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All Journal Journal Of Teaching Of English E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal Of English Language and Education ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat ELT-Lectura Journal of English Education, Linguistic and Literature Voices of English Language Education Society Jurnal Bébasan Jurnal Abdidas Jubindo: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia BERNAS: Jurnal Pengabdian Kepada Masyarakat Bakti Cendana: Jurnal Pengabdian Masyarakat Journal of Educational Experts (JEE) Jurnal Pengabdian Sains dan Humaniora UNNES International Conference on ELTLT Indonesian Educational Research Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Imanuel Kamlasi
Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Timor, Indonesia
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MENGUKUR KEMAMPUAN SISWA DALAM MENGGUNAKAN PREPOSISI WAKTU Kamlasi, Imanuel
BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 2 (2018): BÉBASAN Edisi Desember 2018
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.963 KB) | DOI: 10.26499/bebasan.v5i2.104

Abstract

The use of preposition of time (at/on/in) still becomes problems for junior high school students. Therefore; it is important to conduct the research on the ability of using preposition of time. This study aims at finding out the students‘ level of ability and describing the problems faced by the students in using preposition of time. The descriptive qualitative method was applied in this research. The instrument was a test. The subject was the second class students of SMP Kristen Kefamenanu. In data analyses, there were four steps; categorizing, tabulating, analyzing and describing. The result showed that the students‘ average score in preposition of time is 67.33 at average level. The highest number of students is at average level and between 60-69 with the total student is twelve. The data showed that the students‘ average score in preposition AT is 66 at average level. The students‘ average score in preposition ON is 68.5 at average level. The students‘ average score in preposition IN is 67.5 at average level. It indicates that the preposition of AT is very difficult for students while preposition ON is more easy for them.
ANALYZING THE POSITIVE VERBAL REINFORCEMENT OF STUDENT TEACHER IN EFL CLASSROOM Kamlasi, Imanuel
BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 7, No 2 (2020): BÉBASAN EDISI DESEMBER 2020
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/bebasan.v7i2.134

Abstract

AbstractThe objective of the study was to find out the types of positive verbal reinforcement that used by English student teacher in EFL classroom. The study used a qualitative method. This study involved an English teacher and students as the participants. The researcher used Tape Video recording to get the data. She used transcription and codifying techniques to analyze the data. The result showed that the teacher used three types of verbal reinforcement namely words, phrases, and sentences. The researcher found out 27 words, 22 phrases, and 10 sentences of verbal reinforcement that used by teacher in EFL classroom.Keywords: positive, verbal, reinforcementAbstrakTujuan penelitian adalah untuk menemukan jenis-jenis kata penguatan yang digunakan oleh guru PPL dalam kelas. Penelitian ini menggunakan metode kualitataif. Penelitian ini melibatkan seoarang guru PPL Bahasa Inggris dan siswa sebagai subjek penelitian. Peneliti menggunakan teknik rekaman vidio untuk mengumpulkan data. Peneliti menggunakan teknik transkripsi dan pengkodean untuk menganalisa data. Hasil penelitian menujunkan bahwa guru PPL Bahasa Inggris menggunakan tiga jenis penguatan yaitu kata, frase dan kalimat. Data menunujkan bahwa terdapat 27 kata, 22 frase dan 10 kalimat penguatan yang digunakan oleg guru PPL Bahasa Inggris di dalam kelas.Kata kunci: positif, kata, penguatan
A Study on the Ability in Using Preposition of Place in Speaking Performance Manu, Detilda; Kamlasi, Imanuel
Journal of Teaching of English Vol 7, No 1 (2022): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v7i1.24925

Abstract

The objectives of the research were to find out students’ level ability in using prepositions of place in speaking performance and to find out the difficulties prepositions of place for students in speaking performance. This study used descriptive qualitative method to analyze and describe data. The instrument was oral test. The sample of the study was purposive sampling of second semester students of English Study Program of Timor University. The total students were 25 participants. The result showed that from the twenty-five students who did the speaking test, 23 students passed the test, 2 did not pass the test. The higher score was 100, lowest score was 62. Students’ average score was 83. The students’ level ability is good. It means they were able in using prepositions of place in speaking performance. This due to the score gained. The score reveals that about, of, above, among and for were the difficulties prepositions of place.
MIRROR TALKING STRATEGY TO ENHANCE SPEAKING SKILL OF ENGLISH DEPARTMENT STUDENTS OF TIMOR UNIVERSITY Erlinda Sonya Pale; Imanuel Kamlasi
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A6

