Article Per Year (5 Year)
p-Index From 2020 - 2025
2.155
P-Index
This Author published in this journals
All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) JURNAL TAHURI Jurnal Abdi Insani Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Indo-MathEdu Intellectuals Journal Pakem : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of English Teaching Abdimas Indonesian Journal MATAI: International Journal of Language Education Jurnal Pengabdian Sosial Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Lekatompessy, Felicia Miranda
Program Studi Pendidikan Bahasa Inggris, Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
TEACHERS’ PERCEPTION REGARDING CLASSROOM ASSESSMENT IN SCHOOL-BASED CURRICULUM Felicia Miranda Lekatompessy
JURNAL TAHURI Vol 14 No 1 (2017): Jurnal Tahuri
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Classroom Assessment (CA) involves students and teachers in the continuous monitoring of students' learning (Angelo and Cross, 1993) as it provides teacher with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. For many instructors, assessment just means grading, but it actually entails much more than this. When designed thoughtfully and implemented carefully, assessments can provide important evidence about what and how students are learning and whether course goals have been met. This study was intended to explore teachers’ perception regarding classroom assessment that implemented in school-based curriculum, and also to identify the teachers’ experience in conducting classroom assessment. The data were collected from questionnaire of two sections. The first section consists of twenty five items exploring teachers’ perception on classroom assessment in school-based curriculum. While the second section consists of 15 items that deal with the way teachers conduct CA based on their experience. Therefore, three English teachers who implemented school-based curriculum were chosen as the subject of the study. The result indicated that teachers have a comprehensive understanding toward classroom assessment regarding its principles and teachers role in classroom assessment. Further, in implementing the CA, the teachers also used various techniques and methods such as portfolio and performance assessment instead of relied on pen and paper test only.
Dinamika Hubungan Kekuasaan antara Dosen Pembimbing dan Mahasiswa dalam Konteks Feodalisme Akademik Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2058

Abstract

This study explores the dynamics of the power relationship between supervisors and students in the context of academic feudalism in Indonesian higher education. This study uses an interpretive phenomenological approach, this study involves in-depth interviews with 10 students of the English Language Education Study Program at Pattimura University. The analysis process is iterative and involves constant comparisons between raw data, themes, and interpretations. The results revealed that students face various challenges due to rigid hierarchical structures, including restrictions on creativity and academic autonomy, communication barriers, inhibitions of critical thinking, and negative psychological impacts. However, students also show resilience by developing strategies such as assertive communication, finding alternative resources, building solidarity between students, negotiation, and compromise, and developing academic independence. These findings suggest a gradual shift in power dynamics in Indonesian higher education, where students are actively negotiating their positions in a hierarchical system. The study highlights the need for institutional reforms, faculty professional development, and student support programs to create a more egalitarian and collaborative academic environment
An Analysis of Writing Problems in Descriptive Texts Faced by Third-Semester Students in the English Education Study Program at PSDKU Aru, Pattimura University Laelaem, Ferdinan; Lekatompessy, Felicia Miranda
MATAI: International Journal of Language Education Vol 5 No 1 (2024): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i1.16403

Abstract

The purpose of this study was to identify students' challenges in writing descriptive texts in English. The research design employed in this study was a qualitative method. The population consisted of nine third-semester students from the English Education program at Pattimura University, PSDKU Aru. The instruments used in this study were a writing test and interviews. For data analysis, the study utilized the formula from Annasudjono (2010): F/N×100%, while qualitative data analysis followed the framework of Miles, Huberman, and Saldana (2014), including data reduction, data display, and conclusion drawing/verification. The results revealed that students faced significant challenges in writing descriptive texts in English, particularly in the areas of organization, mechanics, vocabulary, and language use. The study concluded that the researcher identified recurring problems in writing descriptive texts through the use of writing tests and interviews. These challenges were most evident in the aspects of content, organization, mechanics, vocabulary, and language use.
Students’ Perception toward the Use of Note-Taking Strategy in Listening Class Soumokil, Jeclyn Claudia; Nikijuluw, Renata C. G. V.; Lekatompessy, Felicia Miranda
Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v1.i1.p17-32

