Pub Date : 2021-12-21DOI: 10.30598/matail.v2i1.5490
Elsa Matruty, S. Que
The problem of this study was the students’ vocabulary mastery was still low. This study aims to improve student's vocabulary by using Flash Card for the eighth-grade students of SMP Kristen 1 Dobo. One alternative to facilitating students' problems is by using Flashcards. Flashcards can be used as medium and visual aids that are interesting and helpful for the students and teacher during the teaching-learning process. Vocabulary is essential for students in learning English as a foreign language. Vocabulary is a fundamental and essential thing to know. The purpose of learning Vocabulary is to help the students to be able to communicate and help the students to reflect on their experience, show idea, feelings and also understand any kind of meaning. Common vocabulary will obstruct the students' speaking, listening, reading, or writing. Therefore, the students need to learn vocabulary before the four skills.
{"title":"Using Flashcard as A Media In Teaching Vocabulary For The Eighth Grade Students Of Junior High School","authors":"Elsa Matruty, S. Que","doi":"10.30598/matail.v2i1.5490","DOIUrl":"https://doi.org/10.30598/matail.v2i1.5490","url":null,"abstract":"The problem of this study was the students’ vocabulary mastery was still low. This study aims to improve student's vocabulary by using Flash Card for the eighth-grade students of SMP Kristen 1 Dobo. One alternative to facilitating students' problems is by using Flashcards. Flashcards can be used as medium and visual aids that are interesting and helpful for the students and teacher during the teaching-learning process. Vocabulary is essential for students in learning English as a foreign language. Vocabulary is a fundamental and essential thing to know. The purpose of learning Vocabulary is to help the students to be able to communicate and help the students to reflect on their experience, show idea, feelings and also understand any kind of meaning. Common vocabulary will obstruct the students' speaking, listening, reading, or writing. Therefore, the students need to learn vocabulary before the four skills.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124944816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.30598/matail.v2i1.5488
Mariana Seni, Jeny Lekatompessy
The focus of this research is the researcher wants to make a survey to investigate about student’s attitudes on Learning English. The survey has done in November 2020 to December 2020 at five junior high schools in Dobo, eight grades and the researcher also used questioner as the instrument to collect the data from the students. The questioner has divided into multiple choice to gain the information about students interest in learning English, frequency of study English in a week, read the material before class, never absent to study English, make the summaries, read English book, reread materials, submit assignment which is consist of 21 questions and the essay, it is gain about students’ like or dislike, important or not, challenges in learn English, the way to learn English with fun, attitude should be developed and suggestion for the English teacher which is consist of 5 questions. It was taken of ten students from each school. At the end of the research, the result showed that most of the students from five junior high schools in Dobo showed their positive attitude in learn English and the rest of them showed the negative attitude in learn it. It means that the students still have courage to learn English. So hopefully English should be used by students not only at school but it must be started from family, environment and school to improve their English skill.
{"title":"Students’ Attitude on Learning English At Junior High Schools in Aru District","authors":"Mariana Seni, Jeny Lekatompessy","doi":"10.30598/matail.v2i1.5488","DOIUrl":"https://doi.org/10.30598/matail.v2i1.5488","url":null,"abstract":"The focus of this research is the researcher wants to make a survey to investigate about student’s attitudes on Learning English. The survey has done in November 2020 to December 2020 at five junior high schools in Dobo, eight grades and the researcher also used questioner as the instrument to collect the data from the students. The questioner has divided into multiple choice to gain the information about students interest in learning English, frequency of study English in a week, read the material before class, never absent to study English, make the summaries, read English book, reread materials, submit assignment which is consist of 21 questions and the essay, it is gain about students’ like or dislike, important or not, challenges in learn English, the way to learn English with fun, attitude should be developed and suggestion for the English teacher which is consist of 5 questions. It was taken of ten students from each school. At the end of the research, the result showed that most of the students from five junior high schools in Dobo showed their positive attitude in learn English and the rest of them showed the negative attitude in learn it. It means that the students still have courage to learn English. So hopefully English should be used by students not only at school but it must be started from family, environment and school to improve their English skill.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121391154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.30598/matail.v2i1.5485
Rice Pesiwarissa, Karolis Anaktototy, Hendrik Jacob Maruanaya
Teacher-made tests became a common practice in school to assess the students’ mastery of the content knowledge and skills. In the development of the test, multiple-choice test form is frequently a preferred option among the teacher. This study examines the content knowledge, cognitive and authentic evidence of teacher-made multiple-choice tests in EFL learning context in Junior High school. The English midterm-test document for grade 7 as the source of data. The test consists of 25 multiple choice items. The analysis showed that test items functioned primarily at the content knowledge of linguistic competence (52%), discourse competence (24%), and interactional competence (24%). The cognitive functioning level is C1 (4%), C2 (32%), C3 (32%) and C4 (32%), while the authentic functioning level is 16%. However, there are 84% items that are considered less authentic with the result of the analysis showing the mean score of the raters is 2.69. Regarding the findings of this study, the teacher needs to develop the authentic tasks in the test.
