Tujuan pengabdian pada masyarakat (PPM) ini adalah melatih dan membekali anak-anak usia SD kelas 4,5, dan 6 yang seringkali membantu keluarganya berjualan souvenir di sekitar KEK Mandalika Lombok Tengah dengan kemampuan komunikasi sederhana Bahasa Inggris pariwisata melalui permainan luar ruang bermakna (meaningful outdoor plays). Kegiatan PPM ini juga bertujuan untuk membantu pemerintah daerah mempersiapkan sumber daya manusia (SDM) di sekitar sirkuit MotoGP Mandalika Lombok Tengah. Kegiatan PPM ini dilaksanakan dengan tahapan (1) survey lokasi dan diskusi dengan kepala desa atau dusun, (2) desain rencana PPM, (3) penyusunan materi pelatihan, (4) pelatihan, dan (5) penyusunan laporan dan luaran PPM. Kegiatan PPM ini menghasilkan (1) pengetahuan khalayak strategis tentang percakapan sederhana pariwisata, (2) keterampilan berkomunikasi Bahasa Inggris sederhana untuk keperluan pariwisata khususnya penjualan souvenir, dan (3) manuskrip jurnal yang akan diterbitkan di jurnal PPM yang revelan. Kegiatan dan materi pelatihan ini disusun berdasarkan teori-teori dan metode-metode pembelajaran Bahasa Inggris anak-anak (English for Children) dan disesuaikan dengan karakter anak sebagai pembelajar usia dini (young learners).
Kemampuan mahasiswa Pendidikan Bahasa Inggris di Universitas Mataram belum terlalu mengenal adanya post-editing pada hasil terjemahan GoogleTranslate. Dalam melakukan post-editing, mahasiswa perlu dibekali dengan teori terjemahan di kelas selama perkuliahan semester ganjil 2021-2022. Meachine translation, dalam hal ini adalah Google Translate, yang terus berkembang karena komitmen klien, belum mampu secara terbuka untuk menafsirkan teks-teks logis, terutama teks-teks populer ilmiah yang dibutuhkan oleh mahasiswa, sementara kebutuhan mahasiswa untuk memahami teks di luar bahasa mereka sangatlah besar untuk pengembangan ilmu pengetahuan. Penelitian ini ditujukan untuk meneliti kemampuan mahasiswa Pendidikan Bahasa Inggris Universitas Mataram untuk melakukan post-editing pada beberapa jenis teks yang diterjemahkan dengan Google Tramslate yang biasanya menghasilkan teks yang tidak terlalu bagus. Penelitian ini dilakukan di kelas serta data-data dikumpulkan melalui penugasan yang dinilai secara wajar sambil memberikan feedback pada hasil pekerjaan mahasiswa. Dalam melakukan post-editing tersebut mahasiswa dibekali dengan kemampuan semantik dasar mahasiswa yang dikombinasikan dengan otoritas hipotesis interpretasi yang melengkapi kemampuan mahasiswa menjadi modal penting siswa dalam mengubah efek lanjutan dari hasil GoogleTranslate. Eksplorasi ini dilakukan pada mahasiswa yang mengambil mata kuliah translation and interpreting. Mata kuliah ini sengaja direncanakan sebagai studio pelatihan sehingga hipotesis dan praktik saling berhubungan untuk mendapatkan teks bahasa yang objektif dan laik. Hasil penelitian menunjukkan bahwa mahasiswa mampu melakukan post-editing terjemahan Google Translate, meskipun belum terlalu sempurna. Sebagai rekomendasi penelitian ini, bahwa perlu rekonstruksi silabus untuk matakuliah terjemahan agar mengarah kepada praktis post-editing hasil terjemahan GoogleTranslate.
In recent years, standardized testing has become the most efficient tool adopted by institutions to measure one's ability in English Proficiency. All master students in university have to get a certain score of their English proficiency test as the requirement before their graduation. To develop teachers' professionality, teachers of Islamic Schools are suggested to upgrade their teaching proficiency by having master degrees in their scientific fields. The popular problem when they tried to finish their study is their low scores of English Proficiency. This study is to find out teachers' scores in listening comprehension test as well as to discover their problems and possible recommendation in order to increase their listening skill. The subject of the study are teachers of Islamic senior high school in West Lombok. There are 19 teachers as respondents. To gain the teachers' level of comprehension of listening skills, TOEFL-Like test was conducted. While to have teachers' perspective related to their problems, questionnaire and interview were done as well. The result would then describe the teachers' scores and its possible relation to their problems as well as possible recommendation for increasing their listening skill regarding the problems faced. Finally, there would also be recommendation concerning their professional development in having better English proficiency.
Teaching and learning English at all levels of education under Diknas or Depag is still a serious problem. English at the traditional Islamic schools (Madrasah Miftahul Islah Tembelok, in particular) still gives a negative impression, threatening, frightening, boring, difficult, and decreasing learning motivation. So many efforts have been made to increase the professionalism of the teacher/Ustaz such as in-service training, workshop, but show no significant result. This article offers an alternative way out. Successful teaching and learning foreign language should begin from the earliest fragment of language: acquiring vocabularies.
Despite numerous studies investigating various aspect of online learning amidst the Covid-19 pandemic, the empirical findings reporting about student(s)-student(s) interaction in micro-level of language teaching learning process is inadequately documented. Thus, this current study was in attempt to address this void by exploring how the students interact in online learning, identify the perception of the student about student-student interaction in online learning for effectiveness in online learning English teaching process. Framed in a case study, 5 students of a public University in West Nusa Tenggara participating in Teaching English for Young Learner (TEYL) course were purposefully recruited to participate in this study. The data were garnered from a series of semi-structured interviews and a 4-month virtual classroom observation and were analyzed using thematic analysis. The finding elucidates that students enjoyed their online learning interactions and they perceived that their language skills and knowledge increased significantly. The teacher was seen to have pivotal role in facilitating students to have effective interactions by providing various activities, prepared materials, and support. Practically, this study proposes some suggestions for teachers and students on how to establish effective student-student interaction in a language online classroom.
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