THE INFLUENCE OF BAHASA MANDAR TOWARDS STUDENTS’ ENGLISH PRONUNCIATION

Pronunciation is one of language elements which plays an important role. By having fluentpronunciation, it makes communication more intelligible. This research analyzes the influenceof Bahasa Mandar towards students’ English pronunciation. It focuses on the sound apects andtheir distribution. The objectives are to find out how BM affects students’ English pronunciation, why the students fail to pronunce certain English sounds, and what phonemes orsounds that students find them difficult to be pronunced. This reasearch is a case study researchand conducted in the second grade of Junior High School 1 Tinambung, West Sulawesi. Thetotal sample is 20 students. The researcher provides 50 words for students to be pronuncedtaken by oxford dictionary and Field Linguistics book. The results show that most students are affected of phonemes that BM has. The students change the sound they do not know into anothersound which exist in BM such as sound [z] into [s]. The students are not able to pronuncedouble consonant phonemes in final position, such as ‘sand’. They are failed in all vowelswhich are not exist in BM, alveolar-plosive sound [t] and [d], trill sound [r], and fricativesound [v], [θ], [ð], [s], [z], [ʃ]

AN ANALYZIS OF ENGLISH NATIONAL EXAM: Test of English Proficiency for Student

The National Exam of 2019 is still one of the absorbed issues to discuss. The researcher brings the issue up because in a couple of years there might be no more National Exam since the new minister is more likely to believe that Exams are conventional so the issue of abolishing it is heating up again. The National Exam has become a standard evaluation made by the government for every school level. The English exam is an English proficiency test for students. Yet, the test consists of listening and reading comprehension only. The objectives of the study are to find out whether the questions tested are appropriate with the qualifications, criteria, and the goals of each competence. Then, the researcher analyzed the error of each question. The researchers applied the general method in assessing the English test referring to the Hakuta and Jacks (2009) guidelines. The researcher applied descriptive qualitative as the research design. The test is focused more on cognitive skills, especially in reading skills. The students are taught all four language skills in schools and are expected to be superior to all of them at least. The researcher finds some errors in the test such as the test directions are unclear. Then, the questions are compiled disorderly and the amount of questions for each language competence is not equal. The test is not appropriate with the language learning objectives and so does with the language mastery demands

COMMISSIVE ILLOCUTIONARY ACT ACROSS LANGUAGES: JAVANESE AND MANDARESE

Commissive is one of illocutionary acts which mean the speaker commits a certain action in the future. This study examines the realization of commissive of promising across languages in Indonesia (Javanese and Mandarese). The method used in this study is descriptive qualitative based on Searle’s (1976) theory. The sources of the data are based on the researchers’ intuition as native speakers. The procedure of analyzing the data is by identifying the characteristics of commissive of promising in two languages. The result shows that in Javanese, promising can be performed by “ya”, “tenan”, “mengko”, “saestu”, “mangke”, and “sesuk”. Meanwhile, in Mandarese, promising can be performed by “iye”, “mangaku a”, “ya iyo”, “pa”,“manini”,“majanji a”, “manu pa”, “pura pa”, “banda tia”, “penuhi tia”, “pennassai i”, “pelambi’i tia”, and “kalamanna”. Komisif adalah salah satu tindak ilokusi yang berarti penutur berkomitmen untuk melakuka nsesuatu di masa yang akan datang. Penelitian ini membahas realisasi bentuk komisif berjanji antar bahasa di Indonesia (bahasa Jawa dan Bahasa Mandar). Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif berdasarkan teori Searle (1976). Sumber data diperoleh dari intuisi peneliti sebagai penutur asli. Prosedur analisis data dilakukan dengan mengindetifikasi ciri-ciri komisif berjanji yang ada dalam dua bahasa tersebut. Hasil dari penelitian ini menunjukkan bahwa dalam Bahasa Jawa, komisif berjanji dapat ditunjukkan melalui kata “ya”, “tenan”, “mengko”, “saestu”, “mangke” dan “sesuk”. Sedangkan, pada bahasa Mandar komisif berjanji dapat ditunjukkan melalui ujaran-ujaran “iye”,“mangaku a”,“ya iyo”,“pa”,“manini”,“majanji a”, “manu pa”,“pura pa”,“banda tia”,“penuhi tia”,“pennassai i”,“pelambi’i tia”, dan “kalamanna”