{"title":"An Analysis of EFL Teacher-Made Tests","authors":"Rice Pesiwarissa, Karolis Anaktototy, Hendrik Jacob Maruanaya","doi":"10.30598/matail.v2i1.5485","DOIUrl":"https://doi.org/10.30598/matail.v2i1.5485","url":null,"abstract":"Teacher-made tests became a common practice in school to assess the students’ mastery of the content knowledge and skills. In the development of the test, multiple-choice test form is frequently a preferred option among the teacher. This study examines the content knowledge, cognitive and authentic evidence of teacher-made multiple-choice tests in EFL learning context in Junior High school. The English midterm-test document for grade 7 as the source of data. The test consists of 25 multiple choice items. The analysis showed that test items functioned primarily at the content knowledge of linguistic competence (52%), discourse competence (24%), and interactional competence (24%). The cognitive functioning level is C1 (4%), C2 (32%), C3 (32%) and C4 (32%), while the authentic functioning level is 16%. However, there are 84% items that are considered less authentic with the result of the analysis showing the mean score of the raters is 2.69. Regarding the findings of this study, the teacher needs to develop the authentic tasks in the test.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121784345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.30598/matail.v2i1.5489
Juni Ernawati Manjorang
This study aims to improve learning outcomes for class XI ATPH through the application of the Inquiry Learning Model in the productive subject of Vegetable Crops Agribusiness at SMK (Vocational Upper-Seconday School) Negeri 6 Masni District. Through the Inquiry Learning Model, students are expected to achieve the goal of improved learning outcomes of Productive Vegetable Crops Agribusiness. This research is a Classroom Action Research (CAR) which is carried out in a two-stage offline learning cycle. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The subjects in this study are 28 students from the class XI ATPH SMK Negeri 6 Masni. The success indicator in this study is: 75% of the students are actively involved in the learning process, an increase in learning outcomes is achieved during each cycle through the post-test, and 75% of the students are able to achieve the Minimum Completeness Criteria (KKM) determined by the school, which is 70.
通过探究性学习模式，期望学生达到提高《生产性蔬菜作物农业综合企业》学习成果的目标。本研究是一个课堂行动研究(CAR)，在两个阶段的离线学习周期中进行。每个周期包括四个阶段，即计划、行动实施、观察和反思。本研究的对象为28名ATPH SMK Negeri 6 Masni班的学生。本研究的成功指标是:75%的学生积极参与到学习过程中，通过后测，每个周期的学习成果都有所增加，75%的学生能够达到学校确定的最低完整性标准(KKM)，即70分。
{"title":"Inquiry Learning Model at SMK Negeri 6 Masni District, West Papua Year of Study 2021/2022","authors":"Juni Ernawati Manjorang","doi":"10.30598/matail.v2i1.5489","DOIUrl":"https://doi.org/10.30598/matail.v2i1.5489","url":null,"abstract":"This study aims to improve learning outcomes for class XI ATPH through the application of the Inquiry Learning Model in the productive subject of Vegetable Crops Agribusiness at SMK (Vocational Upper-Seconday School) Negeri 6 Masni District. Through the Inquiry Learning Model, students are expected to achieve the goal of improved learning outcomes of Productive Vegetable Crops Agribusiness. This research is a Classroom Action Research (CAR) which is carried out in a two-stage offline learning cycle. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The subjects in this study are 28 students from the class XI ATPH SMK Negeri 6 Masni. The success indicator in this study is: 75% of the students are actively involved in the learning process, an increase in learning outcomes is achieved during each cycle through the post-test, and 75% of the students are able to achieve the Minimum Completeness Criteria (KKM) determined by the school, which is 70.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124358741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.30598/matail.v2i1.5486
Armayanti Rumalutur, Karolis Anaktototy, P. Pattiasina
