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All Journal Linguistika Indonesian Journal of Educational Review (IJER) SASDAYA: Gadjah Mada Journal of Humanities Metalingua: Jurnal Penelitian Bahasa Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan)
Tans Feliks
Universitas Nusa Cendana, Kupang, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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AN ANALYSIS OF FIGURATIVE LANGUAGE IN KAY RALA XANANA GUSMÃO’S LITERARY WORKS Adelina Aparício; Josua Bire; Feliks Tans
Academic Journal of Educational Sciences Vol 6 No 1 (2022): ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i1.7570

Abstract

Figurative language in its function as an artwork is to persuade readers for self-reflection and society as well. This study aims at identifying types of figurative language such as (anaphora, allegory, symbol, apostrophe, personification, metaphor and paradox) employed in three poems entitled “My Sea of Timor”, “I am at War”, and “Oh! Freedom!” of Kay Rala Xanana Gusmão by analyzing meaning, interpreting values pedagogically and giving of vision in terms of community contributions to nation building. “Content Analysis Approach” is utilized, through a documentary research. It was found that the poems portray poet’s hardship experience in the struggle for freedom in the past with his people; and is appealing for a continuous fighting for the enhancement of social and cultural values, and for their sustainability by means of education. It concludes that, to ensure the sustainability of this scientific cultural patrimony it is necessary to preserve and develop the literary works of Kay Rala Xanana Gusmão through educational process i.e his poetries in English language teaching at all school levels in Timor Leste.
SOME STRATEGIES TO SUCCESSFULLY LEARN AND MASTER EFL Feliks Tans; Hilda M. Nalley
Academic Journal of Educational Sciences Vol 6 No 1 (2022): ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i1.7578

Abstract

In this article, we argue that mastering a language or more than one language is something that can be successfully achieved by everyone in general, language students in particular, by implementing such strategies as: (1) learning harder; (2) problem-based learning; (3) having good imagination of your future; (4) regular and more intensive practices of English; (5) positive thinking; (6) keeping in touch regularly with great people; (7) writing, publishing, and speaking at academic meetings as often as possible; and, (8), last, but not least, being healthy by thinking well, having good food, having regular exercises, and trying not to smoke. By implementing, among other things, those strategies, language learners, we believe, can indeed be fluent in using the language(s) they are learning, including English as a foreign language (EFL) in the context of this article.
ON THE POWER OF KNOWING ONES’ MAJOR INTELLIGENCE(S), IMAGINATION, AUTOSUGGESTION, AND TOTAL LEARNING FELIKS, TANS; NALLEY, HILDA M.; BHAE, JOHN
Academic Journal of Educational Sciences Vol 6 No 2 (2022): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i2.9254

Abstract

This article discusses some philosophically crucial issues of lives of any people in general, of university students in particular. First, it argues that to succeed in their lives, people have to have a clear imagination of their future, that is, what kind of life it is that they want to have in the years to come (i.e. an ontological issue). Such a dream, however, must be based on their understanding of their potentials or, in Howard Gardner’s term (1993), their major intelligence(s). If not, they will fail, no matter how hard/smart they try to succeed. Hence comes the second issue, that is, how people can make such a dream, which is the bigger the better, true in their lives (i.e. an epistemological issue). Knowing ones’ strengths, however, is just a part of their success stories; it is not sufficient because they must also believe in themselves (i.e. autosuggestion), that is, if they work/learn a bit harder/smarter (i.e. being total in working/learning), they will succeed. Third, it gives some reasons why it is important for people to succeed (i.e. an axiological issue), that is, success is good not only for those who succeed, but also for others, i.e., those who have been marginalised in their societies: the poor, the oppressed, and the voiceless. It is for those reasons that all should try their best to succeed, let alone university students as future leaders.
COMPOUNDING IN CENTRAL MANGGARAI DIALECT, MANGGARAI LANGUAGE, FLORES, INDONESIA DIMAN, MARIA; TANS, FELIKS; OTTA, GRACIA M. N.
Academic Journal of Educational Sciences Vol 6 No 2 (2022): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i2.9272