THE USE OF GOOGLE DOCS TO IMPROVE STUDENTS’ WRITING ABILITY

The objective of this research was to find out whether or not the use of Google Docs improved the students’ writing skill and to find out the students’ interest in learning writing by using Google Docs. This research applied a quasi-experimental design with an experimental class and a control class. The procedure of collecting data involved administering a pre- test, treatments and a post- test. The sample consisted of 54 students who were chosenby using cluster random sampling. The instruments of this research were writing text and questionnaire. The result of the data analysis showed that the mean score of experimental class was higher than that of control class and the result of hypothesis testing using independent T-Testin SPSS 16showed that t value is greater than t table, so H1  was accepted. It can be concluded that the use of Google Docs significantly improves the students’ writing skill and It also found that students were interested in learning writing by using Google Docs that is proved from their questionnaire result

An Analysis of Pragmatics Study in the Film of Tarung Sarung 2020 by Archie Hekagery

Departing from the view that meaning, language, and communication cannot be separated in everyday life, the result of this research is an analysis of the pragmatics in conversation and context depicted in the film "Tarung Sarung (2020)" which comes from the South Sulawesi area. It was found that there were 14 data for pragmatics sections, each containing 3 deixis, 2 conversations containing implicatures, 1 conversation containing presupposition, 1 face wants, 3 conversations containing politeness principles, and 4 conversations which were locutionary speech acts, perlocutions, and illocutionary (IFIDs). By using a qualitative descriptive approach and using purposive sampling, it is easier for researchers to take data which is a representative of a certain data group and present it factually and systematically

PENERAPAN MODEL PEMBELAJARAN BERPIKIR INDUKTIF PADA MATERI POKOK ZAT DAN WUJUDNYA

Penelitian ini bertujuan untuk mengkaji masalah-masalah yang mendasar, yaitu: Bagaimana hasil belajar siswa sebelum dan sesudah pembelajaran? Bagaimana pengelolaan pembelajaran dengan menggunakan model pembelajaran berpikir induktif pada pokok bahasan zat dan wujudnya? Bagaimana aktivitas siswa dalam proses pembelajaran fisika dengan model pembelajaran berpikir induktif? Penelitian ini merupakan penelitian deskriptif, dengan populasi penelitian kelas VII semester 2MTsN I Palangka Raya Tahun Ajaran 2012/2013 dan sebagai sampel penelitian kelas VII-6 dengan jumlah siswa 33 orang.Instrumen yang digunakan adalahtes hasil belajar kognitif siswa, lembar pengamatan pengelolaan pembelajaran, dan lembar pengamatan aktivitas siswa Hasil analisis data menunjukkan bahwa setelah pembelajaran selama 4 kali pertemuan, (1)Hasil analisis soal uji coba instrumen, dari 50 soal yang diteskan didapatkan 30 soal yang memenuhi kriteria untuk dijadikan soal THB. Terdapat 18 siswa tuntas (54,5%), dan 15 siswa tidak tuntas (45,5%). Hasil ketuntasan TPK dari 13 TPK terdapat 8 TPK tuntas (61,5%) dan 5 tidak tuntas (38,5%). (2) Pengelolaan pembelajaran dengan nilai rata-rata RPP I mendapatkan nilai rata-rata (3,53) kategori baik, RPP II mendapatkan nilai rata-rata (3,54) kategori baik, RPP III mendapatkan nilai rata-rata (3,53) kategori baik dan RPP IV mendapatkannilai rata-rata (3,53) kategori baik. (3) Aktivitas siswa pada pertemuan I mendapatkan nilai (3,70) kategori baik, pertemuan II mendapatkan nilai (3,62),kategori baik pertemuan III mendapatkan nilai (3,69) kategori baik dan pada RPP IV mendaptkan nilai (3,70) kategori baik

