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All Journal International Journal of Evaluation and Research in Education (IJERE) Parole: Journal of Linguistics and Education Al Ishlah Jurnal Pendidikan Patanjala : Jurnal Penelitian Sejarah dan Budaya EDUVELOP (Journal of English Education and Development) Journal on Education Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ethical Lingua: Journal of Language Teaching and Literature Madaniya International Journal of Humanities and Innovation (IJHI) Teaching English as a Foreign Language Overseas Journal (TEFLO)
Nilma Taula'bi'
Universitas Kristen Indonesia (UKI) Toraja, South Sulawesi, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pelatihan Bahasa Inggris Kepada Guide Cilik dengan Menggunakan Media Flash Card Berbasis Kearifan Lokal Pada Lokasi Wisata Ke’te’ Kesu’ Toraja Utara Shilfani Shilfani; Astriwati Biringkanae; Nilma Taulabi; Elim Trika Sudarsi
Madaniya Vol. 4 No. 3 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.545

Abstract

Ke’te’ Kesu merupakan salah satu situs warisan budaya tertua adat Toraja. Terletak di wilayah Lembang La’bo’, Kecamatan Sanggalangi, Kabupaten Toraja Utara. Terletak tidak jauh dari jantung kota Rantepao. Meskipun menjadi salah satu objek wisata primadona khususnya para wisatawan mancanegara dengan akses dan sarana yang memadai, Ke’te’ Kesu’ tidak luput dari kekurangannya. Setelah melakukan observasi di lokasi mitra yaitu lokasi wisata Ke’te’ Kesu’, kami menemukan beberapa permasalahan berdasarkan pengalaman pengajar terhadap peserta didik, antara lain rendahnya kemampuan bahasa Inggris bagi mitra dan warga setempat dalam berkomunikasi dengan wisatawan mancanegara. Atas permasalahan ini, tim PKM dari UKI Toraja berinisiatif berkoordinasi dengan pengelolah objek wisata setempat untuk melakukan kegiatan pelatihan bahasa Inggris dengan metode yang telah disiapkan tim pengajar yaitu melalui media flash card. Metode ajar yang efesien, menyenangkan dan mudah dipahami melalui sebuah kartu bergambar. Permasalahan peserta didik dalam mengikuti pelatihan bahasa Inggris yaitu: 1) terbatasnya pengetahuan dan wawasan mengenai metode pembelajaran melalui media; dan 2) rendahnya pengetahuan terkait akses sumber belajar bahasa Inggris. Oleh Karena itu melalui kegiatan PKM ini diharapkan dapat memberikan solusi bagi para guide cilik dalam hal ini sebagai target peserta untuk menambah referensi/literasi mereka khususnya literasi dalam bentuk media pembelajaran. Solusi yang ditawarkan untuk menyelesaikan masalah mitra adalah: 1). Memberikan pelatihan terkait akses sumber belajar bahasa Inggris menggunakan flash card berbasis kearifan lokal; 2). memberikan pelatihan mengenai penggunaan flash card dalam pembelajaran bahasa Inggris. Metode unik untuk pengenalan kosakata. Kegiatan ini akan dilaksanakan tahun 2022 selama 6 bulan dengan banyaknya pertemuan 3 kali dalam seminggu.
English as a foreign language lecturers’ language power bases in the high context culture of Toraja Markus Deli Girik Allo; Nilma Taula’bi’; Elim Trika Sudarsi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26260

Abstract

This study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area.
Challenges And Opportunities In Joining Campus Teaching Program: A Case Study At English Education Study Program Nilma Taula’bi’; Shilfani Shilfani; Meliana Datu
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4518

Abstract

The aim of this research is to ensure the challenges and opportunities obtained by students who have followed the MBKM program, especially on the teaching campus program that students follow. The researchers conducted qualitative research method. A purposive sampling strategy is used to obtain data from three (3) students in the English education study program. The findings show that students gain opportunities for discipline and responsibility, increase confidence in teaching students, be fluid and creative in the use of learning media, be creative in improving student literacy, make a lesson plan (RPP) and make sketches and issues, build good communication by understanding the character of students, improve communication through discussion in solving a problem, teach directly and cooperate with the other teacher in carrying out the teaching process, obtain value conversion as a result of learning, obtain assistance in cost of living during the implementation of the program, and obtain UKT assistance in the semester during the implementation of the program. In addition, the findings also found the challenges faced: a lack of interest in learning and student enthusiasm for lessons, the skill and character of students that are different surgeries, limited school facilities, a lack of materials and funds that can be taught, miscommunication with the teacher and colleagues participating in the campus program teaching in the field, a less disciplined environment and the absence of the teaching schedule given by the teacher to teach independently in the classroom.
Online Learning Model Based on Learning Management System to Support Student Exchange Program Markus Deli Girik Allo; Elim Trika Sudarsi; Nilma Taula’bi’; Eka Prabawati Rum
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3851