This research was conducted through descriptive qualitative research with the aim of the study are to find out kinds of phonological interference in the spoken English by students at SMPN 39 SBT and to describe factors which affecting the phonological interference in the spoken English by students at SMPN 39 SBT. The study taken a place in SMPN 39 SBT which located in desa Mida, Kec. Pulau Gorom. The subject of this study were eleven students of second grade at SMPN 39 SBT which spoken Bahasa Gorom as their mother tongue. The data were collected by using video recording, field not and interview. The researcher uses the content analysis which focuses on analyzing kinds of phonological interference by Uriel Weinrich, and the factors which affecting the phonological interference Rod Ellis. The result shown that there are 4 kinds of phonological interference found in the students’ utterances. Those are; 1). Under-differentiation of Phonemes. 2). Over-differentiation of Phonemes. 3). Reinterpretation of Distinction. 4). Actual Phone Substitution. The factors which include internal and external factors found in this study. They are; a). Motivation. b). Language Learners’ Attitude. c). Learners’ Personality. d). Teacher’s Behavior. e). Learning Environment.
{"title":"Assessing The Interference of Mother Tongue Towards Students’ Spoken English Ability at SMPN 39 SBT","authors":"Armayanti Rumalutur, Karolis Anaktototy, P. Pattiasina","doi":"10.30598/matail.v2i1.5486","DOIUrl":"https://doi.org/10.30598/matail.v2i1.5486","url":null,"abstract":"This research was conducted through descriptive qualitative research with the aim of the study are to find out kinds of phonological interference in the spoken English by students at SMPN 39 SBT and to describe factors which affecting the phonological interference in the spoken English by students at SMPN 39 SBT. The study taken a place in SMPN 39 SBT which located in desa Mida, Kec. Pulau Gorom. The subject of this study were eleven students of second grade at SMPN 39 SBT which spoken Bahasa Gorom as their mother tongue. The data were collected by using video recording, field not and interview. The researcher uses the content analysis which focuses on analyzing kinds of phonological interference by Uriel Weinrich, and the factors which affecting the phonological interference Rod Ellis. The result shown that there are 4 kinds of phonological interference found in the students’ utterances. Those are; 1). Under-differentiation of Phonemes. 2). Over-differentiation of Phonemes. 3). Reinterpretation of Distinction. 4). Actual Phone Substitution. The factors which include internal and external factors found in this study. They are; a). Motivation. b). Language Learners’ Attitude. c). Learners’ Personality. d). Teacher’s Behavior. e). Learning Environment.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126473445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-20DOI: 10.30598/matail.v1i2.4353
JMMatai Psdku, Vonny Juliana Ruhulessin
This research outlined framework for English textbooks analysis from the perspective of Second Language Acquisition (SLA). The aims are to find out the parts of the material which are in line with SLA principles and the part of the material which are not in line with SLA principles. These parts of the textbooks were analyzed using modified version of Littlejohn’s (materials development in language teaching, 2011) analysis task. The English textbooks were analyzed entitled Pathway to English for Senior high School, published by Erlangga, for Grade X ; XI and XII. The data were assessed by sign, plus point when the features in modified Littlejohn analyzing task are in line with SLA and minus pointwhen they are not. In the data analysis technique, the percentage of initiate shows 99% activity/task initiating learner to respond the instruction which is in line with SLA principles, whilst only 1% is not required respond which are not in line with SLA principles. The part of focus shows plenty activity promoting meaningful task with 51% whilst focus on form with 12%. The part shows that they are in line with SLA principle for giving more focus on meaning. In part of mental operation, the percentage shows most activities covered the features of SLA principles, only 1 % pointed to task which is not line with SLA principles (repeat/reproduce with substitution). In part of who with, individual work dominated the tasks with 60%, individual/pair/group/whole class with 24%, whilst presentation both in group/pair with 2%. In the part of content, the percentage shows most input materials to learners are written content with 90%, output written materials to learners with 57%, whilst input aural material shows only 28% and output aural material shows 24%. The data also shows that 99% the source of the material come from the textbook itself and there is only 1% materials comes from learners. The data of nature content covered non-fiction with 94%, fiction with 6%, and grammar explanation with 20%, song with 4% and learner’s personal information/opinion with 11%. In sum, the content material in the three textbooks are recommended to use both by teacher and learner because they are in with SLA principles.
