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All Journal International Journal of Evaluation and Research in Education (IJERE) Edumaspul: Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Klasikal: Journal of Education, Language Teaching and Science International Journal of Humanities and Innovation (IJHI) ENGLISH FRANCA : Academic Journal of English Language and Education Teaching English as a Foreign Language Overseas Journal (TEFLO) Jurnal Keguruan dan Ilmu Pendidikan Jurnal Dieksis ID AgroSainT: Jurnal Ilmiah

Nehru Pasoloran Pongsapan

Universitas Kristen Indonesia Toraja

Author-ID : 1726085

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 24 Documents Claim Missing Document

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A STUDY OF SPEAKING COMMON UNIVERSITY LEARNER BARRIERS IN INDONESIAN CONTEXT Sampelolo, Rigel; Tandikombong, Matius; Pongsapan, Nehru Pasoloran; Lura, Hans
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 3 No 3 (2021): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v3i3.131

Learning foreign languages for worldwide communication has become increasingly important for university students as the desire for global integration has grown. As a result, English as a second language should become a required course at the university level. However, achieving their speaking competency level in this situation is difficult for English learners. Due to specific limitations in English speaking barriers, this research was conducted to find out the learners' barriers to speaking English. This research applied a descriptive qualitative method in analyzing the data collected. The subjects of this research were the sixth-semester learners from five different study programs at the Christian University of Indonesia (UKI) Toraja (UKI Toraja). The researchers used a snowball sampling technique and elected 20 students as participants. To collect the data, the researchers used semi-structured interviews. The result of the data analysis showed that the sixth-semester learners found barriers in speaking English. Those barriers are: 1) psychological barriers (anxiety, shyness, nervousness, lack of confidence, fear of making mistakes), and 2) linguistic barriers (lack of vocabulary, lack of grammar

Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media Nehru Pasoloran Pongsapan; Andi Anto Patak
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21162

Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills’ improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.

English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area Nehru Pasoloran Pongsapan; Andi Anto Patak
International Journal of Humanities and Innovation (IJHI) Vol. 3 No. 4 (2020): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v3i4.98

This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.

Developing Instructional Materials for Nursing Students in Toraja South Sulawesi, Indonesia Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 1 No. 1 (2015): volume 1. Issue 1, September - December
Publisher : UKI TORAJA

Need Analysis is very important before developing instructional materials for ESP. This research is aim 1) To explore the learning needs of English speaking skills for the nursing students. 2) To investigate the language needs of English speaking skills for the nursing students And 3) To develop an instructional material to meet the needs of English speaking skills for the nursing students in Toraja based on ADDIEstages.This research worked out Research and Development (R & D) with ADDIE (analysis-design-develop-implement-evaluate) approach. In analysis, the students’ needs obtained by employed questionnaires of 60 nursing students and 5 lecturers in Toraja, Indonesia and 14 nurses who have worked in hospital for English speaking community. Design and develop instructional material for nursing students based on Need Analysis. Instructional material developed by involving experts and the small group students at another Nursing Collage by using checklist and analyzed in quantitative method.The result shown that 1) learning needs cover language skills, and learning preferences in terms of activities and method. In language skills, writing, listeningspeaking and writing are recognized to be more suitable skills. In learning preferences; working in out of the class work or interaction with native speaker, demonstration or debate, and working large group work are needed in learning English than others. 2) language needs deal with language the important of English and English in the workplace. The important of English; for study and looking for the job are more preferred than others. English for workplace covers the situation in hospital where English used commonly. It is stated that situation such as giving advice, explaining laboratory test, and administering medication commonly use English. 3) English material developed based on needs analysis throughout ADDIE stage.

The Teachers’ Voice in Syllabus Design Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 3 No. 1 (2016): EDUCATION, TOURISM AND LOCAL WISDOM ISSUES ,MAY - AUGUST
Publisher : UKI TORAJA

If curriculum is to reflect the goals of a nation and the needs of its students, itmakes sense for teachers to participate in its creation. In fact, curriculum designhas long been associated with the idea of teacher contribution. The presenteffort tries to prove that EFL teachers can be active participants rather thanpassive recipients. They can convey vital information to curriculum designersinstead of being blindly subjected to a highly centralized educational system.The study also provides a consideration of role requirements and thecompetencies of teachers as curriculum leaders. The data collected from semistructuredinterviews indicate that teachers are neither involved nor informed inthe process of curriculum design and that their engagement is merely withintheir own classrooms walls. Although they play a central role in the process ofeducation, yet they miss the passion of belonging as little attention, if any, isgiven to their voices.

