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All Journal Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Indonesian TESOL Journal TONGKONAN: Jurnal Pengabdian Masyarakat
Tulaktondok, Linerda
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Peningkatan Literasi Bahasa Dan Gellu’ Tua Melalui Lumbung Baca Bersama Masyarakat Dikelurahan Panta’nakan Lolo, Kecamatan Kesu’, Kabupaten Toraja Utara Sirande, Normalia; Tangkeallo, Agusretigo; Patanduk, Sushy Teko; Tulaktondok, Linerda
TONGKONAN: JURNAL PENGABDIAN MASYARAKAT Vol 1 No 2 (2022): Vol 1 No 2 (2022): Tongkonan: Jurnal Pengabdian Masyarakat
Publisher : FKIP UKI TORAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.889 KB) | DOI: 10.47178/tongkonan.v1i2.1758

Abstract

Pengembangan literasi masyarakat sangat penting dibangun sejak usia dini. Kegiatan ini bertujuan untuk menumbuhkan dan meningkatkan minat baca dan literasi masyarakat khususnya yang berada di Kelurahan panta’nakan Lolo, Kecamatan Kesu’, Kabupaten Toraja Utara. Kegiatan ini melibatkan masyarakat khususnya bagi anak-anak Sekolah Dasar yang berada di Kelurahan Panta’nakan Lolo. Penelitian pada kegiatan PKM ini adalah penelitian kualitatif yang terdiri dari pra kegitan, kegiatan dan pasca kegiatan. Kegiatan dimulai dengan kunjungan awal/observasi untuk menganalisis situasi dan kebutuhan masyarakat di lokasi. Dari hasil observasi berhasil diidentifikasi dan disepakati bahwa kegiatan Pengabdian Kepada Masyarakat ini difokuskan pada pengembangan litersai dan pelestarian gellu tua melalui lumbung baca. Monitoring dan evaluasi hasil kegiatan Pengabdian Kepada Masyarakat yang dilakukan di akhir kegiatan menunjukkan bahwa masyarakat (siswa-siswi) sangat antusias mengikuti kegiatan literasi dan pelestarian gellu tua di lumbung baca.
Analysis the Level of Students’ Reflective Writing on Their English Language Learning at UKIT Lendrati, Ratu; Tulaktondok, Linerda; Siumarlata, Viktor
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7270

Abstract

In such situations, reflective writing has become a key tool for the development of literacy skills in general and critical thinking and self-assessment in language acquisition specifically. A study of reflective writing about learning English as a foreign language among adults learners in English Education Students' reflective journals are classified according to their depth, reliance on learning approaches and subjective insights in the study part. This research was qualitative content analysis approach. The participants were 10 second-semester students of the English Education Study Program at UKI Toraja. The findings showed that the majority of students are learning to write reflectively and many still operate on a descriptive level. A small number of students displayed elements of dialogic and critical reflection indicating that all students are capable of attaining the higher levels of reflective writing, if they receive helpful guidance. The results suggest that students indeed share a basic understanding of reflective writing but could do more to express more meaningful insights about their learning process. This research argues for pedagogical consequences and strategies to promote reflective practice in language courses. Keywords: critical thinking, English learning, self-assessment, self-reflection, Reflective writing
Comparative Analysis of The Students’ Speaking Anxiety Level at English Study Program of UKI Toraja Gayatri, Nina; Tulaktondok, Linerda; Sallata, Yizrel Nani
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 1 (2023): Januari-April 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.1.2023.6296

Abstract

This study investigates the speaking anxiety levels among students enrolled in the English Study Program at UKI Toraja, motivated by a noticeable reluctance among students to engage in speaking competitions and public speaking events. The research seeks to determine whether there are significant differences in speaking anxiety levels across students from different academic semesters. A quantitative approach was used to assess these levels, with participants comprising 15 first-semester students, 8 third-semester students, 15 fifth-semester students, and 23 seventh-semester students. The data were collected through an 18-item questionnaire designed to evaluate common indicators of speaking anxiety, including cognitive, emotional, and physiological symptoms that typically occur during speaking tasks. The analysis was conducted using One-Way Analysis of Variance (ANOVA) through Microsoft Excel to identify whether the variations in anxiety across semesters were statistically significant. The findings revealed substantial differences in anxiety levels among the students. For the low level of anxiety, the analysis produced a p-value of 5.42E-14, indicating a statistically significant difference. Similarly, for the moderate level of speaking anxiety, the p-value was 4.19E-12, and for the high level, the p-value was 2.62E-14, both below the standard significance threshold of 0.05. These results confirm that students’ speaking anxiety does indeed vary significantly across academic semesters, suggesting that anxiety may decrease or shift in nature as students progress through their studies. However, the persistence of high anxiety in some advanced students also suggests that academic experience alone may not be sufficient to eliminate anxiety without targeted support. In conclusion, this study contributes to the broader understanding of speaking anxiety in EFL contexts by highlighting its variation based on semester level, thus emphasizing the need for semester-specific pedagogical strategies, early intervention, and continuous support to help learners overcome their anxiety and enhance their oral communication competence throughout their academic journey.
Students’ Perceptions of the Literature Circles Method in English Learning at SMKN 1 Toraja Utara Palulun, Demma; Sallata, Yizrel Nani; Tulaktondok, Linerda
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 1 (2023): Januari-April 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.1.2023.6298