{"title":"Analyzing The Content of Senior High School Textbooks Towards SLA-Based Principles","authors":"JMMatai Psdku, Vonny Juliana Ruhulessin","doi":"10.30598/matail.v1i2.4353","DOIUrl":"https://doi.org/10.30598/matail.v1i2.4353","url":null,"abstract":"This research outlined framework for English textbooks analysis from the perspective of Second Language Acquisition (SLA). The aims are to find out the parts of the material which are in line with SLA principles and the part of the material which are not in line with SLA principles. These parts of the textbooks were analyzed using modified version of Littlejohn’s (materials development in language teaching, 2011) analysis task. The English textbooks were analyzed entitled Pathway to English for Senior high School, published by Erlangga, for Grade X ; XI and XII. The data were assessed by sign, plus point when the features in modified Littlejohn analyzing task are in line with SLA and minus pointwhen they are not. In the data analysis technique, the percentage of initiate shows 99% activity/task initiating learner to respond the instruction which is in line with SLA principles, whilst only 1% is not required respond which are not in line with SLA principles. The part of focus shows plenty activity promoting meaningful task with 51% whilst focus on form with 12%. The part shows that they are in line with SLA principle for giving more focus on meaning. In part of mental operation, the percentage shows most activities covered the features of SLA principles, only 1 % pointed to task which is not line with SLA principles (repeat/reproduce with substitution). In part of who with, individual work dominated the tasks with 60%, individual/pair/group/whole class with 24%, whilst presentation both in group/pair with 2%. In the part of content, the percentage shows most input materials to learners are written content with 90%, output written materials to learners with 57%, whilst input aural material shows only 28% and output aural material shows 24%. The data also shows that 99% the source of the material come from the textbook itself and there is only 1% materials comes from learners. The data of nature content covered non-fiction with 94%, fiction with 6%, and grammar explanation with 20%, song with 4% and learner’s personal information/opinion with 11%. In sum, the content material in the three textbooks are recommended to use both by teacher and learner because they are in with SLA principles.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129649640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-20DOI: 10.30598/matail.v1i2.4354
Glorya Manuputty
This article is aimed to describe the advantages of why songs are important to support the English language learning process. This article also explains the position where English is learned as the foreign language in Indonesia. Songs are learning resources with many advantages, including linguistics resources, affective/psychological resources, and cognitive resources. Songs can be good learning sources as teaching media for English language classes. As the world of children goes with songs and like to sing it. They love saying chants in rhythm and enjoy repeating phrases that rhyme. Moreover, they enjoy moving to the rhythm, clapping hands, tapping the feet, and dancing. Therefore, music and movement naturally connect to children's hearts, minds, and bodies. Teaching young learners has to be enjoyable for the classroom as young learners often use songs and movement to engage children in the class. Using songs and movement is one of the best ways to teach young learners. Making the learning process interesting for children is important, especially for young learners who learn English as a foreign language. Songs can also support the four skills for the learners such as speaking, reading, writing, and listening. Another language advantages are that pronunciation, vocabulary, and grammar are provided in learning through songs. It is such a duty for teachers to create a fun and enjoyable atmosphere in teaching. Using the textbook is no longer efficient for teaching young learners nowadays. The teacher tends to be more creative and tend to find more variation in delivering teaching materials, whether using songs from the internet, CD or tape recorder, or television. There are several benefits for language learning using songs for young English learners' classes. Music and songs can do the following: provided authentic, meaningful context, introduce children to the target culture, emotional and social effects, provide opportunities to practice oral language, Aid in retention and comprehension.