Teachers’ Perception Toward English Curriculum in KTSP and 2013 Curriculum at Sma Negeri 1 Bontonompo Selatan Gowa, SMA Negeri 2 Sungguminasa Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM
Publisher : UKI TORAJA

Curriculum in KTSP and 2013 Curriculum at SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK Negeri 1 Patalassang Gowa.The researcher used descriptive method. The researcher gives the instrument testthen the data gained was analyzed by using percentage. The population of thisresearch was the entire English teacher of SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK 1 Patalassang Gowa, Totalnumber of population was 9 Teachersthe result of this research,1. Most of the teachers found that, 2013 Curriculum is easier to implemented andnot too troublesome for teachers because many facilities available comparedto the KTSP and the ultimate goal of the 2013 Curriculum was also very good,accordance with the demands of time.2. There are some constraints in implementing the 2013 Curriculum namely: thelack of text book from the government, the absence of cross-interest training,and unequal school facilities and infrastructure .3. The difficulties in teaching English based KTSP and 2013 Curriculum namely:in KTSP there is no provision guidebook for teachers and teks book forstudents and the teachers must create their own learning device. It is veryburdensome for teachers and make them less focus.

Developing Instructional Book of English for Theologys Students, at Faculty of Theology, Indonesia Christian University of Toraja Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM
Publisher : UKI TORAJA

English for Theology is conducted as English for Specific purposes (ESP) becausethis course focuses on aspects of English related to the study of theology, includingtheological terms. Pierson et al (2010b) classify English for Theology into Englishfor Academic Purposes (EAP). EAP course is generally for students who arelearning in a classroom or another academic setting. English for Theology courseis categorized into EAP because most students require this knowledge foracademic purposes.In applying English for Theology (ET) course at Theology faculty, the students inthis institution encountered the difficulty when they learn this course. Instructionaldesign is a systematic process that is employed to develop education and trainingprograms in a consistent and reliable fashion. However, instructional design is acomplex process that is creative, active, and interactive. ADDIE illustrates theconceptual components of instructional design. Instructional design modelsindicate how to practice instructional design. Instructional design models allowpeople to visualize the overall process and establish guidelines for managinginstructional design processes. Instructional design provides a means forcommunicating among team members, clients, and stakeholders.The topics and subtopics which compossed as the contents of instructional book forEnglish for thfor Theology Course are:1. Prayer : Lord’s Prayer and Classroom Prayer2. Holy Bible : Books of the Old Testament and Books of the NewTestament3. God : The nature of God and The Attributes of God4. Jesus Christ : The person of Christ and The work of Christ5. Holy Spirit: The work of Holy Spirit and The names of Holy Spirit6. Man : The creation of man and The fall of man7. Church : Worship, Sacrament, Tools and parts of the church andMembership in the church8. Salvation : Repentance and Faith9. Last Things : The second coming of Christ and Judgement10. The Prophets and The Apostles : The Prophets and The Apostles

Developing Instructional Book of English for Theologys Students, at Faculty of Theology, Indonesia Christian University of Toraja Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 2 (2017): EDUCATION ,TOURISM AND LOCAL WISDOM
Publisher : UKI TORAJA

