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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

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

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.

THE ABILITY OF THE SECOND YEAR STUDENTS OF SMK NEGERI NIBAAF IN WRITING NARRATIVE TEXT Florida Tay Kabosu; Imanuel Kamlasi
Journal Of Educational Experts (JEE) Vol 3, No 2 (2020): Journal of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v3i2p60-68

Abstract:In this research discussed about how the students the ability writing narrative text of the personal narrative tex in the story. This study aims to answer the problems: have the students mastered to write narrative text. What aspect writing of narrative text is still difficult for them to master to write. To what level is their ability on writing narrative text categorized. In this study, the writer use descriptive qualitative method and the way to get the data, the writer use the writing test. The populations of this study is the second grand students of SMK Negeri Nibaaf in the school year 2019/2020 consisting of class XII TRRH 21 students, but only 10 students were choosen as sample of this study. The result of finding show that the second ability in composing narrative writing with the instrument given is categorized good. It is SMK Negeri Nibaaf have abilities in composing a good narrative writing. It can be seen from the averange score of content is 4,1 vocabulary is 3,6 and language use is 3,8. After analized the data and got the result, the are some conclusion are all the students have mastered narrative writing. on the basic of the averange score good, vocabulary is difficult part of aspect of narrative writing. the students level of mastery is categorized good. It is based on the data that there are 4 of 10 on this level of mastery. Therefore, the second students of SMK Negeri Nibaaf have mastered in writing.Keywords: Ability, writing, narrative.

THE ABILITY OF THE SECOND YEAR STUDENTS OF SMK NEGERI NIBAAF IN WRITING NARRATIVE TEXT Florida Tay Kabosu; Imanuel Kamlasi
Journal Of Educational Experts (JEE) Vol 3, No 2 (2020): Journal of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v3i2p60-68

Abstract:In this research discussed about how the students the ability writing narrative text of the personal narrative tex in the story. This study aims to answer the problems: have the students mastered to write narrative text. What aspect writing of narrative text is still difficult for them to master to write. To what level is their ability on writing narrative text categorized. In this study, the writer use descriptive qualitative method and the way to get the data, the writer use the writing test. The populations of this study is the second grand students of SMK Negeri Nibaaf in the school year 2019/2020 consisting of class XII TRRH 21 students, but only 10 students were choosen as sample of this study. The result of finding show that the second ability in composing narrative writing with the instrument given is categorized good. It is SMK Negeri Nibaaf have abilities in composing a good narrative writing. It can be seen from the averange score of content is 4,1 vocabulary is 3,6 and language use is 3,8. After analized the data and got the result, the are some conclusion are all the students have mastered narrative writing. on the basic of the averange score good, vocabulary is difficult part of aspect of narrative writing. the students level of mastery is categorized good. It is based on the data that there are 4 of 10 on this level of mastery. Therefore, the second students of SMK Negeri Nibaaf have mastered in writing.Keywords: Ability, writing, narrative.

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

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

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.

Persepsi Siswa SMA Fides Kefamenanu terhadap Pelatihan Ekstrakurikuler Jurnalistik Meylisa Yuliastuti Sahan; Imanuel Kamlasi; Anselmus Sahan; Maria Wihelmina Wisrance
Jurnal Pengabdian Sains dan Humaniora Vol 2 No 1 (2023): Edisi Mei 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.2.1.2023.34-48

Abstract The journalism training program which was launched through community service activities at SMAK FQI Kefamenanu in August 2022 aims to train them how to write news, find sources and publish it on the school bulletin. To find out their perceptions (N=27) about journalism and the training, at the end of the activity they were presented with a questionnaire containing 25 questions. The 25 questions relate to three main issues, namely their reasons for choosing journalistic activities, their understanding of journalism and the implementation of journalism extracurriculars. The results of the data analysis revealed that they had a positive perception (235 respons or 87%) of extracurricular journalistic activities at their school, understood the world of journalism (98 respons or 38% agreed) and agreed with extracurricular activities (103 respons or 38%) both at school and journalistic training conducted by the Unimor Service Team for them. Therefore, journalistic training should be made an important part of all extracurricular and curricular activities so that their interests, talents and abilities can really be developed properly. Keywords: perception, SMA Fides, training, journalism

