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All Journal JURNAL TAHURI INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Abdimas Indonesian Journal Indonesian Research Journal on Education MATAI: International Journal of Language Education Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Binnendyk, Sophia
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Survey on the Use of Project Based Learning Model in Teaching Speaking at SMPN 2 Ayamaru Binnendyk, Sophia; Hukom, Salmon; Hukom, Salmon; Bilmona, Hanafi; Lewier, Christian Albert
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.v5i1.16555

Abstract

Project Based Learning (PBL) has implemented as a teaching model in English class. This study aims to explore teacher’s and students’ perception on the use of PBL in speaking class. The study used descriptive qualitative research. It was carried out at SMPN 2 Ayamaru, and the sample of the study is an English teacher and three students. In collecting the data, the researchers used interview. There were six questions for teacher and five questions for students. The results show that both teacher and students had positive impression about the use of PBL in speaking class. The teacher used PBL because its characteristics were appropriate with speaking as tool of communication. PBL can help students in improving their speaking ability, besides PBL also promotes team and collaborative work among students. In doing a project, the students can give feedback toward language barriers when their mates did mistakes. The teacher also can provide feedback. Lastly, the students feel more confident in presenting the project because in PBL, the students did more practice in groups.
SELF-EFFICACY AS A PREDICTOR OF WRITING PERFORMANCE: A CORRELATIONAL STUDY OF INDONESIAN SECONDARY SCHOOL STUDENTS Binnendyk , Sophia; Patty, Jusak; Jamil , Asmi
J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i2.2853

Abstract

The importance of self-efficacy in enhancing students’ writing performance has been widely recognized, yet its specific impact on descriptive text writing remains underexplored in secondary education, especially within the EFL context. This study addresses this gap by examining the relationship between self-efficacy and descriptive text writing performance among Grade X students at SMA Negeri 6 Seram Bagian Barat, Indonesia. Using a quantitative correlational design, the study collected data from 72 Grade X students through a self-efficacy questionnaire and a writing performance test. The results revealed that most students (84.7%) demonstrated moderate levels of self-efficacy, while their writing performance showed a broader distribution, with 45.8% achieving good performance and 18.1% demonstrating excellent writing skills. Statistical analysis indicated a weak but significant positive correlation between self-efficacy and writing performance (r = 0.297, p = 0.011). This finding suggests that while self-efficacy influences writing achievement, its impact may be moderated by other factors in the EFL context. The study contributes to understanding the complex relationship between psychological factors and writing performance in secondary EFL education, highlighting the need for comprehensive instructional approaches that address both cognitive and affective aspects of writing development. The findings have implications for EFL writing instruction and suggest directions for future research investigating mediating variables in the self-efficacy-writing performance relationship.
Sosialisasi Penulisan Karya Ilmiah bagi Siswa SMA Kristen YPKM Ambon Patty, Jusak; Binnendyk , Sophia; Hukom, Salmon James
Abdimas Indonesian Journal Vol. 4 No. 2 (2024)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v4i2.480

Abstract

Academic literacy, particularly the ability to write scientific papers, remains challenging for students at YPKM Christian High School in Ambon. Based on observations and interviews with the principal and Indonesian language teachers, students struggle to develop ideas into scientific writing. This Community Service aims to introduce scientific writing techniques to students and teachers. The activity was conducted on May 7, 2024, involving 11th-grade students and teachers from various subjects. The implementation method included three main sessions: introduction to basic concepts and structure of scientific papers, citation techniques, writing bibliographies, and practical article analysis. The evaluation was conducted through questionnaires distributed to all participants. The evaluation results showed a positive response from participants regarding the relevance of the material to their needs, with the highest appreciation for the discussion and Q&A aspects. Technical constraints included limited time for practical sessions, an overly large number of participants in one group, and unstable internet connections. Recommendations for similar activities in the future include limiting the number of participants per session, extending the duration of practice, and simplifying technical materials. The involvement of teachers in this program opens up opportunities for ongoing mentoring in the classroom learning process.
Exploring Teachers' Strategies in Speaking Skill at the Tenth Grade Students of SMA Negeri 13 MBD Perasoa, Angga Nita; Binnendyk, Sophia; Tiwery, Dian Sartin
Koli Journal : English Language Education Vol 5 No 2 (2024): 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.5.2.59-64