Abstract

As one of the receptive English skills, listening has a significant role as a primary skill for daily communication. Despite its importance, the requirement for doing listening tasks in an academic context has to lead the students to use more practical and effective listening strategies to improve their listening skills and competence, as well. The purposes of this study were to investigate students’ perception towards Note-Taking used in doing a listening activity at listening class, also to find out the benefits and difficulties of note-taking for students. This study used a survey research design by integrating a mixed-method, in which the data was analyzed in qualitative and quantitative ways. The participant of the study was students of English Education Study Program of Pattimura University in the academic year 2017. Classroom observation, a questionnaire, and interview were employed as the techniques in collecting the data. The result showed that 90% of the students have a positive attitude that note taking is important for them to gain information easily. Besides, to see the benefit and difficulties, students’ response that they get more benefits than difficulties in using note-taking enable the students to do the listening activities as being required.
Potret Kualitas Perkuliahan dan Kinerja Pada Program Studi Pendidikan Bahasa Inggris FKIP Universitas Pattimura Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Jurnal Pengabdian Sosial Vol. 2 No. 1 (2024): November
Publisher : PT. Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/bp1wpq89

Abstract

Kegiatan evaluasi ini bertujuan untuk menilai hasil perkuliahan Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Pattimura pada tahun akademik 2023/2024. Evaluasi dilakukan pada tiga aspek utama yaitu kualitas perkuliahan secara keseluruhan, kinerja dosen, dan prestasi akademik mahasiswa. Metode yang digunakan adalah metode campuran dengan menggunakan kuesioner daring yang diadaptasi dari instrumen evaluasi yang dikembangkan oleh Gugus Jaminan Mutu (GJM) FKIP Universitas Pattimura. Partisipan meliputi seluruh mahasiswa aktif dan dosen pengampu mata kuliah pada program studi tersebut. Analisis data menggunakan pendekatan statistik deskriptif dan komparatif. Hasil evaluasi menunjukkan peningkatan kualitas perkuliahan dari semester ganjil ke semester genap dengan kategori "Baik". Kinerja dosen juga menunjukkan peningkatan yang signifikan dengan seluruh dosen mencapai kategori "Sangat Baik" pada semester genap. Namun, prestasi akademik mahasiswa bervariasi antar angkatan dengan tren positif pada angkatan terbaru. Umpan balik mahasiswa mengindikasikan kepuasan terhadap kualitas pengajaran, namun juga mengidentifikasi area yang perlu perbaikan seperti metode pembelajaran, kualitas umpan balik, pengelolaan tugas, dan sistem penilaian. Rekomendasi untuk perbaikan di masa depan meliputi peningkatan kompetensi pedagogik dosen, perbaikan sistem monitoring dan dukungan akademik, serta penguatan kolaborasi dan keterlibatan seluruh pemangku kepentingan. Kegiatan evaluasi ini menekankan pentingnya pendekatan yang komprehensif dan berkelanjutan dalam meningkatkan kualitas pendidikan tinggi.
Pembelajaran Bahasa Inggris Yang Menyenangkan Bagi Siswa SD Inpres Werwaru Kabupaten Maluku Barat Daya Jusak Patty; Felicia Miranda Lekatompessy; Jeny Lekatompessy
Jurnal Abdimas Indonesia Vol. 4 No. 2 (2024): April-Juni 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i2.621

