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"ABSTRAKStrategi belajar bahasa asing, khususnya Bahasa Inggris, telah menjadi sebuah pembahasan yang penting di kalangan para peneliti dan pengajar Bahasa Inggris. Akan tetapi, penelitian mengenai strategi belajar bahasa masih sedikit jumlahnya. Penelitian ini bertujuan untuk meneliti hubungan antara penerapan strategi belajar bahasa dengan hasil belajar pada 107 siswa kelas 11 SMA Negeri 8 Jakarta. Penelitian ini dilakukan menggunakan kuisioner ELLSI English Language Learning Strategy Inventory yang diadaptasi dari Oxford SILL Student Inventory Language Learning . Kemudian, data yang diperoleh dianalisis menggunakan Korelasi Pearson. Dalam proses analisis, peserta dibagi menjadi dua kelompok kategori, yaitu kelompok berprestasi high achiever group dan kelompok berprestasi rendah low achiever group . Hasil penelitian menunjukkan bahwa strategi mengingat memory strategies adalah strategi yang balik banyak digunakan. Terkait korelasi, pada low achiever group menunjukkan adanya korelasi yang sedikit signifikan, sedangkan pada high achiever group menunjukkan korelasi negatif. Hal tersebut menunjukkan bahwa penggunaan strategi belajar bahasa tidak sepenuhnya bertujuan untuk mencapai nilai yang tinggi, melainkan juga berkaitan dengan motivasi dan instruksi belajar yang disampaikan oleh guru di kelas.

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ABSTRACTForeign language learning strategies have become a crucial issue among researchers and ELT enthusiasts. However, learning strategies research in high school learners is still minimum. This study attempts to fill the gap by investigating the correlation between language learning strategies and students rsquo mid test score among 107 eleventh grade students of SMAN 8 Jakarta. The study is done using ELLSI English Language Learning Strategy Inventory questionnaire adapted from Oxford SILL Student Inventory Language Learning , and the data is calculated using Pearson Correlation. The participants are divided into low achiever group and high achiever group. The research finds that memory strategies are used most often than other types of strategies. It is also found that there is marginally significant correlation in low achiever group and negative correlation in high achiever group. It indicates that the use of learning strategies does not only aim to achieve high scores, but it could also be affected by external factors, such as motivation and teachers rsquo learning instruction."

"When we are learning a foreign language, it is obvious that bilingual dictionaries are the most important resources. However, if we leave aside the fact that the bilingual dictionaries are the most irreplaceable resources for foreign language education, user habits show that advanced-level of language learners prefer monolingual dictionaries mostly instead of a bilingual ones. When we look at the reasons behind this, it is because of the mismatching of concept explained in the target language, or in the source language. Actually this is not a matter realized at basic levels and most of the language learners do not even understand what is wrong in their utterances. They believe that every matching word explained in bilingual dictionaries can be used as exactly as the same under every circumstances in both languages. However this is what indeed causes the lexical translation errors in their utterances. In this paper, we will see fi rst what the polysemy is and how it does come into existence. Then by considering the lexical translation errors seen in Turkish-Japanese examples, we will determine and suggest a new connotative meaning for the Turkish word "güzel"."

"Due to the recent increase in studies on emotions in Applied Linguistics and, especially now, in pandemic times, it opens more discussion to relate teachers' emotions with several other aspects including resilience. Therefore, this research aims to analyze language teachers’ experience in teaching deaf students in Recife, Brazil, and Malang, Indonesia. The methodology applied was qualitative. This study involved teachers in Recife, Brazil, and Malang, Indonesia. The teachers selected to be interviewed in this study were those who had experience teaching deaf students for at least five years and those who, during the pandemic times taught online. Two teachers were taken from each city. Findings point out, among other things, that decreasing the number of students per class and having parents involved in the process may help improve students' learning and teachers' experience and resilience. Based on the data on the implementation of language learning and the teachers' perception of the benefit, the constraints, and strategies in online language learning, resilience is triggered by the professional, personal, institutional, and community challenges."

