intention to communicate; (2) incorporating information gap activities increased students’ motivation and confidence to communicate in English; and (3) implementing information gap activities in the form of pair and group work activities increased students’ motivation and confidence to communicate in English. Furthermore, information gap activities can be used as a teaching strategy in English classes to assist the teacher in effectively managing the class and retaining students’ attention during the learning process. Keywords: information gap activities, students’ willingness to communicat

Capturing Technological Pedagogical Content Knowledge (TPACK) Implementation in English Classroom: Necessity or Responsibility?

This study aims to investigate EFL pre-service teachers’ perceptions of technological knowledge development during field teaching practice. Data were collected by using reflections of twelve EFL pre-service teachers in the English Education Department. This qualitative study focuses on the perceptions of EFL pre-service teachers based on the concept of the TPACK framework, especially Technological Knowledge (TK). The result of the analysis showed that EFL pre-service teachers tended to have a positive perception regarding the necessity of their technological knowledge implementation while conducting the field teaching practice in the classroom. Through a thematic analysis method, the data were analyzed qualitatively, and five themes emerged from this study, i.e., the basic technological knowledge of EFL pre-service teachers’, the easiness of EFL pre-service teachers’ in operating technology, the EFL pre-service teachers’ mastery of technological skills, the importance of using technology in teaching, and the importance of having technological knowledge. This study implies that teacher educators should raise the EFL pre-service teachers’ awareness of their technological knowledge development and help pre-service teachers gain a good understanding of technological knowledge