{"title":"Maximized The Young Language Learners’ Motivation Via Songs and Increasing Their Speaking Skill Ability","authors":"Glorya Manuputty","doi":"10.30598/matail.v1i2.4354","DOIUrl":"https://doi.org/10.30598/matail.v1i2.4354","url":null,"abstract":"This article is aimed to describe the advantages of why songs are important to support the English language learning process. This article also explains the position where English is learned as the foreign language in Indonesia. Songs are learning resources with many advantages, including linguistics resources, affective/psychological resources, and cognitive resources. Songs can be good learning sources as teaching media for English language classes. As the world of children goes with songs and like to sing it. They love saying chants in rhythm and enjoy repeating phrases that rhyme. Moreover, they enjoy moving to the rhythm, clapping hands, tapping the feet, and dancing. Therefore, music and movement naturally connect to children's hearts, minds, and bodies. Teaching young learners has to be enjoyable for the classroom as young learners often use songs and movement to engage children in the class. Using songs and movement is one of the best ways to teach young learners. Making the learning process interesting for children is important, especially for young learners who learn English as a foreign language. Songs can also support the four skills for the learners such as speaking, reading, writing, and listening. Another language advantages are that pronunciation, vocabulary, and grammar are provided in learning through songs. It is such a duty for teachers to create a fun and enjoyable atmosphere in teaching. Using the textbook is no longer efficient for teaching young learners nowadays. The teacher tends to be more creative and tend to find more variation in delivering teaching materials, whether using songs from the internet, CD or tape recorder, or television. There are several benefits for language learning using songs for young English learners' classes. Music and songs can do the following: provided authentic, meaningful context, introduce children to the target culture, emotional and social effects, provide opportunities to practice oral language, Aid in retention and comprehension.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"44 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121013976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-20DOI: 10.30598/matail.v1i2.4352
JMMatai Psdku, Anton Magelang
The title of this study is AN ALYSIS ON THE PLOT OF SHORT STORY "SOLDIER'S HOME" BY ERNEST HEMINGWAY. The aim of this study is to find out the Plot used in the Short story “Soldier’s Homeâ€. The researcher applied Descriptive study method, aim analyzing and describing the data. The data of the study is Short story "Soldier's Home" by Ernest Hemingway. From the result, the researcher analyzed the plot of short story "Soldier's Home" by using Descriptive analysis. The researcher found out that, parts of plot used in the story "Soldier's Home" is: Exposition which tells about the introduction of Krebs as main character who is a Soldier of United States. He takes a part in the World War 1 in 1917 in Europe. Complication tells about the experience of the war changes his attitude toward work and woman after he comes back to his town Oklahoma - a town in United States. Crisis or climax tells the complications become more developed where there is a contradiction of the idea about work and woman among Krebs and his Parents. This is the high point of the story, Falling action tells about the action of Krebs falls where he becomes aware of his changes attitude that caused by the experience of the war and he tries to be a good boy to his mother, Resolution tells that Krebs accepts parents suggestion where he has forgotten the experience of the war that influence him in the town and he has decided to find out another job in Kansas- United States that can makes him enjoy it. The findings presented in this writing are still open to be proved by other.
本研究的题目是海明威的短篇小说《士兵之家》的情节分析。本研究的目的是找出在短篇小说 - œSoldierâ - ' s home - '中使用的情节。研究者采用描述性研究方法，旨在对数据进行分析和描述。该研究的数据是欧内斯特·海明威的短篇小说《士兵之家》。从结果出发，研究者运用描述性分析法对短篇小说《士兵之家》的情节进行分析。研究者发现，在“士兵之家”这个故事中使用的部分情节是:叙述，讲述了作为美国士兵的主角克雷布斯的介绍。他参加了1917年在欧洲的第一次世界大战。复杂讲述了战争的经历改变了他对工作和女人的态度，他回到了他的家乡俄克拉荷马——一个美国的小镇。危机或高潮讲述了在克雷布斯和他的父母之间关于工作和女人的观念矛盾的地方，复杂性变得更加复杂。这是故事的高潮,行动的行动告诉克雷布斯落,他就知道他的态度变化,引起战争的经验,他想成为一个好男孩,他的妈妈,决议告诉克雷布斯接受父母的建议,他已经忘记了战争的经验,影响他在城里,他决定找到另一份工作在堪萨斯州,美国可以让他享受它。本文中提出的发现仍有待其他人的证明。
