Articles
<![CDATA[Semiotic Studies of Padlock Meaning on Liliba Bridge in Kupang ]]>
<![CDATA[Yohanes Paulus Florianus Erfiani]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ TRANSFORMATIKA Vol 2, No 1 (2018): Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v2i1.329
<![CDATA[This study aimed at investigating the meaning of Padlocks hung on the fence of Liliba Bridge in Kupang, East Nusa Tenggara Province. The meaning of the padlocks was analyzed from semiotic’s approach especially Roland Barthes which meanings were seen from denotation, connotation, and myth. This study used qualitative research method. Based on the data analysis, it was concluded that the hanging padlocks had 3 main meanings, (1) the denotation meaning was the couple or teenagers wrote both their names on a padlock, then they locked and hung it on Liliba Bridge; (2) the connotation meaning was the couple or teenagers had analogy their love in a padlock which had their names in order to make their romantic love lasts forever as same as the padlock; and (3) the myth meaning was the teenagers believed and convinced that their love will last forever if they locked the padlocks on the Liliba bridge.]]>
<![CDATA[The Effect of Jigsaw Method to Improve EFL Students’ Vocabulary Ability ]]>
<![CDATA[Hesni Neno]]>;
<![CDATA[Yohanes Paulus Florianus Erfiani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.695
<![CDATA[This study was aimed to improve students’ ability in learning vocabulary through jigsaw method at Timor University in, Timor Tengah Utara regency (TTU), NTT Province, Indonesia. The main purpose of this study is to know the effect of using jigsaw method to improve students’ vocabulary ability. This study belongs to pre experimental method with the one group pretest - posttest design. This study was conducted in one class which was given the treatment. The treatment of this study is teaching and learning process by using jigsaw method. The population of this study was second semester students of English study program of Timor university in academic year 2017 / 2018. The total members of second semester students were 120 who were divided into three (3) classes. Every class consisted of 30 students. The writers used purposive sampling technique to take the data. The writers only determined one class because the writer assumed that in this class, students have sufficient knowledge of English. Hence, the sample of this study was 30 students. The writers had conducted pre test before gave the treatment to the students. Finally, the writers gave the posttest to measure students’ vocabulary ability in the end of teaching and learning process. From the data analysis, the writers found that the average of the students’ vocabulary was improvement. The average of students’ score in pretest was 65% and posttest was 79%. After the writers conducted the research, the writers concluded that (1). Jigsaw method can improve students’ vocabulary ability. (2). Jigsaw method can improve the students’ interaction with the teacher and other students.]]>
<![CDATA[Do Teachers Fond of Reading? Teachers’ Affective States in EFL Reading ]]>
<![CDATA[Delti Yulita]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Journal of English Language Studies Vol 6, No 1 (2021): Available Online in March 2021 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v6i1.10007
<![CDATA[This article presents findings from a study investigating the affective states of English teachers in East Nusa Tenggara regarding their EFL reading. Affective states related to motivation, feelings, volition, attribution and self-efficacy in EFL reading that make the readers be persistent to achieve their reading comprehension. This study used qualitative approach and the data were collected through questionnaire, interview, and observation. The participants were four English teachers in senior high school that have teaching experiences more than 10 years. The result showed that teachers’ affective states in EFL reading were high and triggered by external motivation. Regarding the feelings in EFL reading, the teachers have more positive feelings depending on text difficulties. Furthermore, the teachers showed high volition, attribution and self-efficacy in EFL reading because of internet era that allow them to access many reading sources and exercises. The analysis revealed that the teachers were more confident in this present time compared to their past experiences in EFL reading. The higher affective states could be beneficial for the teachers to overcome their reading problem and to train the teachers’ responsibility toward their own reading experience.]]>
