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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat 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 Abdidas Jubindo: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Sains dan Humaniora
Imanuel Kamlasi
Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Timor, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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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
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
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).
ANALYZING THE STUDENTS’ LISTENING ABILITY ON ENGLISH SONG OF THE SECOND YEAR STUDENTS OF SMA NEGERI NOEMUTI TIMUR Rinciana Naisali; Imanuel Kamlasi
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 2 (2021)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v7i2.1706

Abstract

AbstractThis study aims at finding out level is the students listening ability on English Song categorized and at describing the difficulties faced by the students in listening ability on English Song. Therefore, this writer applied listening  test. The method used in this research is descriptive qualitative. There are 10 students taken to do the test. The writer use two items for measuring; missing word and multiple choice. The results showed that the students' listening ability toward songs reached a minimum standard of completeness (83%). Then from research testing conducted by the author shows that the ability to listen of the second year  in SMA Negeri Noemuti Timur can reach the minimum standard of achievement (83%) using songs because the songs are easy for students to improve their listening abilities. The data shows that there are 10 students attended in the listening test and all the past in the test. The students have mastered listening using English Songs in the missing word. The students’ average score is 81% and the level of ability is very good. The students have mastered listening using English songs in the Multiple Choice test. The student’s average score is 85% and the level of ability is very good. Keywords : Listening, Ability, English Song.
An Analysis on Politeness of Non-Verbal Communication in an English as a Foreign Language Classroom Imanuel Kamlasi; Anselmus Sahan
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5190

Abstract

In an EFL classroom; teachers tend to use politeness of non-verbal communication to convey meaning(s) to students. This present research aims at analyzing and describing the politeness of non-verbal communication which was used by English teachers in EFL classrooms. Qualitative research was applied in this research. There were five English teachers chosen purposely as the participants. The data were the pictures of teachers’ gestures. To obtain the data, the researchers used a Tape Video Recorder (TVR) which was used to record the teachers’ gestures during the teaching and learning process. The researchers applied transcription, codification, classification, analyses, and discussion techniques to analyze data. The results showed that there were 16 politeness strategies used by the English teachers in the EFL classroom. Those politeness strategies are greetings, thanking, congratulating/praising, and apologizing, obedience, intimacy, joke, rejection, question/ evaluating, request, suggestion, chastisement, disagreement, asking permission, optimism, and instructing. The politeness of non-verbal communication has a positive impact on students in EFL classroom interaction. In some cases, the students found it difficult to understand the meanings of gestures.
Workshop Penulisan Karya Tulis Ilmiah Bagi Guru Di Kefamenanu Anita Lassa; Imanuel Kamlasi
Jurnal Abdidas Vol. 1 No. 6 (2020): Vol 1 No 6 December 2020
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v1i6.171

Abstract

Menghasilkan karya ilmiah merupakan tuntutan yang harus dipenuhi guru dalam rangka mengembangkan karir dan mendidik siswa untuk mampu menulis karya ilmiah. Belum semua guru mampu memenuhi tuntutan tersebut. Hal ini dikarenakan minimnya kegiatan workshop penulisan karya ilmiah yang menyebabkan guru-guru tidak memiliki kesempatan untuk mengasah keterampilan menulis karya ilmiah. Oleh karena itu perlu diadakan workshop penulisan karya ilmiah bagi guru di Kefamenanu. Pelaksanaan kegiatan workshop di Aula STKIP Surya Kasih Kefamenanu dengan jumlah peserta sebanyak 26 guru yang berasal dari Kefamenanu. Metode yang digunakan dalam kegiatan workshop yaitu ceramah, diskusi, tanya jawab, praktik dan pendampingan. Dari pelaksanaan kegiatan workshop disimpulkan bahwa peserta memiliki semangat untuk menulis karya tulis ilmiah setelah memahami teknik dan kaidah ilmiah dalam karya tulis ilmiah serta peserta berhasil membuat draf karya tulis ilmiah.
PENGUATAN KAPASITAS GURU YAYASAN PENDIDIKAN KRISTEN HITI KEFA MELALUI PELATIHAN PENULISAN KARYA ILMIAH Anita Lassa; Joni Soleman Nalenan; Imanuel Kamlasi
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.8 KB) | DOI: 10.31949/jb.v2i1.743

