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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 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
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Journal : ELT-Lectura

 1 
A Study on Positions and Functions of Wh-Question Words in Amanatun Dialect of Meto Language Anselmus Sahan; Imanuel Kamlasi
ELT-Lectura Vol. 4 No. 2 (2017): 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.v4i2.2138

Abstract

This study is a descriptive study which mainly deals with the positions of WH-question words in Amanatun dialect of Meto language. The purposes of this research are to identify the positions of WH-questions words in sentence constructions and propose the best way for teaching English to the Meto background students. Analyzing the data, it used translation instrument by asking them to translate sentences of Indonesia into Amanatun dialect. The findings analyzed by using syntactical analysis show that sa (what) takes the initial and the final that function to ask object (choice), reason subject (condition), and gets one variation, that is, sa to sa’a because of its initial position. sekau taking the middle position, functions to ask for object and possession, and the final position functions to ask for object. esme (where) getting ten (10) variations depending on the subject of the sentences takes the final position to ask for place (location). However, esme gets changes on its form because of the subject of the sentences, dialect and tradition of Meto speakers. Its variations are etme/esme, alme/neome, and nbime, elme/esme, onme/meome, meome, and mbime, alme/onme, neome and etme/esme/alme. leka (when) just gets one variation, that is, lek‟at. It happens because the subject is between lek’at and verb mnao (go) while lek‟at takes the front position. Nansa (why) gets some variations, such as nansa, neosa, nak’onme, and ’moe’na’ onme. It takes the initial and final position and functions to ask questions about reason. Onme (how) functions to ask about manner, condition and opinion. Fauk (How many/how much) asks questions about many, much and old.
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 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