<![CDATA[KREATIVITAS MENULIS DAN MENGAPRESIASI PUISI SISWA SMP NEGERI MAUBELI ]]>
<![CDATA[Metropoly Merlin J. Liubana]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Bakti Cendana Vol 3 No 2 (2020): Bakti Cendana: Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Timor ]]>
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DOI: 10.32938/bc.3.2.2020.124-131
<![CDATA[Kreativitas dalam pembelajaran menulis dan mengapresiasi puisi ditunjang dengan pengetahuan dan latihan secara praktik, intens, dan bervariasi. Salah satu kegiatan yang dapat dilakukan untuk memenuhi hal tersebut adalah dengan cara melakukan tindakan sebagai pengabdi pada siswa SMP Negeri Maubeli. Metode yang digunakan adalah ceramah, diskusi, penugasan, praktik latihan menulis dengan teknik mengamati objek secara langsung, dan mengapresiasi puisi dengan cara membaca. Hasil yang diperoleh berupa penilaian menulis puisi dari 38 siswa mencapai nilai 72%, dengan jumlah skor keseluruhan 2728, dan termasuk dalam kategori baik. Hasil dari penilaian membaca puisi mencapai nilai 74 %, dengan jumlah skor keseluruhan 2830, dan termasuk dalam kategori baik. Sedangkan hasil menulis dan membaca puisi tersebut diakumulasi menjadi rerata skor 71.5% dari jumlah keseluruhan yakni 2713.5. Tingkat penguasaan siswa kelas VIII SMP Negeri Maubeli dalam menulis dan membaca puisi berinterval 80-100, dengan kategori baik sekali sebanyak 16 siswa sehingga persentase tingkat penguasaan hanya mencapai 42.10%; berinterval 70-79 dengan kategori baik sebanyak 11 siswa dengan persentase tingkat penguasaan mencapai 28.94%; berinterval 60-69 berkategori cukup baik sebanyak 5 siswa, dengan persentase tingkat penguasaan mencapai 13.15%; dan berinterval 0-59 berkategori kurang baik sebanyak 6 siswa, sehingga persentase tingkat penguasaan mencapai 15.78%.]]>
<![CDATA[Analisis Makna Ungkapan Metafora Dari Presenter Valentino “Jebret” Simanjuntak ]]>
<![CDATA[Yohanes Paulus Florianus Erfiani]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 7 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v7i1.631
<![CDATA[Penelitian ini dimaksudkan untuk menyelidiki makna dari ungkapan – ungkapan yang diucapkan oleh Valentino Simanjuntak (VS) ketika berprofesi sebagai komentator pertandingan sepakbola di statisun televisi. Makna ungkapan – ungkapan tersebut dianalisis melalui teori linguistik kebudayaan khususnya ketiga jenis metafora yaitu metafora ontologis, struktural dan orientasional yang dikemukakan oleh Gary B. Palmer. Penelitian ini mengggunakan metode penelitian kualitatif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa kesepuluh (10) ungkapan fenomenal yang paling sering diucapkan oleh VS masuk kedalam ketiga kategori umum dari jenis metafora dalam teori Linguistik Kebudayaan, yaitu: metafora struktural sebanyak sepuluh (10), metafora ontologis sebanyak delapan (8) dan metafora orientasional sebanyak dua (2). Dengan demikian, masing – masing ungkapan tersebut memiliki makna tersendiri yang timbul dari imageri VS. Hal ini didasarkan karena VS ingin tampil berbeda dan menunjukkan ciri khasnya sebagai seorang komentator sepakbola yang membedakannya dengan komentator – komentator pertandingan sepakbola lainnya]]>
<![CDATA[Pembimbingan Kegiatan Storytelling Melalui Reading Sebagai Pre-Activity di SMPN Neonbat Kefamenanu ]]>
<![CDATA[Erlinda Sonya Pale]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Cendekia : Jurnal Pengabdian Masyarakat Vol 4 No 1 (2022): Juni ]]>
Publisher : <![CDATA[LPPM UNIVERSITAS ISLAM KADIRI ]]>
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DOI: 10.32503/cendekia.v4i1.2132
