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All Journal Indonesian Journal of Educational Review (IJER) Lire journal (journal of linguistics and literature Perspektif Ilmu Pendidikan Owner : Riset dan Jurnal Akuntansi Voices of English Language Education Society Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan) Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Language Education, Literature, and Culture ETERNAL: English Teaching Journal
Erny Selfina Nggala Hambandima
Universitas Kristen Artha Wacana
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Other

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EXPLORING ANIMAKER AS A MEDIUM OF WRITING A DESCRIPTIVE TEXT: EFL STUDENTS’ CHALLENGES AND PROMOTED ASPECTS OF DIGITAL STORYTELLING LITERACY Tiarma Marpaung; Erny Selfina Nggala Hambandima
Academic Journal of Educational Sciences Vol 3 No 2 (2019): Vol. 3, No. 2, Dec (2019): AJES-Academic Journal of Educational Sciences
Publisher : Postgraduate School, Universitas Nusa Cendana

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

Abstract

Animaker, as one of the digital storytelling tools to write a descriptive text in the learning intervention, is promoted in this pilot study. As a part of a classroom action research, this study is conducted to build the students’ digital storytelling literacy. Firstly, it aims at investigating the students’ challenges of using Animaker as a medium to write a descriptive text. Secondly, it is to describe how the aspects of digital storytelling were promoted by Animaker. A descriptive qualitative method is used to analyze the data gained from a questionnaire and the document of students’ animated videos created by using Animaker. The results found that the process of inserting audio files was the most difficult to do for 80% of the students. Around 20%-40% of them were also challenged by the way of adjusting the duration and the volume of the audio inserted on each page. The use of Animaker also promoted the students’ diverged digital storytelling literacy in 11 aspects; the topic, purpose, creator, audience, organization, narration, multimedia, educational value, mechanics, sources, and originality. Then, it is suggested that the use of Animaker should apply certain strategies to minimize the challenges and to increase the students’ digital storytelling literacy. Finally, the researchers recommend this tool to be used frequently in EFL learning as a tool to reinforce the students’ digital storytelling literacy.
A CASE OF MANIPULATING EFL LEARNERS’ CROSS-CULTURAL UNDERSTANDING THROUGH VIDEOTAPED CONVERSATIONS AND ITS IMPACT TO SELF-REGULATED LEARNING Yakob Metboki; Erny S. N. Hambandima
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 5 No 1 (2018): Indonesian Journal of Educational Review (IJER)
Publisher : Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (695.336 KB) | DOI: 10.21009/IJER.05.01.07

Abstract

In the new global evolution of education, the importance of using digital media has become central issue for boosting learning effectiveness; however, less attention was weighted on its impact towards EFL learners’ learning in diversity context. This study seeks for describing learners’ cross-cultural understanding that rapidly evolves impact to learning through videotaped conversations. Sample of consisted of 13 students, taken using purposive sampling technique. The current study utilized the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al., (1991) to point out learners’ self-regulated learning, and Mackin’s (2006) five culture dimensions to determine their cross-cultural understanding. Having projected the learners to videotape their English conversations the results show that, the process the learners jointly take out of class accounts much for extending their engagement with the content beyond class projects, enhancing their mutual integration into new groups. The projects manipulated them to construct ideas, and more surprisingly challenged them to compete for best performances in every single English conversation. Overall, the results proved that boosting the foreign learners’ learning styles to get themselves away from selfishness, shyness intensively turn into a growth beyond mutual and meaningful interactions, where there is respect for diversity on the plane of cross-cultural understanding. Keywords: Videotaped-Conversation, Cross-Cultural Understanding, Self-Regulated Learning
Cohesive Devices used in Students’ Argumentative Essay; A Discourse Analysis Ifoni Ludji; Erny S.N. Hambandima; Yuningsih Nita Christiani
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.4969