Persepsi Siswa SMA Fides Kefamenanu terhadap Pelatihan Ekstrakurikuler Jurnalistik Meylisa Yuliastuti Sahan; Imanuel Kamlasi; Anselmus Sahan; Maria Wihelmina Wisrance
Jurnal Pengabdian Sains dan Humaniora Vol 2 No 1 (2023): Edisi Mei 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.2.1.2023.34-48

Abstract The journalism training program which was launched through community service activities at SMAK FQI Kefamenanu in August 2022 aims to train them how to write news, find sources and publish it on the school bulletin. To find out their perceptions (N=27) about journalism and the training, at the end of the activity they were presented with a questionnaire containing 25 questions. The 25 questions relate to three main issues, namely their reasons for choosing journalistic activities, their understanding of journalism and the implementation of journalism extracurriculars. The results of the data analysis revealed that they had a positive perception (235 respons or 87%) of extracurricular journalistic activities at their school, understood the world of journalism (98 respons or 38% agreed) and agreed with extracurricular activities (103 respons or 38%) both at school and journalistic training conducted by the Unimor Service Team for them. Therefore, journalistic training should be made an important part of all extracurricular and curricular activities so that their interests, talents and abilities can really be developed properly. Keywords: perception, SMA Fides, training, journalism

Students’ Ability and Difficulties in Reading Narrative Text in SMA Kristen Petra Kefamenanu Soares, Aurelia Erica B. A.; Kamlasi, Imanuel; Yulita, Delti
Indonesian Educational Research Journal Vol. 1 No. 1 (2023): Education and Learning Strategies in Various Contexts
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i1.15

The purpose of this study was to examine students’ ability and difficulties in reading narrative text in SMA Kristen Petra Kefamenanu. It develops a way of reading English narrative texts through short stories as a medium of learning for students. This research used classroom action research. This classroom action research was carried out in 2 cycles. Each cycle consists of four steps, namely planning, action, observation, and reflection. This research technique uses a short story test consisting of multiple choices. The test consisted of cycle I and cycle II. This study analyzed the average score of each test to determine the increase in students' vocabulary in the short story narrative text after the action is taken. The results showed that narrative texts could improve students' vocabulary, which was seen in the results of the student's average score in Cycle I was 92 and in Cycle II was 92. It is concluded that teachers chose short story narrative texts to learn and teach vocabulary as one of the techniques to improve students' reading skills.

Pengembangan Kemampuan Kreatif Produktif Siswa SMA Fides Kefamenanu melalui Pelatihan Jurnalistik Sahan, Anselmus; Sahan, Meylisa Yuliastuti; Kamlasi, Imanuel; Wisrance, Maria Wihelmina; Tenis, Wilfridus; Manu, Hendrik O
Bakti Cendana Vol 7 No 2 (2024): Bakti Cendana: Jurnal Pengabdian Masyarakat
Publisher : LPPM Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/bc.7.2.2024.125-137

The implementation of this PkM was carried out using socialization, lecture, training (workshops), and guidance methods. After giving the training, the students were presented with a questionnaire containing 7 questions to find out their perceptions of the benefits of the training for the development of their creative-productive abilities. Their answers were analyzed using descriptive qualitative, namely the number of answers divided by the number of students multiplied by 100%. The results of the data analysis showed that 50 (or: 26%) respondents were very capable, 88 (or; 47%) were able, 47 (or: 25%) were less able and 4 (or: 2%) were unable. This shows that all respondents have benefited from journalistic training which is useful for developing creative-productive critical thinking skills. In addition, there are two digital journalistic skills that they are good at, namely using a laptop/computer (17 answers or 63%) and publishing works via Instagram (15 answers or 56%). This happens because they have been familiar with various digital technology tools and used them well. These results have implications for the use of digital technology facilities in subsequent journalistic training and teaching and learning processes in the classroom.

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