Abstract

The hesitation of the students of the English Department of Timor University to deliver speeches triggered the researchers to figure out a suitable method to cope with the issue. This study was conducted to discover whether mirror talk could bring a positive impact on improving the students’ speaking skills particularly in delivering the speech. The method to be utilized for conducting this study was the qualitative method. The performances of the students before and after the implementation of mirror talking were recorded to discover the comparison of both. After delivering the speech, the students were interviewed to reveal the reasons for their inability to perform well. There were 18 students said that lack of time preparation was the main cause of their failure to perform well, 40 students were having a problem with their confidence to cause them had bad performances and 32 students mentioned that they were not interested in delivering speech. Data analysis indicated that the students’ ability in delivering the speech particularly in pronunciation and confidence got improved after the practice of mirror talking. It is recommended then that the practice of mirror talking could be executed for other audiences.
The Positive Politeness in Conversations Performed by the Students of English Study Program of Timor University Imanuel Kamlasi
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.467

Abstract

In daily conversation, speakers tend to choose appropriate strategies to saveface. This research tends to analyze the politeness in the students’ conversation. The objectives of the research areto describe the type of address terms of positive politeness andto find out the percentages of address terms of positive politeness in students’ conversations.The method applied in this research was descriptive qualitative method. There were 26 students chosen the sabjects in this research. The data were in the script of conversationin the form of sentences, clauses or words. To obtain the data, the TVR was used. The data were analyzed through transcribing, codifying, classifying, analyzing and discussing.The result of the research shows that the address terms of positive politeness in conversation are greetings, thanking, praising, apology, congratulating, intimacy, obedience, question, request, suggestion, rejection, chastisement, and disagreement. The data in the first category shows that greetings make 27.27% of the total address terms. The thanking is 22%. The apology makes 15%; the intimacy and praising are 10%. The congratulation address is 9% and the lowest is obedience, 7.14% of the total address terms. In the second category; the question is the highest percentage which is 40%. The request is 22%, and then disagreement is 14 %. The suggestion makes 11% and the rejection makes 8%. The chastisement is the lowest percentage which is 5% of the total address terms.Keywords: positive, politeness, address terms
Evaluating the Students’ Ability in Using Preposition of Place in Speaking Performance Imanuel Kamlasi
Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 1 (2018): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v2i1.730

Abstract

The use of preposition of place in speaking performance still becomes problems for students. Therefore; it is important to evaluate the students’ ability in using preposition of place. This research aimed at evaluating the students’ ability and describing the problems faced by students in using prepositions of place in speaking performance.The descriptive qualitative method was applied in this research. The instrument of this research was an oral test. To get the data, the researcher used Tape Video Recorder (TVR). There were 25 participants of the first semester students of English study program of Timor University chosen randomly as the sample in this research. There were four steps used in analyzing the data, namely transcribing, codifying, analyzing and describing.The results of the research showed that five students passed and nineteen students failed in the test. The highest score was 80,95 and the lowest score was 31. There was one student categorized as very good; two students were categorized as good; three students were categorized as enough; eleven students were categorized poor and seven students were categorized as very poor. For the kind of preposition; the highest percentage was IN which was 67,53%. Then it was followed by ON which was 57,32%. The preposition BEHIND made 55,51% which was higher than NEAR/CLOSE which was 51,56% but it is lower than IN FRONT OF which was 56,57%. The preposition UNDER was 48,39% which was higher than AT. The lowest percentage was preposition AT which was 47,94%.. The students’ average score was 54,60. Therefore the students’ level of ability was categorized as poor. This means that the students failed in using prepositions of place in speaking performance.
Grammatical Errors in Writing of the Second Class Students of SMA Kristen 1 Soe Imanuel Kamlasi; Darni Nopi Nokas
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.238