Abstract

The cohesive devices are one of the important aspects of academic writing that has been recognized as a fundamental characteristic of good writing. The aims of this study are to find out the types of cohesive devices used by students and to identify the error of using cohesive devices when composing an argumentative text. This study recruited ten students from the fifth semester of the English language program in the 2021/2022 academic year. The research approach used in this study was descriptive qualitative. This entire data were analyzed by identifying the kind of cohesive devices used and also errors of using the cohesive devices. Based on the documentary results of the student's argumentative essay, it indicated that the students used only three types of cohesive devices as a reference, conjunctions, and substitutions. While there are two types of errors revealed in student essays of using cohesive devices, namely; references and conjunctions. The types of references included personal references, such as; they, them, and it, as well as demonstrative references, such as; that, those, and these. Furthermore, there are errors with additive conjunctions such as the using of and or. The Errors in causal conjunctions, such as; using the conjunctions so and because. The students often used the cohesive devices inefficiently, incorrectly, or excessively. In other words, the sentences are not linked correctly and properly. It seems that students cannot use cohesive devices in writing because they do not understand how to use them properly. 
PKM PEMBERDAYAAN KELOMPOK PENGGERAK PARIWISATA MELALUI PELATIHAN BAHASA INGGRIS DI KAWASAN WISATA PANTAI LIMAN, PULAU SEMAU- KABUPATEN KUPANG, NUSA TENGGARA TIMUR Ifoni Ludji; Erny S. N. Hambandima
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 1 No. 3 (2020): Volume 1 Nomor 3 Tahun 2020
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v1i3.1111

Abstract

Pantai Liman terletak di Selatan Pulau Semau yang memiliki potensi yang besar untuk menjadi sebuah kawasan wisata. Namun untuk mengembangkan keberhasilan sebagai sebuah kawasan wisata harus didukung oleh berbagai faktor dan komponen pendukung. Salah satu komponen pendukung adalah keterlibatan masyarakat dalam mengembangkan desa wisata. Sedangkan keterbatasan kapasitas pengetahuan dan juga ketrampilan yang dimiliki oleh masyarakat dalam penguasaan bahasa asing khususnya bahasa Inggris menghambat perkembangan kepariwisataan di daerah tersebut. Oleh karena itu, perlu dilakukan metode pelatihan bahasa Inggris. Adapun metode yang digunakan dalam pelatihan ini adalah ceramah, demonstrasi, diskusi, percakapan, drilling, dan bermain peran. Hasil yang dicapai dari kegiatan ini adalah hampir sebagian besar peserta yang mengikuti kegiatan ini mengalami peningkatan dalam berbahasa Inggris dimana para peserta sudah bisa berbicara, memberikan respon dan melakukan percakapan singkat diantara mereka dalam bahasa Inggris sederhana dan mereka tidak lagi takut untuk berbicara dalam bahasa Inggris, dan bisa mengucapkan kata-kata dengan pengucapan dan intonasi yang baik terkait topik-topik dalam materi.
AN APPLICATION OF A CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING BASED ON LOCAL WISDOM: A STUDY AMIDST THE NEW NORMAL CONDITION OF THE COVID-19 PANDEMIC Alfriani Ndandara; Erny S.N. Hambandima
Lire Journal (Journal of Linguistics and Literature) Vol 5 No 1 (2021): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory English Department Universitas Bangka Belitung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v5i1.99