Abstract

This research is conducted to answer how compounds in the dialect are formed. At the end of this research, it shows some educational implications. The research method used was descriptive qualitative in which data collection methods used were observations, interviews, and documentary studies. The informants interviewed were native speakers from Ngeri village and the documents studied have been taken from some textbooks written in Central Manggarai dialect. It was found that there are seven kinds of compounds in Central Manggarai Dialect formed by combining two words with different meanings and different classes, namely: 1) noun and noun compounding; 2) noun and adjective compounding; 3) noun and verb compounding; 4) noun and adverb compounding; 5) verb and noun compounding; and, 6) verb and adjective compounding; and, 7) adjective and noun compounding. For Manggaraian children learning such languages as Indonesian and English, it is important that when teaching those languages, their teachers teach those forms of compounding and their meanings by comparing how they are formed in Manggarai language to how they are formed in such languages as Indonesian and English and by explicitly teaching what their meanings are. By relying on their understanding of such forms and meanings of compounding in Manggarai language, it is hoped that they can understand how such forms of compounding are also formed in other languages.
ON THE IMPORTANCE OF FOUR CS IN SCHOOLS AND BEYOND FELIKS, TANS; NALLEY, HILDA M.; BHAE, JOHN
Academic Journal of Educational Sciences Vol 7 No 1 (2023): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v7i1.11724

Abstract

In this article, we argue that our students at any level, that is, from primary to tertiary institutions, must have good competences concerning critical thinking, creativity, collaboration, and communication, contemporarily known as 4Cs, namely, four major competences of the 21st Century, while they are in schools because they need those kinds of competences to succeed beyond those educational institutions. It is, therefore, crucial for our teachers, including lecturers, to always train their students in such a way that their mastery of those crucial competences is excellent when they are in schools in accordance with their levels of formal education. It is believed that having great competences as such in schools helps the students, among other things, successfully solve any problems they face when they live their real lives in their society after their formal schooling. In other words, those who fail in their real lives after formal schooling are those who have poor competences in relation to critical thinking, creativity, collaboration, and communication. So, making sure that our students have excellent competences on critical thinking, creativity, collaboration, and communication, when they are in schools, is necessary for them to succeed in their lives after their formal schooling.
AN ANALYSIS OF A TEACHER’S STRATEGIES IN TEACHING ENGLISH READING TO GRADE EIGHT STUDENTS OF SMPN 10 KUPANG IN THE ACADEMIC YEAR 2022/2023 Meja, Paulina Yuliati Roberta; Feliks, Tans
Academic Journal of Educational Sciences Vol 8 No 1 (2024): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i1.17168

Abstract

ABSTRACT: The title of this research is An Analysis of a Teacher’s Strategies in Teaching English Reading to Grade Eight Students of SMPN 10 Kupang in the Academic Year 2022/2023. The problems of this study are: (1) What are a teacher’s strategies in teaching English reading to the grade 8 students of SMPN 10 Kupang? (2) What are the problems faced by the teacher in teaching English reading to the grade 8 students of SMPN 10 Kupang? (3) How is the English reading ability of the students when they are taught using those strategies?. This study aims are: (1) to describe a teacher’s strategies in teaching English reading to the grade 8 students of SMPN 10 Kupang; (2) to describe the problems faced by the teacher in teaching English reading to the grade 8 students of SMPN 10 Kupang; and (3) to describe the English reading ability of the students when they are taught using those strategies. The method used in this research was the qualitative method, this research was carried out at grade eight students’ of SMPN 10 Kupang from 24th October until 4th November 2024 and the data were taken through interviews and observation. The findings of this study show that there are four strategies in teaching English reading: memorizing strategy, question-and-answer relationship strategy, game strategy, and discussion strategy. The problems faced in teaching English reading were; limited learning time, students’ various competencies, and students poor vocabulary. The English reading ability of the students when they are taught using those strategies is generally good based on post test score and pre test score.
IMPROVEMENT OF READING COMPREHENSION OF GRADE 10 STUDENTS AT SMA DEZ DE DEZEMBRO, COMORO, DILI, TIMOR-LESTE THROUGH THE USE OF GRAPHIC ORGANIZERS dosreis, ana joana; Tans, Feliks; Haan, Johnson Welem
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.18628

Abstract

This study aims to improve the reading comprehension of grade 10 students at Dez de Dezembro High School, Comoro, Dili, Timor-Leste, through the application of graphic organizers. Carried out during the 2024 academic year, this study involved a sample of 30 students. Data collection methods include observation checklists used during classroom action research, as well as preliminary and final tests. The findings from this two-cycle study show that the use of graphic organizers significantly improves students' reading comprehension. When integrated with skimming and scanning strategies, as well as communicative reading activities, this approach substantially enriches the teaching and learning process. Reading activities become more interactive and engaging, facilitating students' understanding of concise information and connections between ideas. As a result, students show noticeable improvement, with focus and active participation in the lesson. In addition, they become proficient in implementing various reading strategies, resulting in more effective and efficient reading comprehension.
Local Languages: Why and How Should They Be Maintained Tans, Feliks
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.19311