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan jenis kesalahan gramatikal secara tertulis yang dihadapi oleh siswa dan menemukan kesalahan gramatikal dalam tulisan siswa. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek dalam penilitian ini adalah siswa kelas 2 SMA Kristen 1 Soe tahun akademik 2015/2016 sejumlah 35 siswa. Terdapat dua kelas paralel yaitu kelas A dengan jumlah 30 siswa dan kelas B dengan jumlah 35 siswa. Kelas A dipilih sebagai subjek penelitian. Data dianalisis melalui lima tahap yaitu mengkoreksi tulisan siswa, mengidentifikasi kesalahan, mengklasifikasikan kesalahan, mentabulasi hasil dan mengambil kesimpulan. Hasil dari penelitian ini menunjukkan bahwa tipe kesalahan gramatikal dalam tulisan siswa adalah kesalahan verba, nomina, pronomina, ajektiva, adverbia, konjungsi dan preposisi. Persentasi dari masing-masing kesalahan adalah sebagai berikut. Kesalahan verba 21,16%, kesalahan nomina 19,70%, kesalahan pronominal 29,74%, kesalahan ajektiva 34,27%, kesalahan adverbial 32,41%, kesalahan konjungsi 34,02%, dan kesalahan preposisi 32,94%. Persentasi kesalahan tertinggi adalah kesalahan ajektiva dengan jumlah 34,27%  dari total 243 kesalahan. Persentasi kesalahan paling sedikit adalah kesalahan nomina dengan jumlah 19,70% dari 375. Kesalahan gramatika siswa secara keseluruhan adalah 26,66% dengan total kesalahan 2301.Kata Kunci: grammar, kesalahan, penulisan
Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy Imanuel Kamlasi
Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v2i2.847

Abstract

This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process so verbs were used rather than nouns. The findings showed that remembering taxonomy made 22 items or 44%. Understanding taxonomy presented 2 items or 4%. Applying taxonomy made 21 items or 42%. Analyzing taxonomy made 5 items or 10%. While there was no item found in both evaluating and creating taxonomy. Therefore; creating taxonomy was not used to ask the students in the English test. Regarding to the findings of this investigation; teachers need to distribute the revised Bloom’s taxonomy in constructing test items. Furthermore; teachers need to use WH questions in the test items.
Bimbingan Belajar Bahasa Inggris bagi Anak-anak Sekolah Dasar Imanuel Kamlasi
Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Vol 2, No 1 (2019): Februari 2019
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.117 KB) | DOI: 10.31294/jabdimas.v2i1.4844

Abstract

Program bimbingan belajar hadir unutk menyediakan bimbingan belajar Bahasa Inggris bagi anak-anak Sekolah Dasar sebagai salah satu strategi peningkatan kualitas berkomunikasi dalam Bahasa Inggris. Tujuan dari bimbingan belajar Bahasa Inggris adalah anak-anak memiliki pengenalan materi dasar tentang Bahasa Inggris dasar dan mampu mengucapakan kata-kata dan kalimat-kalimat dasar dalam Bahasa Inggris yang berhubungan dengan kehidupan sehari-hari.Lokasi Pengabdian kepada Masyarakat tentang bimbingan belajar Bahasa Inggris bagi anak-anak SD adalah di RT 17 dan 20 RW VI, Kel. Sasi, Kec. Kab. Timor Tengah Utara. Pengabdian ini melibatakan 20 anak SD dari kelas 4-6 yang berdomisili di RT 17 dan 20 RW VI, Kel. Sasi, Kec. Kota Kefamenanu, Kab. Timor Tengah Utara. Waktu yang dibutuhkan dalam bimbingan belajar Bahasa Inggris ini adalah adalah 3 bulan. Metode pelaksanaan Pengabdian bagi Masyarakat tentang bimbingan belajar Bahasa Inggris bagi anak-anak Sekolah Dasar adalah metode sosialisasi, metode pelatihan dan metode bimbingan.Hasil kegiatan pengabdian menunjukan bahwa anak-anak sangat senang dan tertarik dengan program bimbingan belajar Bahasa Inggris. Pada awal pertemuan bimbingan belajar Bahasa Inggris, anak-anak mengalami kesulitan untuk mengucapkan kata-kata Bahasa Inggris. Setelah pertemuan ketiga, anak-anak sudah mulai mengucakan kata-kata secara benar meskipun masih ada peserta yang salah mengucapkan. Metode bimbingan dilakukan untuk menuntun dan melatih anak-anak adalah bermain, menyanyi, mengeja, mengucapkan, bermain peran. Hasil belajar anak-anak SD sebelum bimbingan belajar menunjukan bahwa dari 20 anak SD yang ikut tes hanya 1 anak saja yang lulus sedangkan 19 anak tidak lulus. Nilai rata-rata secara keseluruhan adalah 57.35. Hal ini menunjukan bahwa anak-anak perlu untuk mengikuti bimbingan belajar Bahasa Inggris. Hasil pos tes yang dilakukan setelah bimbingan belajar Bahasa Inggris dilakukan menunjukan bahwa dari 20 anak SD yang ikut tes semuanya lulus tes. Hal ini dapat dilihat dari nilai dari setiap anak meningkat dari sebelum bimbingan belajar Bahasa Inggris. Data menunjukan bahwa 8 anak mendapat rentang nilai 60-69 sedangkan 12 anak mendapat rentang nilai 70-79. Hasil nilai rata-rata dari 20 anak adalah 70. Dengan demikian bimbingan belajar Bahasa Inggris bagi anak-anak SD dapat meningkatkan hasil belajar.
Workshop tentang Master of Ceremony (MC) bagi Mahasiswa Program Studi Pendidikan Bahasa Inggris FIP Universitas Timor Imanuel Kamlasi; Martinus Lafu Salu
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 10, No 1 (2019): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v10i1.3134

