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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
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An Evaluation of Survival English Textbook Used in Teaching Speaking for First Semester Students in English Education Study Program Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2019.8.2.73-78

Abstract

Textbooks are one of the important components in language program. It plays significant roles to provide the basis for content of the lesson, the balance of skills taught and the kinds of language practice that students involve in (Richards, 2001). Due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring actual learning experience to students. In addition to the selection, the evaluation of the textbooks in EFL context are also at the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. This study was aimed to evaluate the suitability of the Survival English textbook based on the Content and Contexts criteria of a good English textbook, which proposed by Mukundan (2011), Mukundan et al (2012) and Miekley (2015). The list of statements in a form of questionnaire were addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. The results of the study were found substantial as the input to develop further Survival English textbook
Exploring EFL Students’ Perspectives: Integrating Mind Mapping as a Cognitive Tool in Academic Writing Class Tupalessy, Pricilia; Matatula, Marles Yohannis; Lekatompessy, Felicia Miranda
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i1.10827

Abstract

The purpose of the study is to find out the EFL students’ perspective on the use of mind mapping as a cognitive activity in an academic writing class in the English education study program at Pattimura University. This study took 3 students (1 male and 2 females) from an English education study program. The In-depth interview is the instrument of data collection with qualitative as the research method. The result shows that the EFL students’ perceptions toward mind mapping seemed to have positive responses toward their language learning with several benefits based on their experience during academic writing class, such as the writing of students was more well-structured, increased students writing grades in academic writing and the beneficial using mind mapping made them becomes motivated in writing something. However, in the process, there were several difficulties that some students had to face when using this strategy such as they were to determine the sub-points and doing the mind mapping took more time, energy, and thoughts, and they were confused about where to start making a mind map. The study suggests that using mind mapping in writing classes, with proper support and training, can help students improve their writing skills. Encouraging its use in other subjects and adapting teaching based on feedback can make mind mapping a valuable tool for better learning and academic success. Keywords: Mind Mapping, Cognitive Tool, Academic Writing
PRAKTIK MICROTEACHING OLEH DOSEN PENERIMA BEASISWA LPDP MICROCREDENTIALS PENDIDIKAN PROFESI GURU Lekatompessy, Felicia Miranda
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2024): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.4.1.14-21

Abstract

Microteaching adalah teknik pengajaran yang melibatkan sesi pengajaran singkat dan terfokus di depan sekelompok kecil rekan sejawat atau peserta didik. Tujuan dari microteaching adalah untuk memberikan kesempatan kepada para pengajar untuk berlatih dan menerima umpan balik tentang keterampilan mengajar tertentu dalam lingkungan yang terkendali dan mendukung. Program Beasiswa Microcredentials PPG melalui dana LPDP yang diikuti oleh penulis dari September-November 2023 menawarkan kesempatan kepada para dosen pengajar PPG untuk melaksanakan sesi microteaching sebagai bagian dari pengembangan profesional mereka. Dengan berpartisipasi dalam program ini, para dosen dapat terus mengikuti perkembangan teknik mengajar dan tren pendidikan terkini, yang pada akhirnya akan bermanfaat bagi para peserta didik. Selain itu, pengembangan profesional memungkinkan para pendidik untuk berkolaborasi dengan kolega, berbagi praktik terbaik, dan terus berusaha untuk menjadi yang terbaik dalam praktik mengajar mereka.
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
Peningkatan Kapasitas Guru dalam Merancang Pembelajaran Mendalam Melalui Pelatihan Pemanfaatan Board Game di SMPN 49 Maluku Tengah Latuheru, Henry; Monica, Monica; Bilmona, Hanafi; Ferdinandus, Marcy; Lekatompessy, Felicia Miranda; Lewier, Christian Albert
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1120

Abstract

The implementation of the Independent Curriculum requires teachers to create innovative and interactive learning processes, but the limitations of interesting media and strategies are often a challenge, especially in areas with limited access. This service activity aims to increase the professional capacity of 30 teachers from SMPN 49 and SMPN 53 Central Maluku in integrating board games as an effective learning medium and supporting the creation of Deep Learning. The method of implementing the activity is centralized training (hands-on workshop) and subject group assistance which is carried out for 1 day with a total duration of 3 hours. This training focused on sample board game analysis (My Favorite and Word Brick) and a prototype design mini-workshop by seven subject groups. The results of the evaluation showed a very satisfactory level of participant satisfaction with an average score of 3.75 out of a scale of 4.0, indicating that the applicable training method was in accordance with the needs of the teacher. In addition, 85% of participants stated that there was a significant increase in knowledge and self-efficacy on the potential of board games as a teaching medium. The concrete output produced is 7 board game prototypes that are ready to be implemented. The main benefit obtained is the diversification of teachers' learning strategies. In conclusion, this training successfully equips teachers with new skills in designing effective interactive media and makes a significant contribution to improving the quality of teaching at partner schools.
Opportunities and Challenges of Using Gemini AI for English Language Learning Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.122-141

Abstract

Generative AI (GenAI) tools, such as Gemini, offer new possibilities for English language learning; however, empirical evidence remains limited, particularly in resource-constrained contexts. This quantitative survey examined how 116 English Education undergraduates at Pattimura University in Eastern Indonesia perceived the usefulness of Gemini and the challenges they encountered in listening, speaking, reading, and writing skills. Students rated Gemini highly for all four skills, with reading receiving the strongest endorsement, followed by writing, speaking, and listening. Text-based features proved more reliable and accessible than audio-based functions. The most valued features included explaining complex vocabulary, improving sentence structure, generating presentation scripts, and creating transcripts from audio materials. However, significant challenges emerged. Academic integrity concerns dominated, with students uncertain about proper citation practices and worried that using AI suggestions might constitute plagiarism or reduce originality. Technical barriers, particularly internet connectivity and file format compatibility, hindered consistent access for many students. Information overload from lengthy responses also created difficulty selecting helpful feedback. The results underscore the importance of establishing clear institutional policies on AI collaboration, providing targeted training in the critical evaluation of AI output, and investing in infrastructure to ensure equitable access to AI. While students recognized Gemini's potential benefits, ethical uncertainties and technical constraints limited its optimal use, highlighting the importance of coordinated support across pedagogical, policy, and infrastructural dimensions.
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