Abstract

This study investigates students’ perceptions of the integration of Literature Circles as a strategy in English language learning among eleventh-grade students in the TKJ (Computer and Network Engineering) program at SMKN 1 Toraja Utara, Indonesia. Literature Circles are a student-centered approach where learners engage in small group discussions based on selected literary texts. This method aims to promote reading comprehension, encourage communication, foster collaborative learning, and develop critical thinking in a supportive environment. A total of 54 students participated in the study by completing a structured questionnaire consisting of 28 statements 14 positive and 14 negative related to their experiences with Literature Circles. The questionnaire was administered using a Likert scale format to quantify levels of agreement, allowing for a detailed analysis of student perceptions. The results show a predominance of positive student responses. More than 80% of the participants “strongly agreed” that Literature Circles positively impacted learning and personality (88.88%), improved communication with teachers (88.14%), encouraged meaningful peer interaction (86.66%), and enhanced reading comprehension (86.29%). Students also acknowledged the method’s ability to build responsibility, motivation, and critical thinking. However, the study also uncovered key challenges, including perceptions of unclear teacher roles (78.14%), inconsistent evaluation practices (71.48%), and the marginalization of less confident or less proficient students (70.37%). Other concerns involved unstructured group discussions and difficulties in choosing appropriate texts, highlighting the importance of scaffolding and teacher facilitation. These findings suggest that while Literature Circles are generally effective in promoting engagement and language development, their implementation requires thoughtful planning, especially in vocational education settings where learner diversity and varying literacy levels are common. A balance between student autonomy and structured guidance is essential to optimize the learning outcomes of all participants.
Pendidikan Karakter Berbasis Nilai Filosofi Tongkonan Pada Era New Normal di SD Kristen Makale 1 Hakpantria, Hakpantria; Shilfani, Shilfani; Tulaktondok, Linerda
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 21 No 3 (2021)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v21i3.9830

Abstract

Tujuan penelitian ini adalah mengidentifikasi tentang pendidikan karakter berbasis nilai filosofi Tongkonan yang berlaku di SD Kristen Makale 1 di Tana Toraja. Metode yang di gunakan adalah deskriptif kualitatif. Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Hasil penelitian yang diperoleh bahwa (1) pelaksanaan pendidikan karakter pada era new normal dilaksanakan secara online dan tatap muka yang dibagi dalam 2 sesi. (2) Terdapat pendidikan karakter berbasis filosofi Tongkonan yaitu karakter religius, jujur, tekun, disiplin, peduli, karapasan, kerja keras, kasianggaran, kasiuluran. Pendidikan karakter dilaksanakan melalui morning devision dan ibadah rutin secara virtual. Melakukan tongkon bagi yang berduka kemudian adanya bentuk kepedulian melalui carring Piggy Bank dan  Penanaman karakter khusus  yang di berikan pada siswa melalui petua. Dapat disimpulkan bahwa di sekolah tersebut menerapkan pendidikan karakter yang berbasis nilai-nilai filosofi Tongkonan yang terdapat dalam kearifan lokal Toraja. Sehingga pentingnya pendidikan karakter pada era new normal di sekolah dasar yang dapat dikaitkan  dengan budaya lokal.
Analysis of the Correlation between the Use of Authentic Videos and the Development of HOTS in English Language Learning Rachel, Rachel; Tulaktondok, Linerda; Panggua, Selvi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Edisi Januari-Februari
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7570

Abstract

This study aims to analyze the correlation between the use of authentic videos in English language learning and the development of Higher Order Thinking Skills (HOTS) among university students. HOTS encompasses critical, creative, and analytical thinking skills, as well as problem-solving abilities. Authentic videos, such as films, news videos, and YouTube videos, are considered to offer real-world context that can aid students in developing these high-level thinking skills. This study employed a quantitative correlational research design to investigate the relationship between the use of authentic videos in English language learning and the development of Higher Order Thinking Skills (HOTS) among students.  The data were gathered via a questionnaire assessing students' perceptions of the use of authentic videos in relation to their thinking skills. The findings indicate a positive correlation between authentic video usage and context understanding, as well as an improvement in listening skills. However, YouTube videos, particularly those by non-educational content creators, showed a negative impact on HOTS development, especially in listening comprehension and context understanding. The study also found that gender and academic semester influenced the perception of video usage benefits, with female students and those in higher semesters reporting greater improvements in HOTS. This research highlights the effectiveness of using carefully selected and structured videos to enhance HOTS in English learning. It recommends that educators integrate a variety of relevant, engaging video content that aligns with learning objectives to foster critical thinking, creativity, and problem-solving. The study also encourages teachers to regularly evaluate the impact of video content on student engagement and academic progress to refine their teaching practices.
Co-Authors Gayatri, Nina Hakpantria, Hakpantria Lendrati, Ratu Palulun, Demma Panggua, Selvi Patanduk, Sushy Teko Rachel Rachel Sallata, Yizrel Nani Shilfani, Shilfani Sirande, Normalia Tangkeallo, Agusretigo Viktor Siumarlata