English for Theology is conducted as English for Specific purposes (ESP) because this course focuses on aspects of English related to the study of theology, includingtheological terms. Pierson et al (2010b) classify English for Theology into English for Academic Purposes (EAP). EAP course is generally for students who arelearning in a classroom or another academic setting. English for Theology course is categorized into EAP because most students require this knowledge foracademic purposes. In applying English for Theology (ET) course at Theology faculty, the students in this institution encountered the difficulty when they learn this course. Instructionaldesign is a systematic process that is employed to develop education and training programs in a consistent and reliable fashion. However, instructional design is acomplex process that is creative, active, and interactive. ADDIE illustrates the conceptual components of instructional design. Instructional design models indicate how to practice instructional design. Instructional design models allow people to visualize the overall process and establish guidelines for managing instructional design processes. Instructional design provides a means for communicating among team members, clients, and stakeholders. The topics and subtopics which compossed as the contents of instructional book forEnglish for thfor Theology Course are:1. Prayer : Lord’s Prayer and Classroom Prayer2. Holy Bible : Books of the Old Testament and Books of the NewTestament3. God : The nature of God and The Attributes of God4. Jesus Christ : The person of Christ and The work of Christ5. Holy Spirit: The work of Holy Spirit and The names of Holy Spirit6. Man : The creation of man and The fall of man7. Church : Worship, Sacrament, Tools and parts of the church andMembership in the church8. Salvation : Repentance and Faith9. Last Things : The second coming of Christ and Judgement10. The Prophets and The Apostles : The Prophets and The Apostles

English Learning Based on Open Space for Communities in Tana Toraja District Nehru Pasoloran Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 7 No. 2 (2019): English Education and Teachership
Publisher : Publikasi dan UKI Press UKI Toraja.

The objective of this research is to find out the problem faced by the fourth semester Educators at the university, high school and academy levels have the obligation to carry out the tri-services of tertiary institutions, namely (1) education and teaching, (2) research in the context of developing science and (3) carrying out community service based on the field of science and technology in accordance his/her discipline. Likewise, lecturers in the English Language Study Program, have the competence to carry out "Community Service" in the form of teaching English, both in the form of courses, seminars, workshops, therefore, the English language lecturer of Toraja Indonesian Christian University has implemented the "Community Service" program "Through collaboration with the Government of the Tana Regency Education Office through the Educational Achievement Reward / Incentives program with English Language Teaching activities to the people who live in around 15 Tana Toraja tourism objects, namely Tongkonan Mebali, Sassa ', Potok Tengan, Pango-Pango, Sasana Makale culture, Papa Batu Tumakke, Talando Tallu, Suaya, Tampanggallo, Kambira, Makula ', Lemo, Buntu Burake, Tumbang Datu, and Tilangnga'. The outcomes of this study are (1) actualizing the Tana Toraja district government program "English Speaking Area" launched by Mr. Ir. Nico Biring Kanae, regent of Tana Toraja in 2016 (2) Improved the ability of English communication for the people of Tana Toraja, and (3) produced a prototype of a British village in Tana Toraja.

Needs Analysis of Instructional Materials for English Speaking Skills for Nursing Students at STIKES Toraja Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 4 No 1 (2015)
Publisher : LPPM UKI Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.833 KB)

Developing teaching material is the process of selecting, adapting and evaluating of teaching based on specific terms of reference. Need Analysis is very important before designing teaching materials for English for Specific Purpose. The study aims at exploring the learning needs of 60 nursing students and 5 lecturers at STIKES Toraja, and 14 nurses who some of them work in a hospital for English speaking community such as INCO/VALE HOSPITAL Sorowako and ELIM RANTEPAO HOSPITAL Tana Toraja, South Sulawesi Indonesia. and developing ESP materials for nurses based on Need Analysis. Need Analysis in this study is categorized as Target situation Analysis, Present Situation Analysis, Deficiency Analysis, Strategy Analysis, Constraint Analysis, Pedagogic Need Analysis, and Subjective Need Analysis. The study uses quantitative and qualitative methods. The findings describe the real needs of students of ESP for nurses, the lecturers’ view points on the practice of ESP instructions, and descriptions of ESP for nurses used in English speaking countries or English speaking community. The results are very significant for designers developers of ESP of various fields for they reflect the real needs of nursing students. It is suggested that Nursing English textbooks should be based on the Need Analysis by ESP designers and developers.

Co-Authors Andi Anto Patak Andi Anto Patak Andi Sadapotto Baka, Charlie Cherady, Jones Daud Rodi Palimbong Defliyanto Hans Lura La’biran, Roni Linerda Tulaktondok Markus Deli Girik Allo Matius Tandikombong, Matius Rigel sampelolo Sallata, Yizrel Nani Ury, Ury Veronika Veronika Victor Victor

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