<![CDATA[Bahasa Inggris berperan sebagai bahasa asing yang dipergunakan dalam pembelajaran sekolah-sekolah di NTT termasuk Kefamenanu khususnya SMPN Neonbat. Hasil observasi dari para pengabdi yakni dua orang dosen pendidikan bahasa Inggris Universitas Timor membuktikan bahwa kemampuan berbicara bahasa Inggris para siswa masih sangat minim. Hal ini dapat diamati dalam proses pembelajaran bahasa Inggris di dalam kelas di mana para siswa jarang menggunakan bahasa Inggris. Mereka cenderung menggunakan bahasa Indonesia saat pelajaran bahasa Inggris. Ini berakibat pada kurang tepatnya pengucapan kata bahasa Inggris yang mereka lafalkan. Bertolak dari hal tersebut, para pengabdi melakukan kegiatan pengabdian yang bertujuan untuk meningkatkan kemampuan speaking para siswa melalui reading sebagai pre-activity. Metode yang diimplementasikan dalam kegiatan ini adalah metode ceramah, diskusi, presentasi dan translation. Keempat metode tersebut terintegrasi dalam pengajaran langsung terkait skill yang ingin ditingkatkan yakni speaking. Para siswa diperkenalkan pada teks bahasa Inggris sederhana dan dibimbing untuk membaca teks tersebut. Para siswa juga dibimbing untuk memahami isi teks yang sudah dibaca. Hasil pengabdian menunjukkan bahwa para siswa mengalami peningkatan dalam kosakata bahasa Inggris dan juga keberanian dalam berbicara bahasa Inggris.]]>
<![CDATA[Peningkatan Pemahaman Metode Pengajaran Task Based Language Teaching Bagi Guru Bahasa Inggris SMPN 2 Insana ]]>
<![CDATA[Yohanes Paulus Florianus Erfiani]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Cendekia : Jurnal Pengabdian Masyarakat Vol 3 No 1 (2021): Juni ]]>
Publisher : <![CDATA[LPPM UNIVERSITAS ISLAM KADIRI ]]>
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DOI: 10.32503/cendekia.v3i1.1584
<![CDATA[Kegiatan ini bertujuan untuk meningkatkan pengetahuan, pemahaman, serta kemampuan para guru Bahasa Inggris untuk menerapkan metode pengajaran Task Based Language Teaching (TBLT) dalam proses belajar mengajar. Dengan demikian, metode pelaksanaan kegiatan ini adalah metode sosialisasi, diskusi dan metode bimbingan. Metode sosialisasi dilaksanakan sebagai prosedur awal pengenalan dan pendekatan dengan para guru Bahasa Inggris. Metode pelatihan dilakukan dalam bentuk pelatihan bertujuan untuk melatih para guru Bahasa Inggris untuk menerapkan metode TBLT dalam pengajaran. Metode diskusi dilaksanakan guna mendapatkan respon atau stimulus dari para guru mengenai pemahaman tentang metode pengajaran TBLT. Metode bimbingan dilaksanakan untuk mengarahkan dan melatih para guru agar menerapkan metode TBLT dalam proses belajar mengajar di dalam kelas. Kegiatan ini diikuti oleh 6 orang guru mata pelajaran Bahasa Inggris di SMP Negeri 2 Insana. Melalui pelaksanaan kegiatan ini para guru memiliki pemahaman dan konsep mengenai metode pengajaran TBLT dengan baik. Para guru juga mampu mengadopsi metode ini dan menerapkan dalam kegiatan belajar mengajar didalam kelas. Disamping itu, para guru mampu menerapkan pembelajaran berbasis tugas dengan prosedur yang tepat dan terstruktur.]]>
<![CDATA[TEACHERS’ READING HABITS AND THEIR EFFECT ON THE STUDENTS’ LITERACY ]]>
<![CDATA[Hesni Neno]]>;
<![CDATA[Ulu Emanuel]]>;
<![CDATA[Delti Yulita]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7063
<![CDATA[This article is intended to show the importance of teachers’ reading habits to develop students’ literacy effectively. It is shown that the lack of teachers’ reading habits causing the deficiencies and lack of opportunity for students’ quality in EFL literacy. This study used mixed method approach and the data were collected through questionnaire, interview, reading test, and observation. The participants in this study were 6 teachers and 120 students from 6 schools. The result showed that teachers’ reading habits and affective states in EFL reading were in medium level and students’ literacy were in low level. It also exposed that teachers faced many reading problems and challenges throughout the years they studied English. There is a tendency that teachers’ deficiencies on their reading habits is from their perception about EFL reading that still focus on translating the words into their first language rather than critically involved with the main ideas in the text. The result concludes that teachers’ lack of reading habits had caused the lack opportunity of their students’ quality literacy instruction in the classroom. This lack of instruction caused the students are thriving and struggling as EFL readers who do not achieve proficiency, fluency, or comprehension. Moreover, there are also many factors that affect reading habits such as socio-economic background. Parents’ role and the development of technology that changes the medium of reading.]]>