Abstract

Penguasaan bahasa Inggris menjadi keterampilan esensial di era globalisasi, namun pembelajaran bahasa Inggris di sekolah dasar seringkali dianggap kurang menarik dan membosankan. Kegiatan pengabdian kepada masyarakat (PkM) ini bertujuan untuk menciptakan pembelajaran bahasa Inggris yang menyenangkan dan meningkatkan minat serta kemampuan siswa SD Inpres Werwaru, Kabupaten Maluku Barat Daya. Metode yang diterapkan meliputi aktivitas interaktif seperti permainan bahasa, bernyanyi, dan mewarnai yang melibatkan partisipasi aktif siswa. Kegiatan ini diikuti oleh 75 siswa dari kelas 3 hingga kelas 5 dan berhasil mencapai tujuannya. Hasil tes akhir menunjukkan peningkatan signifikan dalam kemampuan bahasa Inggris siswa, dengan peningkatan tertinggi pada kelas 5 sebesar 18,3 poin. Siswa terlihat antusias dan terlibat secara aktif dalam kegiatan pembelajaran yang menyenangkan. Keberhasilan ini sejalan dengan teori yang menyatakan bahwa pembelajaran yang menyenangkan dan melibatkan partisipasi aktif siswa dapat meningkatkan motivasi, keterlibatan, dan kemampuan belajar mereka. Meskipun terdapat kendala seperti keterbatasan waktu dan beberapa siswa yang kurang aktif, kegiatan ini memberikan manfaat bagi siswa dan guru dengan memperkenalkan metode pembelajaran yang lebih inovatif dan efektif.
PELATIHAN PENGEMBANGAN MODEL PENILAIAN PEMBELAJARAN BAHASA INGGRISBAGI GURU-GURU BAHASA INGGRIS SMP/SMA DI KABUPATEN MALUKU TENGGARA Lekatompessy, Jeny; Lekatompessy, Felicia Miranda; Lekawael, Rosina Fransisca Joan; Manuputty, Richard
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 2 No 2 (2022): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss2pp44-51

Abstract

Penilaian mata pelajaran bahasa Inggris adalah suatu kegiatan untuk mengukur penguasaan bahasa Inggris peserta didik, agar diperoleh informasi sejauh mana indikator-indikator keberhasilan yang telah dirumuskan telah menampak pada perilaku berbahasa Inggris peserta didik. Dalam hal ini, salah satu faktor penentu keberhasilan implementasi kurikulum pada satuan pendidikan, khususnya pada proses penilaian sangat bergantung pada guru. Namun kenyataan menunjukkan bahwa guru masih kesulitan dalam menyusun perencanaan penilaian, pelaksanaan penilaian, pengolahan hasil penilaian serta pemanfaatan hasil penilaian. Oleh sebab itu, kegiatan Pengabdian Kepada Masyarakat (PKM) ini dilakukan untuk memfasilitasi para guru bahasa Inggris di Kabupaten Maluku Tenggara dengan harapan dapat menambah wawasan pengetahuan serta keterampilan dalam mengembangkan model penilaian Bahasa Inggris yang relevan. Kegiatan dilaksanakan dalam bentuk workshop atau pelatihan secara tatap muka di SMP Negeri Unggulan Kabupaten Maluku Tenggara yang diikuti oleh guru-guru Bahasa Inggris SMP dan SMA di Kabupaten Maluku Tenggara dan daerah sekitarnya. Narasumber kegiatan ini berasal dari anggota tim PKM yang dipandang kompeten sesuai dengan keahlian dan kebutuhan materi. Metode pelaksanaan PKM ini dilakukan melalui beberapa tahapan yaitu tahap Persiapan, Pelaksanaan, Pasca Kegiatan, Pelaporan dan Publikasi. Hasil kegiatan menunjukan hal yang positif dalam peningkatan pemahaman para guru tentang model-model penilaian Bahasa Inggris, yang secara simultan terwujud dalam kemampuan merancang model penilaian sesuai dengan capaian pembelajaran pada kurikulum mata pelajaran Bahasa Inggris.
Writing Difficulties of Accounting Students: A Cognitive, Linguistic, and Affective Analysis Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.1-19