PERBANDINGAN HASIL BELAJAR SISWA YANG MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING

Penelitian ini dilatarbelakangi oleh terkendalanya model pembelajaran yang digunakan sebelumnya yaitu problem solving, salah satunya adalah sikap siswa pada saat kegiatan pembelajaran berlangsung terlihat pasif, siswa hanya mendengarkan, dan mencatat pokok bahasan yang disampaikan kemudian mengerjakan tugas-tugas yang diberikan. Dari kendala tersebut diperlukan model pembelajaran alternative yang efektif untuk meningkatkan hasil belajar pada mata pelajaran Simulasi dan Komunikasi Digital khususnya pada materi komunikasi sinkron dan asinkron di SMK Negeri 4 Bandung. Model pembelajaran sangat berpengaruh terhadap hasil belajar siswa. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana perbedaan hasil belajar siswa yang menggunakan model pembelajaran inkuiri dengan model pembelajaran problem solving pada mata pelajaran Simulasi dan Komunikasi Digital pada ranah kognitif, afektif dan psikomotor.. Metode penelitian yang digunakan adalah metode kuantitatif dengan Quasi Experimental Design. Bentuk desain quasi eksperimen yang digunakan dalam penelitian ini adalah Nonequivalent Control Group Design. Penelitian dilakukan dengan memberikan dua perlakuan yang berbeda terhadap dua kelompok siswa. Pertama, kelompok siswa kelas eksperimen mendapatkan pengajaran menggunakan model pembelajaran inkuiri dengan pendekatan kontekstual. Kedua, kelompok siswa kelas kontrol mendapatkan pengajaran menggunakan model pembelajaran problem solving. Pengukuran hasil belajar dilakukan dengan menggunakan instrument pada ranah kognitif, afektif dan psikomotor. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar siswa yang menggunakan model pembelajaran inkuiri dengan model pembelajaran problem solving. Hal ini diketahui dari nilai N-Gain pada kelas eksperimen sebesar 0,50 atau 50% dan pada kelas kontrol sebesar 0,33 atau 33%. Untuk ranah afektif dan psikomotor pada kelas eksperimen rata-rata nilai yang didapat sebesar 78,41 dan 76,21 dengan kategori baik, sedangkan pada kelas kontrol rata-rata nilai yang didapat sebesar 73,74 dan 73,7 dengan kategori baik. Berdasarkan hasil penelitian terbukti model pembelajaran inkuiri lebih baik daripada model pembelajaran problem solving;---This research is motivated by the constraints of the learning model that was used previously, namely problem solving, one of which is the attitude of students when learning activities take place passively, students only listen, and note the subject presented then work on the tasks given. From these constraints, an effective alternative learning model is needed to improve learning outcomes in Digital Simulation and Communication subjects, especially in synchronous and asynchronous communication material at SMK Negeri 4 Bandung. The learning model is very influential on student learning outcomes. The purpose of this study was to find out how differences in student learning outcomes using inquiry learning models with problem solving learning models in Digital Simulation and Communication subjects in the cognitive, affective and psychomotor domains. The research method used was quantitative methods with Quasi Experimental Design. The quasi-experimental design used in this study is Nonequivalent Control Group Design. The study was conducted by giving two different treatments to two groups of students. First, the experimental class students get teaching using the inquiry learning model with a contextual approach. Second, the control group students get teaching using problem solving learning models. Measurement of learning outcomes is done by using instruments in the cognitive, affective and psychomotor domains. The results of the study showed that there were differences in student learning outcomes using inquiry learning models with problem solving learning models. This is known from the N-Gain value in the experimental class of 0.50 or 50% and in the control class of 0.33 or 33%. For the affective and psychomotor domains in the experimental class the average value obtained is 78.41 and 76.21 with good categories, while in the control class the average value obtained is 73.74 and 73.7 in the good category. From the research analysis results, it has been proved that the inquiry learning model is better than the problem solving learning model