Abstract

The objective of this study is to reveal EFL Lecturers' perception of Learning Management Systems (LMS) for Online Learning, to investigate characteristics of the approach used by the lecturer in LMS-based Online Learning, to overview the impact of the implementation of LMS-based online learning on students' affective, behavioral, and cognitive aspects, and to depict the LMS-SPADA-based online learning model used by lecturers in student exchange programs. Researchers applied qualitative methods with ethnographic design. The subjects of this study were 9 lecturers and 23 students. Data collection in this study used observation and interview techniques.  The data analysis technique used is transcription, coding, and thematic analysis.  The result of this study confirms that EFL Lecturers' perceptions of LMS for Online Learning are (1) strongly supportive of LMS for online learning; (2) fairly supportive of LMS for online learning; and (3) weakly supportive of LMS for online learning. The approach used by the lecturer in LMS-based Online Learning is characterized by applying a student-centred view in LMS-based Online Learning.
Implementation of Outcome Based Education (OBE) Principles in the Curriculum of the English Education Study Program at a Higher Education in Toraja Markus Deli Girik Allo; Elim Trika Sudarsi; Nilma Taula’bi’
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3505

Abstract

The aim of this study is to elaborate how the implementation of the principles of Outcome-Based Education (OBE) in the curriculum of the English Education Study Program at Universitas Kristen Indonesia Toraja. The researchers applied qualitative methods with a case study design. The subjects of this study were five representative lecturers from the Research Group of the English Education Study Program, they were selected using purposive sampling techniques. Data collection in this study used observation and interview. The data analysis techniques used were transcription and coding to analyze observational data, while interviews were analyzed using thematic analysis. The results of this study confirm that the implementation of the principles of Outcome-Based Education (OBE) in the curriculum of the English Language Education Study Program UKI Toraja Indonesia is as follows: 1) The PEO preparation process not only reflects a commitment to the quality of education, but also maintains the relevance of the study program to the needs of industry and society in general, 2) PLO is described in detail and hierarchically, covering various aspects of skills and knowledge relevant to the study of English Language Education, as well as accommodating the specific needs of the intended field of study, 3) Curriculum formulation applies the principles and practices such as details on each course and learning activities, active learning approach, use of technology, integration of formative assessment, orientation to Outcome-Based Education (OBE), curriculum structure oriented to competency development, and the application of real-world relevant content. 4) The evaluation system implemented not only aims to assess student achievement, but also to ensure that their curriculum is relevant, effective, and prepares graduates to succeed in their careers and make a positive contribution to the development of society.
Trilingual-Based Instruction in English for Tourism: Empowering Students with Cultural Knowledge and Communication Competence Taula'bi, Nilma; Yakub Tangdibiri; Markus Deli Girik Allo; Dimas Rio
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5227

Abstract

This study holds significant urgency in the context of language learning development and the enhancement of students’ communication skills, aiming to prepare high-quality and competitive human resources for the workforce—particularly in the tourism sector. Additionally, the study serves as a preventive effort to ensure that younger generations are still informed about, take pride in, and can preserve and promote the rich cultural heritage of Toraja. In this regard, the implementation of the trilingual method in the English for Tourism course is expected to help both lecturers and students in the English Language Education Study Program at Universitas Kristen Indonesia (UKI) Toraja. The primary aim of this study is to investigate the implementation of the trilingual method in the English for Tourism course. This research employs a qualitative approach using a descriptive qualitative design. The findings show that the trilingual method is implemented through five main activities: the integration of Toraja local culture into the learning materials, simulation-based learning, fieldwork projects, translation of cultural texts, and the production of trilingual tourism promotional video.
Co-Authors Biringkanae, Astriwati Dimas Rio Markus Deli Girik Allo Meliana Datu Rum, Eka Prabawati Shilfani Shilfani Sudarsi, Elim Trika Yakub Tangdibiri Yakub Tangdibiri’