Abstract

This study examines the writing difficulties faced by second-semester accounting students through the cognitive-linguistic-affective framework. Despite the growing importance of written communication in accounting professions, research on discipline-specific writing challenges remains limited, particularly regarding how cognitive, linguistic, and affective factors manifest in specialized contexts. This descriptive quantitative study employed survey methodology with 52 second-semester accounting students at Pattimura University in Indonesia. A structured questionnaire measured writing difficulties across three dimensions using a 5-point Likert scale. Results revealed that linguistic challenges (M=3.18) were the most significant, followed by affective (M=3.06) and cognitive dimensions (M=3.04). Writing anxiety about consequential errors (M=3.54) and vocabulary limitations (M=3.21) emerged as the highest-scoring subdimensions, suggesting a cyclical relationship between language deficiencies and emotional responses. Audience-appropriate terminology adaptation (M=3.29) and integrating numerical data within coherent textual structures (M=3.23) presented distinctive challenges specific to accounting discourse. Demographic analysis showed minimal gender differences but identified higher linguistic difficulties among students with basic English proficiency. These findings underscore the need for integrated pedagogical approaches that address technical competencies, linguistic development, and psychological barriers in accounting education. The study extends the current understanding of writing difficulties beyond general academic contexts into specialized professional areas, providing evidence-based insights for designing targeted writing instruction in accounting programs.
IMPLEMENTASI CHATGPT SEBAGAI ALAT BANTU PENGEMBANGAN PROFESIONALISME GURU DI SMA NEGERI 13 MALUKU BARAT DAYA Patty, Jusak; Lekatompessy, Jeny; Lekatompessy, Felicia Miranda
Jurnal Abdi Insani Vol 12 No 1 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i1.2199

Abstract

The development of artificial intelligence (AI) technology, particularly ChatGPT, has opened new opportunities in education, yet many teachers still struggle to integrate it into their teaching practices, especially in remote areas like SMA Negeri 13 Tiakur, Southwest Maluku. Limited digital infrastructure and minimal exposure to recent educational innovations hinder teachers' digital competency development. This community service aimed to enhance teachers' competency in using ChatGPT as a teaching tool through a comprehensive workshop. The activity was conducted on November 17, 2023, using an experiential learning approach with presentation, demonstration, hands-on practice, and reflective discussion methods involving 15 teachers as participants. Evaluation results showed high satisfaction levels (average 3.41 out of 4.0), with 40% of teachers focusing on using ChatGPT for lesson plan development, 33.3% for assessment creation, and 26.7% for teaching material development. The workshop successfully improved teachers' understanding and skills in integrating ChatGPT into their teaching practices, marked by the establishment of a community of practice for program sustainability.
Translanguaging and Formative Assessment Practices in Multilingual EFL Classrooms Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v5.i2.p102-122

Abstract

This narrative literature review examines translanguaging as a pedagogical strategy and analyzes its implications for formative assessment practices in multilingual EFL contexts. The review synthesized empirical research from peer-reviewed journals accessed through ERIC, Scopus, Google Scholar, and JSTOR databases. Selection criteria focused on empirical studies reporting original data collection in multilingual classroom settings where translanguaging intersected with assessment practices. Analysis organized findings into three thematic categories: translanguaging pedagogical practices, formative assessment techniques, and implementation challenges. Results show that translanguaging supports comprehension, metalinguistic awareness, and learner confidence, while affirming multilingual identities. When integrated into formative assessment, translanguaging enables students to demonstrate knowledge through their complete linguistic repertoires, producing more valid evidence of learning than English-only assessment. Teachers gain accurate insights into student understanding, facilitating responsive instruction based on actual knowledge rather than language proficiency limitations. Students engage more actively in peer and self-assessment processes and develop stronger academic confidence. Implementation faces substantial barriers: contradictory language policies mandating English-only assessment despite multilingual classroom realities, high-stakes testing pressures restricting formative translanguaging practices, insufficient teacher preparation in both translanguaging pedagogy and assessment literacy, and practical challenges managing linguistically diverse classrooms. The review identifies critical research gaps requiring longitudinal investigation of learning outcomes, comparative studies examining context-specific effectiveness, and participatory research centering on student perspectives. The findings indicate that realizing translanguaging assessment's equity potential requires coordinated systemic change across policy frameworks, professional development models, teacher education curricula, and institutional support structures rather than isolated teacher-level innovations.
Co-Authors Ferdinandus, Marcy Hanafi Bilmona Jeny Lekatompessy Jusak Patty Laelaem, Ferdinan Latuheru, Henry Lekatompessy, Jeny Lekawael, Rosina Fransisca Joan Lewier, Christian Albert Manuputty, Richard Matatula, Marles Yohannis Monica Monica, Monica Nikijuluw, Renata C.G.V Soumokil, Jeclyn Claudia Tupalessy, Pricilia