Abstract

This study investigates teachers’ strategies to enhance speaking skills among tenth-grade students at SMA Negeri 13 MBD. Using a qualitative approach that involved interviews and observations, the researcher focused on the experiences and classroom practices of the English teacher. The study identified four primary strategies utilized in teaching speaking: think pair share, role play, storytelling, and group discussion. Each technique fosters a supportive learning environment, encourages student interaction, and boosts confidence in speaking English. The findings indicate that these strategies improve students’ fluency and accuracy and engage them more deeply in the learning process
Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy Riry, Jholie Grace Imanuella; Binnendyk, Sophia
MATAI: International Journal of Language Education Vol 5 No 2 (2025): 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.v5i2.18343

Abstract

This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings reveal a disproportionate distribution of cognitive levels questions in this textbook. There are 6 (14%) literal comprehension, 1 (3%) reorganization question, 19 (45%) inferential questions, 11 (26%) evaluation questions, and 5 (12%) appreciation questions. The analysis suggests that the textbook moderately promotes higher-order thinking skills, but lacks a balanced distribution recommended by educational standards. The study underscores the need for a more varied approach to question design in textbooks to foster comprehensive reading skills. Implications for educators, textbook authors, and curriculum designers include the necessity to incorporate a wider range of question types to better support students' cognitive and interpretive abilities. Future research should explore the impact of diversified questioning techniques on student learning outcomes across different educational contexts. Future editions of the textbook should include more balanced distribution of questions types, reducing the proportions of Essay question and increasing the number of multiple choices questions. The textbook also should include more types of questions, such as, Yes/No, True/False and WH questions.
PEMBELAJARAN “FUN ENGLISH LEARNING THROUGH SONG” Binnendyk, Sophia; Hendrikus, Lely; Maitimu, Chara
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 3 No 2 (2023): 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/gabagabavol3iss2pp76-82

Abstract

Secara historis, telah terjadi disparitas pengetahuan antar wilayah di Indonesia karena pendidikan bahasa Inggris tidak memiliki akses yang memadai di wilayah timur. Kurangnya akses dan dukungan telah menyebabkan siswa kehilangan minat dalam belajar bahasa Inggris dan mengalami kesulitan dalam menggunakan bahasa tersebut. Itulah sebabnya belajar bahasa Inggris melalui lagu adalah salah satu kegiatan yang paling menyenangkan bagi para siswa. Lagu-lagu lokal akan sangat membantu memperkuat kosakata mereka. Melalui lagu-lagu lokal juga dapat memperkenalkan budaya mereka sendiri dan untuk membangun identitas yang kuat dalam pengenalan adat istiadat mereka. Program ini berfokus pada memperkaya kosakata siswa melalui lagu. Hasilnya, lagu dapat membantu siswa dalam melatih pengucapan mereka, memperluas kosakata mereka, dan melatih pendengaran mereka. Metode drill digunakan dalam pelaksanaan pelatihan, dimana lagu-lagu yang telah dipraktikkan kembali dinyanyikan oleh para siswa. Temuan menunjukkan bahwa siswa bersemangat dan menikmati pelajaran. Hal ini telah dibuktikan melalui partisipasi aktif mereka selama pelatihan dan peyampaian kesn dan pesn penutupan oleh perwakilan siswa kelas 7.
MENJADI GURU PROFESIONAL ABAD 21 Binnendyk, Sophia; Lekawael, Rosina Fransisca Joan; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 3 No 2 (2023): 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/gabagabavol3iss2pp40-45

Abstract

Peran dan fungsi guru sangat penting dalam meningkatkan kualitas peserta didik Mereka memiliki peran dan fungsi yang sangat penting dalam membentuk kepribadian anak, guna menyiapkan dan mengembangkan sumber daya manusia (SDM), serta mensejahterakan masyarakat, kemajuan Negara dan bangsa. Pembelajaran Abad 21 merupakan pembelajaran yang mengintegrasikan kemampuan literasi, kecakapan pengetahuan, keterampilan dan sikap, serta penguasaan terhadap teknologi. Literasi menjadi bagian terpenng dalam sebuah proses pendidikan, peserta didik yang dapat melaksanakan kegiatan literasi dengan maksimal tentunya akan mendapatkan pengalaman belajar lebih dibanding dengan peserta didik lainnya.
Menjadi Guru yang Inovatif dan Kreatif di Era Digital: Seminar pada Sekolah Dasar Negeri 4 Halong Ambon Binnendyk, Sophia; Hukom, Salmon James; Lewier, Christian Albert
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 5 No 1 (2025): 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/gabagabavol5iss1pp26-31