{"title":"Analysis on the Plot of Short Story \"Soldier's Home\" By Ernest Hemingway","authors":"JMMatai Psdku, Anton Magelang","doi":"10.30598/matail.v1i2.4352","DOIUrl":"https://doi.org/10.30598/matail.v1i2.4352","url":null,"abstract":"The title of this study is AN ALYSIS ON THE PLOT OF SHORT STORY \"SOLDIER'S HOME\" BY ERNEST HEMINGWAY. The aim of this study is to find out the Plot used in the Short story “Soldier’s Homeâ€. The researcher applied Descriptive study method, aim analyzing and describing the data. The data of the study is Short story \"Soldier's Home\" by Ernest Hemingway. From the result, the researcher analyzed the plot of short story \"Soldier's Home\" by using Descriptive analysis. The researcher found out that, parts of plot used in the story \"Soldier's Home\" is: Exposition which tells about the introduction of Krebs as main character who is a Soldier of United States. He takes a part in the World War 1 in 1917 in Europe. Complication tells about the experience of the war changes his attitude toward work and woman after he comes back to his town Oklahoma - a town in United States. Crisis or climax tells the complications become more developed where there is a contradiction of the idea about work and woman among Krebs and his Parents. This is the high point of the story, Falling action tells about the action of Krebs falls where he becomes aware of his changes attitude that caused by the experience of the war and he tries to be a good boy to his mother, Resolution tells that Krebs accepts parents suggestion where he has forgotten the experience of the war that influence him in the town and he has decided to find out another job in Kansas- United States that can makes him enjoy it. The findings presented in this writing are still open to be proved by other.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115065070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-20DOI: 10.30598/matail.v1i2.4350
Agtisda Tiofanna Silalahi
This project examines the West Papuan community’s assumptions regarding the vocational high school major in Tourism, specifically the high school in Manokwari that was established in 2007. Unfortunately, the expectations of the policy makers in the field of vocational education and tourism are not met by the low number of young people who are interested in the school and finally decide to enroll in the school. The Causal Layered Analysis (CLA) used in this study looks at the issues through each of four layers, namely the Litany, Systemic/Social Causes, Discourse/Worldview, and Myth/Metaphor. The analysis moves from the current scenario through the layers to the construction of a new alternative scenario. It is recognized that the school needs innovation in the paradigm of the relational type of leadership model. The recommendations propose four main areas of cooperation through the Appreciative Inquiry approach: 1) within the school, 2) with the community, 3) with the tourism business sector, and 4) with the local Department of Tourism and the Department of Education. The project fills the gap in the literature, which lacks research on tourism vocational high schools in West Papua.
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Pub Date : 2021-06-20DOI: 10.30598/matail.v1i2.4351
Lusi Amilia Metriani
Language means communication with other, where we need to build the relation to get the better understanding. It is used by people to give a message and information where everyone speaks, or identifies with one language. Beside that it is always develops every era according to the communication model used in writing or speaking. This research is aimed to give some contribution to the readers and to enrich the reader’s knowledge about code switching. Therefore, the writer hopes that it will be useful for English students especially those who are studying sociolinguistics. Moreover, code switching have some types to applying in every situational based on the type of the type of codeswitching.to give different sense especially for teenager. The code switching can stimulate the reader to interest read a book, a novel, a newspaper and gives a good influence in order to improve the vocabulary in English.
{"title":"An Analysis on Code Switching in \"Dealova\" Novel","authors":"Lusi Amilia Metriani","doi":"10.30598/matail.v1i2.4351","DOIUrl":"https://doi.org/10.30598/matail.v1i2.4351","url":null,"abstract":"Language means communication with other, where we need to build the relation to get the better understanding. It is used by people to give a message and information where everyone speaks, or identifies with one language. Beside that it is always develops every era according to the communication model used in writing or speaking. This research is aimed to give some contribution to the readers and to enrich the reader’s knowledge about code switching. Therefore, the writer hopes that it will be useful for English students especially those who are studying sociolinguistics. Moreover, code switching have some types to applying in every situational based on the type of the type of codeswitching.to give different sense especially for teenager. The code switching can stimulate the reader to interest read a book, a novel, a newspaper and gives a good influence in order to improve the vocabulary in English.","PeriodicalId":149617,"journal":{"name":"MATAI: International Journal of Language Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128873134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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