Abstract

Kegiatan pengabdian pada masyarakat berupa pelatihan penulisan karya tulis ilmiah bagi guru-guru Kristen Yapenkris HITI Kefa bertujuan untuk memberikan pengetahuan dan keterampilan dalam penulisan karya tulis ilmiah khususnya penelitian tindakan kelas yang berdampak pada peningkatan kompetensi diri guru. Khalayak sasaran dalam kegiatan pengabdian ini berjumlah 20 orang guru Yapenkris HITI Kefa. Kegiatan pelatihan dilakukan dengan menggunakan metode ceramah, tanya jawab, diskusi, praktik, dan pendampingan serta presentasi. Peserta diberikan pengetahuan dan keterampilan mengenai kiat menulis karya ilmiah, memilih topik penelitian, mengembangkan aspek kebahasaan dalam penulisan karya ilmiah, menulis latar belakang masalah, rumusan masalah, tujuan penelitian, landasan teori dan kajian pustaka, merancang metode dan instrument penelitian, teknik pengambilan dan analisis data, pembahasan hasil penelitian, membuat simpulan dan saran, serta menulis daftar pustaka. Kegiatan pelatihan selama tiga hari memberi dampak positif terhadap 20 orang guru YAPENKRIS HITI Kefa yaitu (1) guru-guru YAPENKRIS HITI Kefa termotivasi untuk melakukan penelitian tindakan kelas karena telah memiliki pengetahuan mengenai prosedur pelaksanaan penelitian tindakan kelas; (2) Guru-guru mampu menuangkan ide penelitian dengan membuat draft penelitian tindakan kelas; (3) Guru-guru merasa puas mengikuti kegiatan pelatihan ini karena memperoleh bimbingan secara intens untuk menyelesaikan draft penelitian tindakan kelas. Kegiatan pengabdian ini perlu dilanjutkan agar guru-guru YAPENKRIS HITI Kefa dapat menyelesaikan draft penelitian tindakan kelas menjadi karya tulis ilmiah berbentuk laporan hasil penelitian.
Describing the Students’ Grammatical Errors on Spoken English Imanuel Kamlasi
ELT-Lectura Vol. 6 No. 1 (2019): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v6i1.2289

Abstract

This present study describes the students’ grammatical errors on spoken English based on the classifications of errors refer to Dulay, Burt and Krashen’s theories. Qualitative method was used in the study. Oral test was used as the research instrument. There were 25 participants of English education study program of Timor University who were chosen randomly as the research sample. The Tape Video Recording (TVR) was used to gain data of spoken English. There were five techniques in analyzing the data: transcription, codification, classification, analyses and discussion. The results of data analyses revealed that omission presented 40,87% of errors. Then; addition presented 31,74% and misformation presented 15%. The misorderning was categorized as the lowest score with 12,30%. In linguistic category; the data showed that verb was categorized as the highest errors which presented 19% of errors. The next error was preposition which presented 17%. Then pronouns category presented 14% of errors. The conjunction and article categories presented 11% of errors on spoken English. The singular/plural and negation categories presented 10% of errors for each category. The lowest error of linguistic category was word order which presented 8% errors. The findings showed that the students still make errors on linguistic category on spoken English. There was a phenomenon in this finding that the students tend to use verb-ing instead of using verb-1 in the spoken English. They dispose to add and omit any linguistic category unconsciously when they speak.
Co-Authors Anselmus Sahan Darni Nopi Nokas Hendrik O. Manu Joni Soleman Nalenan Lassa, Anita Martinus Lafu Salu Meylisa Yuliastuti Sahan Pale, Erlinda Sonya Rinciana Naisali Ulu Emanuel Wifridus Tenis Wihelmina, Maria Wisrance