Abstract

The “This Community Service activity aims to provide additional information and knowledge about the importance of being an innovative and creative teacher in today's digitalization era for elementary school teachers. This seminar is motivated by the demands of the times, where elementary school students have daily activities involving smartphones in playing games and other activities. In addition to the boredom characteristic of elementary school students, teachers are required to be more creative in developing innovative teaching materials and implementing them in the classroom by utilizing IT to overcome this challenge. The methods used in this training include lectures and interactive discussions. This activity was attended by 8 teachers at State Elementary School 4 Halong, Ambon City. The results of this seminar showed the participants' awareness of the importance of being innovative and creative teachers in developing teaching materials and in the teaching and learning process in the classroom. In addition, the critical questions asked by the participants during the discussion illustrated their better understanding of the seminar topic. This activity concludes that a seminar on becoming a professional teacher through the implementation of digitalization in education is needed for teachers.
Code-Switching as a Mediational Tool in EFL Classrooms: Students’ Attitudes, Perceptions, and Learning Experiences Laimena, Marce; Fenanlampir, David L.; Binnendyk, Sophia
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page84-103

Abstract

This study investigates how local linguistic features and perceptions of This study examines code-switching as a mediational tool in English as a Foreign Language (EFL) classrooms by focusing on students’ attitudes, perceptions, and learning experiences. Although teacher code-switching between English and Bahasa Indonesia is prevalent in Indonesian EFL settings, previous research has largely emphasized teachers’ linguistic and pedagogical intentions, overlooking students’ perspectives as active participants in mediated learning. Using a mixed-method design, the study involved 100 students from grades X–XII at SMA PGRI 2 Kairatu, selected through simple random sampling. Quantitative data were gathered through questionnaires measuring cognitive, affective, and behavioral dimensions of attitudes and perceptions, analyzed using descriptive statistics, correlation tests, and regression via SPSS. Qualitative data were collected through semi-structured interviews with 10–15 purposively selected students and analyzed thematically with data triangulation. Findings indicate that students generally hold positive attitudes toward code-switching, viewing it as a facilitative tool that bridges comprehension gaps, reduces anxiety, and promotes engagement, while also expressing concern about potential overreliance on the mother tongue. Drawing on Vygotsky’s sociocultural theory, the study reframes code-switching as a cognitive and pedagogical scaffold. Conducted in eastern Indonesia, it contributes a rarely represented context to global EFL discourse, advances theoretical discussions on bilingual classroom interaction, and offers pedagogical and policy implications for functionally informed, context-sensitive code-switching practices.
Content and Language Integrated Learning as a Strategy for Enhancing Speaking Skills: A Narrative Literature Review Binnendyk, Sophia
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.p92-101

Abstract

Speaking remains one of the most challenging skills for foreign language learners, who often understand written and spoken texts but struggle to communicate fluently and accurately. Content and Language Integrated Learning (CLIL) has been introduced as an instructional approach that combines subject learning with target language use, creating authentic opportunities for oral production and interaction. This narrative review examines how CLIL contributes to speaking development, drawing on empirical studies conducted across different educational levels and contexts. Findings from the reviewed research show that CLIL consistently enhances fluency and vocabulary. Learners in CLIL programs tend to produce longer stretches of speech with fewer pauses and demonstrate broader lexical repertoires, particularly in academic vocabulary. Evidence on grammatical accuracy and pronunciation is more mixed: while learners often achieve intelligibility and communicative effectiveness, errors persist without explicit language support. Communicative competence emerges as a strong area of growth, as CLIL classrooms provide space for negotiation of meaning, turn-taking, and pragmatic use of language. The review also underscores the importance of implementation factors. Scaffolding, feedback, teacher training, and assessment practices significantly influence outcomes, while program intensity, duration, and learner motivation further shape the development of speaking skills. Although results vary across contexts, the overall evidence indicates that CLIL provides a productive environment for developing oral proficiency, offering learners both the need and the opportunity to use language meaningfully in the pursuit of content learning.
Co-Authors Benjamin Jeremias Fenanlampir, David L. Ferdinandus, Marcy Saartje Hanafi Bilmona Helena M. Rijoly Helena Magdalena Rijoly Hendrikus, Lely Hukom, Salmon Hukom, Salmon James Jamil , Asmi Jaolath, Maria Jusak Patty Kelirey , Abu Kasim Laimena, Marce Laumaly, Alika Lekawael, Rosina Fransisca Joan Lewier, Christian Albert Maitimu, Chara Marlen Rijoly Maruanaya, Hendrik J. Maruanaya, Hendrik Jacob Meikudy, Marsel Meyer, Fredi Oraile, Orpa Penina Perasoa, Angga Nita Rijoly, Helena M. A. Riry, Jholie Grace Imanuella Rosina F. J. Lekawael Stella Rose Que Syaninta Kusuma Aini Syaninta Kusuma Aini Titarsole, Yeri Tiwery, Dian Sartin