<![CDATA[TEACHERS’ READING HABITS AND THEIR EFFECT ON THE STUDENTS’ LITERACY ]]>
<![CDATA[Hesni Neno]]>;
<![CDATA[Ulu Emanuel]]>;
<![CDATA[Delti Yulita]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.5705
<![CDATA[This article is intended to show the importance of teachers’ reading habits to develop students’ literacy effectively. It is shown that the lack of teachers’ reading habits causing the deficiencies and lack of opportunity for students’ quality in EFL literacy. This study used mixed method approach and the data were collected through questionnaire, interview, reading test, and observation. The participants in this study were 6 teachers and 120 students from 6 schools. The result showed that teachers’ reading habits and affective states in EFL reading were in medium level and students’ literacy were in low level. It also exposed that teachers faced many reading problems and challenges throughout the years they studied English. There is a tendency that teachers’ deficiencies on their reading habits is from their perception about EFL reading that still focus on translating the words into their first language rather than critically involved with the main ideas in the text. The result concludes that teachers’ lack of reading habits had caused the lack opportunity of their students’ quality literacy instruction in the classroom. This lack of instruction caused the students are thriving and struggling as EFL readers who do not achieve proficiency, fluency, or comprehension. Moreover, there are also many factors that affect reading habits such as socio-economic background. Parents’ role and the development of technology that changes the medium of reading.]]>
<![CDATA[Pelatihan Bahasa Inggris untuk perbankan kepada siswa-siswa SMKS Khatolik Kefamenanu ]]>
<![CDATA[Delti Yulita]]>;
<![CDATA[Hesni Neno]]>;
<![CDATA[Erlinda Sonya Pale]]>
<![CDATA[ ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 3 No 2 (2022): ABSYARA: Jurnal Pengabdian Pada Masyarakat ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/ab.v3i2.6906
<![CDATA[With the development of an increasingly sophisticated and global industrial era, SMK graduates are required to have adequate skills and be able to compete in the world of work, one of which is English skills. To meet these demands, it's necessary to improve the English skills of SMK students. Therefore, this service activity aims to train students' skills in the world of work, especially in banking. SMKS Khatolik is a vocational school growing quite rapidly in Kefamenanu and has opened a Banking department. However, teachers and students need to have sufficient and practical knowledge of English in banking. Therefore, this training provides a solution to increase students' knowledge and skills in using English for banking so that these SMK graduates will have more selling points to compete in the banking world. The training activities were carried out in 5 steps. First, to provide an overview of the banking world; the second meeting continued with vocabulary material in the banking world, and the third meeting focused on customer and teller service material. Then in the fourth and fifth meetings, students are given exercises and practice business presentations and correspondence in English. The results of this activity showed an increase in banking class students' ability to read, speak and write English. Students also acquire a lot of vocabulary related to the banking world, which helps them better understand the transaction process at banks in English.]]>
