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All Journal Abdimas Talenta : Jurnal Pengabdian Kepada Masyarakat Empowerment : Jurnal Pengabdian Masyarakat JURNAL PENGABDI English Language Teaching Educational Journal Journal of Language, Literature, and Teaching International Journal of English Education and Linguistics (IJoEEL) Abdimasku : Jurnal Pengabdian Masyarakat JEE (Journal of English Education) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP EPIGRAM (e-journal) Jurnal Pendidikan LLDIKTI Wilayah I (JUDIK) JELT (Jambi-English Language Teaching) Jurnal Pengabdian Pada Masyarakat Jurnal Pendidikan & Pengajaran Jurnal Edulanguage: Jurnal Pendidikan Bahasa The Journal of English Literacy Education
Thresia Trivict Semiun
Universitas Timor
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Speaking Tests Used by EFL Teachers in Kefamenanu Thresia Trivict Semiun; Maria Wihelmina Wisrance; Johan Kristian Soleman Missa; Fransiskus Leu
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i2.13

Abstract

Speaking, from the point of view of educational evaluation is considered special because it is interactive and must be measured through direct interaction. This study focuses on the types of speaking tests used by EFL teachers and the challenges faced by EFL teachers in constructing and administering the test. Two EFL teachers from two schools located in Kefamenanu were the subjects of the study. The descriptive qualitative method was employed in conducting this study. The instruments used were the documentation of speaking tests and interviews. Later, the data were analyzed qualitatively. The research results revealed that there were nine types of speaking tests used by the teachers namely oral presentations, free interviews, information transfer questions on a single picture, role play, paraphrasing, giving instructions and directions, conversation, and translation. The challenges faced by the teachers in assessing students’ speaking skills were insufficient time to prepare for the test, the short time to test all students, and no test training provided for the teachers.
IMPROVING JUNIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS THROUGH MIND MAPPING Rosa Dalima Naben; Thresia Trivict Semiun; Delti Yulita; Erlinda Sonya Pale
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.12662

Abstract

Reading is one of the four essential language skills in language learning. Its role is not only to support language competence but also to broaden knowledge. However, students’ reading comprehension ability remains unsatisfactory. This research aims to improve the reading comprehension of seventh-grade students at SMPN I Miomaffo Timur through the use of mind mapping technique. Specifically, it investigates: (1) the extent to which mind mapping improves students’ reading comprehension, and (2) the common mistakes made by students in comprehending texts. A pre-experimental design with pre-test and post-test was employed. The pre-test results showed that 60% of students performed very poorly, 30% poorly, 10% fairly, and none performed well. In contrast, the post-test indicated significant progress, with 15% of students achieving very good scores, 75% good, and 10% fair. These findings demonstrate that mind mapping is effective in enhancing students’ reading comprehension, particularly in understanding recount texts. The common difficulties identified in the pre-test were related to stated detail questions, identifying the main idea, determining the purpose of the text, and recognizing text type. In the post-test, the remaining challenges were mainly in identifying the main idea, understanding details, and determining the purpose of the text. Overall, the study concludes that mind mapping positively impacts students’ reading comprehension and helps minimize common reading difficulties.
Co-Authors Bay, Jenny Ronawati Binsasi, Mario Valderamo Aliandro Chatarina Gradict Semiun Delti Yulita Edmundus Bouk Elisa Usfal Erna Tanesab Fachry Abda El Rahman Fransikus Bustan Fransiska Densiana Luruk Fransiska Densiana Luruk Fransiskus Leu Johan Kristian Soleman Missa Loda, Wilhelmina Luruk, Fransiska Densiana Maria Wilhelmina Wisrance Merlin Helentina Napitupulu Neno, Priskilia Febriani Sara Oki, Hildalia Oktovianus Edvict Semiun Pale, Erlinda Sonya Rosa Dalima Naben Seran, Yanuarius Seran, Yohanes Simarmata, Justin Eduardo Sulaiman, Eugelin Theresia Ngawul Ulinsa, Ulinsa Wihelmina, Maria Wisrance