Abstract

The diversity of ethnicities and cultures characterizes the Indonesian nation as a multicultural nation. The peculiarities of each of these varieties can be found in the forms of social practice of social life. The values ​​that are upheld in every social practice of social life also underlie the development direction of national development sectors. It is stated in the National Education System Law of 2003 to organize National Education which is rooted in the religious values ​​and national culture of Indonesia, especially in the field of education. The mandate realization of this law is stated that the content of the curriculum contains local potentials. These two mandates underlie curriculum principles and color educational practices to reflect the diversity existed in Indonesia. This research is entitled An Application of Cultural Responsive Teaching (Crt) Approach To Drama Teaching: A Study Amidst the New Normal Conditions of the Covid-19 Pandemic. The approach was introduced by Geneva Gay (2011: 188-214) as an approach that emphasizes the importance of learning based on students’ cultural backgrounds. Multicultural education is a concept that underlies this approach (Baker, 1996: 374). The research framework is the application of CRT approach to learning activities in Drama Course. This research used a qualitative descriptive approach. The results of this study resulted in several things discussed from the aspects of preparation, personal character, presentation, interaction between teachers and students and local story script products. It is hoped that this research will produce a learning framework that integrates elements of local culture for teaching drama.
PENGEMBANGAN SEBUAH PENGAJARAN RESPONSIF BUDAYA (CRT) PADA KELAS DRAMA (SEBUAH KOLABORASI MAHASIWA DALAM PEMENTASAN DRAMA CERITA LOKAL) Erny Selfina Nggala Hambandima
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.8

Abstract

DEVELOPING A CULTURALLY RESPONSIVE TEACHING (CRT) ON TEACHING DRAMA ( A COLLABORATION ON STUDENTS’ LOCAL STORY DRAMA PERFORM) ESNHAbstract: This study is meant to investigate how lecturer develop a culturally responsive teaching on drama class especially students’ collaborative of local story drama perform. The problem of this research is formulated as how does the lecturer develop CRT on teaching drama? The study was stimulated by the writer’s interest to examine the CRT on a collaboration of 5th semester students’ local story drama performance by understanding the local story through drama teaching whereas nowadays teaching also touch about the local content. The research subjects are 5th semester students from 3 different classes that the writer collaborate them in a collaboration team. The writer randomly collaborate the students by means of getting them to adapt, cooperate and create their own acting to be more fearless, creative in front of the stage. A qualitative research was conducted by observing the students’ activity and watching the video documenting students’ performance. From the data result the writer found that the drama class based CRT are the students learn within the context of different culture, students being the center in teaching and learning process, students adjusted the learning with the group members and the teacher being the mediator to succeed the students’ project. The conclusion is the students enrich their knowledge of historical story from different ethnics as well as they authentically know the differences local story among them. The suggestions are the educators should convey the local content in teaching and learning process in class based culturally responsive teaching. Keywords: Developing, Culturally Responsive Teaching (CRT), Teaching Drama, Collaboration
Faktor-Faktor yang Memengaruhi Sikap Mahasiswa terhadap Profesi Akuntansi: Pendekatan Studi Kasus Renya Rosari; Angela Merici Minggu; Erny Selfina N. Hambandima
Owner : Riset dan Jurnal Akuntansi Vol. 7 No. 3 (2023): Vol. 7 No. 3 (2023): Research Artikel Volume 7 Issue 3: Periode Juli 2023
Publisher : Politeknik Ganesha Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33395/owner.v7i3.1446

Abstract

The popularity of the accounting profession in several countries shows concern caused by the declining number of students majoring in accounting which has a direct impact on the supply of accounting graduates for the profession. Therefore, this study aims to find out the factors that influence the attitude of students majoring in accounting towards the accounting profession. This research also explores the interest of students majoring in accounting towards the accounting profession. This study uses a qualitative method with a case study approach. Data was collected through in-depth interviews. Next, the researcher conducts data analysis starting from processing and preparing the data, carrying out the coding process up to interpreting the data. The results showed that the factors driving students' interest in the accounting profession were educational background, accounting learning experience, lecturer teaching methods, interest in accounting, and students' ability to understand the basic concepts of accounting and the accounting profession. This study also found that students majoring in accounting do not absolutely choose an interest in the accounting profession, but they also have an interest in career choices outside the accounting profession.
Principles of Developing “V-I-S-U-A-L-S” Media in Teaching English to Young Learners at SD GMIT Oepura Hambandima, Erny Selfina Nggala; Seseli, Eka Merdekawati Imelda
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1602