Abstract

Program workshop tentang Master of Ceremony (MC) diluncurkan melalui pengabdian pada masyarakat ini hadir untuk melatih mahasiswa tampil sebagi MC. Metode pelaksanaan pengabdian adalah metode sosialisasi, metode seleksi, metode cermah, metode pelatihan (workshop), dan metode bimbingan. Lokasi Pengabdian kepada Masyarakat di Laboratorium Bahasa Inggris Universitas Timor Jl. Km 9 Kel. Sasi, Kec. Kota Kefamenanu Kab. Timor Tengah Utara. Alat-alat yang digunakan adalah Mic, Speaker dan LCD. Peserta Workshop adalah 40 mahasiswa Program studi pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan Universitas Timor yang lulus seleksi. Kegiatan cermah dilaksanakan selama 3 hari berturut-turut pada tanggal 6-7 Juli 2018. Pada tahap ini; pemateri memberikan materi, penjelasan secara rinci bagi semua peserta workshop. Materi-materi workshop tentang Master of Ceremonony (MC) berupa: Pengantar Public Speaking, Keterampilan Berkomunikasi, Dasar-dasar MC, Persiapan pada saat sebelum dan Saat ber-MC, Teknik Mengelola Vokal dan Tahapan dalam MC. Metode latihan dan bimbingan dilakukan selama 2 bulan pada setiap hari Jumat dan Sabtu untuk menuntun dan melatih peserta workshop sehingga mereka tampil percaya diri sebagai MC yang handal dan profesional. Pada tahap ini; peserta dibimbing secara mandiri untuk berlatih menjadi Master of Ceremony (MC). Para peserta sangat antusias dan senang dengan adanya kegiatan pelatihan Master of Ceremony (MC).
Co-Authors Anselmus Sahan da costa, rui pedro daos Darni Nopi Nokas Edmundus Bouk Emanuel, Ulu Fuamuni, Selfiana Hendi Pratama Hendrik O. Manu Joni Soleman Nalenan Lasi, Febronia Lassa, Anita luruk, maria Luruk, Yulita Manu, Detilda Manu, Hendrik O Martinus Lafu Salu Meylisa Yuliastuti Sahan Nahak, Kristina D. H. Pale, Erlinda Sonya ratu, anggelina Rinciana Naisali Sahan, Meylisa Yuliastuti Seful Bahri Soares, Aurelia Erica B. A. Sri Wahyuni Tamelab, Febriana Tenis, Wilfridus Ulu Emanuel Wifridus Tenis Wihelmina, Maria Wisrance Yulita, Delti