"Sejak adanya fenomena pandemi COVID-19, kebutuhan lembaga pendidikan bahasa di Indonesia untuk memanfaatkan aplikasi mobile-assisted language learning meningkat dan nilai pasar aplikasi pada kategori tersebut secara global juga meningkat. Hal ini harus diimbangi dengan moda aktivitas pada aplikasi yang mumpuni, untuk mendukung aktivitas belajar berkepanjangan. Penelitian ini memiliki objektif menganalisis faktor yang mempengaruhi intensi penggunaan keberlanjutan aplikasi mobile language learning. Penelitian dirancang menggunakan tiga teori utama, yaitu Expectation-Confirmation Model (ECM), Self-Determination Theory, dan Self-Regulation Skill. Penelitian dilakukan dengan pendekatan mixed method, dengan pendekatan kuantitatif pada 445 responden yang pernah menggunakan aplikasi Mobile-Assisted Language Learning dan penelitian kualitatif pada 17 narasumber untuk eksplorasi. Pengolahan dan analisis data dilakukan dengan Covariance-Based Structural Equation Modelling (CB-SEM) menggunakan AMOS 24. Hasil penelitian menunjukkan intensi penggunaan keberlanjutan dipengaruhi tiga poin, yaitu kebermanfaatan, kepuasan, dan kemampuan regulasi diri pengguna. Aspek kemampuan regulasi diri dipengaruhi oleh motivasi integratif. Pemenuhan ketiga kebutuhan dasar psikologis manusia mampu mempengaruhi kepuasan pengguna dan motivasi integratif. Selain itu, faktor kebermanfaatan dan konfirmasi juga memiliki pengaruh terhadap kepuasan pengguna dan faktor konfirmasi juga memiliki pengaruh terhadap nilai kebermanfaatan yang dirasakan pengguna. Studi ini diharapkan dapat bermanfaat bagi penyedia layanan aplikasi mobile-assisted language learning dan institusi kursus untuk merancang fitur aplikasi yang paling sesuai dengan kebutuhan pelajar.

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Since the phenomenon of the COVID-19 pandemic, the need for language education institutions in Indonesia to utilize mobile-assisted language learning applications has increased and the market size of mobile learning category has increased globally. These findings also must be balanced with the mode of activity in a capable application, to support prolonged learning activities. The study has the objective to analyze influencing factors on continuance intention usage on mobile language learning application. The research is constructed within three main theories: Expectation-Confirmation Model (ECM), Self-Determination Theory, and Self-Regulation Skill. This study is conducted using mixed method approach, that uses quantitative approach that conducted on 445 users of mobile language learning application and qualitative approach that conducted on 17 users to explore further. Data processing and analysis was carried out using Covariance-Based Structural Equation Modeling (CB-SEM) using AMOS 24 tool.

The result of study indicates that the continuance intention to use is affected by perceived usefulness, user satisfaction, and self-regulation skill. Users’ self regulation skill is positively affected by integrative motivation. Moreover, self-determination that representated by autonomy, competence, and relatedness influence the degree of user satisfaction and integrative motivation. User satisfaction is positively affected by the degree of confirmation and perceived usefulness, and perceived usefulness is positively affected by the degree of confirmation. This study is expected to give value-added contribution for mobile-assisted language learning application providers and course institution to design the application features that suit student needs’ best."

"ABSTRAKDalam pengajaran bahasa Belanda, pemelajar tidak hanya diminta untuk menguasai empat bidang keterampilan, seperti membaca, menulis, mendengarkan, dan berbicara. Namun, pemelajar juga perlu menguasai gramatika bahasa Belanda untuk meningkatkan keempat bidang keterampilan tersebut. Salah satu materi pengajaran gramatika pada buku ajar bahasa Belanda adalah pengajaran kalimat imperatif. Penelitian kualitatif ini menganalisis perbandingan pengajaran kalimat imperatif pada buku Contact! 1 dan De opmaat dari segi sintaksis. Berdasarkan E-ANS, terdapat enam bentuk kalimat imperatif. Pada penelitian ini ditemukan perbedaan bentuk-bentuk kalimat imperatif yang diajarkan pada kedua buku. Selain itu, temuan sampingan dari penelitian ini adalah perbedaan cara pengajaran kalimat imperatif dan juga model latihan yang disajikan pada masing-masing buku ajar.

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ABSTRACT

To learn Dutch language, students not only required to have knowledge of four skills, such as reading, writing, listening, and speaking. However, students also need to have knowledge of the Dutch grammar to enhance those four skills. One of the grammar lessons in Dutch teaching books is imperative sentence. This qualitative thesis analyzes the comparison of imperative sentence teaching in between Contact! 1 and De opmaat in terms of syntax. Based on E-ANS, there are six forms of imperative sentence. This research found several differences of imperative sentence forms that been taught in both books. Furthermore, as a side analysis, this research found the differences way of teaching imperative sentence and the exercise models that presented in each teaching book."