Abstract

Abstract. This research aims to help EYL teachers utilize the media to achieve learning goals. The learning process becomes fun, students are pro-active in learning, the material is easy to understand and there is interaction between teachers and students. The research was conducted in the SD GMIT Oepura, where the researcher taught the elementary students using EYL media which EYL students have made. This focuses on how the elementary students respond to the media itself whether the media interacted with them or not. The research data was collected through observation. Analysis was carried out through analytical descriptive methods and qualitative content analysis. Research on this topic is about V-I-S-U-A-L-S which stands for visible, interesting, simple, useful, accurate, legitimate, and structured, was obtained from (1.) Media create a memorable learning experience, understand complex and abstract concepts through colorful images, grab attention, and encourage active participation. (2.) Psychologically, the v-i-s-u-a-l-s media development provides meaningful experiences, and builds the young learners’ creativity by overcoming limitations of time, space, and energy that make the learning more interactive, improving the quality of their learning outcomes. (3.) V-i-s-u-a-l-s media helps students understand difficult material, making the learning process more interesting and varied, and making students more active in class. (4.) V-i-s-u-a-l-s media builds students’ creativity to develop their interaction easily between teachers and students so that learning activities are more effective and efficient. (5.) V-i-s-u-a-l-s media stimulated young learners to learn more actively. (6.) V-i-s-u-a-l-s media helps the teaching and learning process with various benefits, such as reducing obstacles in the learning process, assisting teachers in providing explanations of learning material, helping students absorb lesson material more deeply, helping students think concretely, and helping students build creativity.
THE ADVANTAGES AND DISADVANTAGES OF E-LEARNING IN ENGLISH LESSON DURING COVID 19 PANDEMIC AT ADHYAKSA 2 JUNIOR HIGH SCHOOL Kalinggoru, Alan Mardy; Hambandima, Erny Selfina Nggala
Journal of Language, Education, Literature, and Culture Vol. 1 No. 2 (2023): Journal of Language, Education, Literature, and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i2.5

Abstract

The study of this research is entitled “Advantages and Disadvantages of E-Learning in English Lesson during Covid-19 Pandemic at Adhyaksa 2 Junior High School’’. The aim of this study is to find out the advantages and disadvantages of E-Learning in English Lesson during covid-19 pandemic at Adhyaksa 2 Junior High School. The method used is descriptive qualitative. The data collected from interviewed English Teacher and 15 students at 8 grade. The result shows that the teacher as the advantages easily to compile and deliver the material through Application without limitation of time. However, teacher has disadvantages in how to use and how to master E-Learning method due to Difficult to develop teaching material and feel fail to guide students to understand any material directly due to lack of socialization about E-Learning from Government. The students have th advantages in helping students to focus on learn independently, helping students easily to find English material and the answer of a task on the internet through Smartphone and helped students master in using electronical device for learning purposes. Moreover, E-Learning depends on electricity also good signal, created problems of opportunities for students to cheat freely on internet. This is force the parents to spend more budget for mobile data package per month.
WORDS CONFUSE INDONESIAN LEARNERS (FALSE COGNATES) Bire, Josua; Hambandima, Erny Selfina Nggala
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i1.6

Abstract

This article entitled “Words confuse Indonesian learners” (false cognates) is written to help English teachers and students be aware that there might be confusion in their teaching and study. Data encountered in this writing are taken from reading a newspaper in NTT called TIMEX and TV news called METRO for one month from December 2022 to January 2023. The research results show that false cognates confuse Indonesian English learners 1. One meaning or single word but changed here and there, 2. Different substances, terms used in Indonesian context and meaning, 3. Acronyms that are not accustomed to English speakers, 4. Shorten words, which, when we refer back to English, have different meanings; 5: literary translation, 6. Word class changed, and 7. Words added
Co-Authors Alfriani Ndandara, Alfriani Angela Merici Minggu Christiani, Yuningsih Nita Ifoni Ludji, Ifoni Josua Bire, Josua Kalinggoru, Alan Mardy Mooy, Adoni Seniputra Rosari, Renya Seseli, Eka Merdekawati Imelda Sisca M. Sula Tiarma Marpaung Yakob Metboki Yakob Metboki