Abstract

In this paper, I argue that local languages used by linguistic minority groups of a multilingual/multicultural countries be taught as a means of instruction in the first years of a primary school, including early childhood education centres for the following reasons: 1. to build up students’ self-confidence of their original cultures/languages; 2. to acknowledge students’ rich knowledge before starting their formal education; 3. to preserve students’ language and culture (linguistic and cultural maintenance); 4. to improve not only students’ usage of their second language, but also their academic understanding of other subjects they learn in schools; and, 5. to strengthen national unity. In other words, it is argued here that building up students’ self-confidence of their original cultures/languages, acknowledging their rich knowledge at the very start of their formal education, maintaining and/or preserving minority students’ languages and cultures, improving their usage of their second language, and strengthening unity of a multilingual nation can be done by using minority language(s) as a means of instruction in their lower level of education years. By doing this, students’ mastery of their own language(s) and cultures can be improved and, in turn, their mastery of the courses being taught and learned can also be better even when their “second language”, in this context their national/official language, is used as a means of instruction in their later levels of education.
ON LEARNING TECHNOLOGIES: TO CONTROL OR TO BE CONTROLLED FELIKS, TANS
Academic Journal of Educational Sciences Vol 9 No 1 (2025): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v9i1.22410

Abstract

In this article, learning is viewed as an activity that has five major elements, namely, total-involvement, self-initiation, self-evaluation, being pervasive, and being meaningful (Rogers, 1983). In their learning activities, students use various learning technologies like books and such Internet applications as YouTube, Facebook, Google, WhatsApp, and TikTok to facilitate their learning so that they can significantly improve their cognitive, psychomotoric, and affective competences. Yet, it is observed that some students fail to use those learning technologies effectively. This is shown by the fact that they still find it quite difficult to master some basic skills needed to succeed in their lives after schooling. It is, therefore, crucial that the students have to be able to effectively use any learning technologies they have in order to improve their competences. In other words, the students need to be able to control their usages of their learning technologies in such a way that those learning technologies can help the students improve their competences and, therefore, they are not controlled by those learning technologies, that is, they use most of their time using those learning technologies for things which are not conducive for their better and brighter future. The author argues that to be able to control and not to be controlled by those learning technologies, students should have big dreams of their future, work harder and pray wholeheartedly, have steely determination, and have great discipline in doing whatever is necessary to succeed in their lives, in and beyond school.
THE POLITICS OF LANGUAGE IN MULTILINGUAL EDUCATION: A Case Study from Timor-Leste dos Reis, Ana Joana; Feliks, Tans; Tualaka, Dias Pora
Academic Journal of Educational Sciences Vol 9 No 1 (2025): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v9i1.24039

Abstract

This study investigates the effectiveness of the Game-Based Learning (GBL) approach inimproving young learners’ vocabulary skills. The research was conducted at Pondok PesantrenDarul Amin Palangka Raya, involving 25 seventh-grade students selected through purposivesampling. A quantitative research method with an experimental group design was employed.The instrument used was a vocabulary test consisting of 15 questions covering five topics:Greetings, Colours, Counting, Telling Time, and Simple Present Tense. Students’ performancewas measured through a pre-test and a post-test. The results showed a significant improvementin students’ vocabulary achievement after the implementation of the Game-Based Learningapproach, with the average score increasing from 66.92 to 87.12. Statistical analysis, includingthe t-test and Kolmogorov-Smirnov normality test, confirmed the effectiveness of thetreatment. These findings suggest that Game-Based Learning is an effective and engagingmethod for enhancing vocabulary acquisition among young learners. The study supports theintegration of game-based strategies as a meaningful and enjoyable alternative to traditionalvocabulary instruction in English language learning.
Co-Authors Adelina Aparício Agustinus Semiun Agustinus Semiun Agustinus Semiun Agustinus Semiun Alex Djawa Bhae, John Bhae, Yohanes Bhae, Yohanes DIMAN, MARIA dos Reis, Ana Joana dosreis, ana joana Frans Bustan Fransiskus Rolantus Lagut Gracia M. N. Otta Haan, Johnson Welem Hendrina Pada Hilda Nalley John Bhae Josua Bire Labu Juli Lisca Amelia Putri Maria Arina Luardini Marselus Robot Meja, Paulina Yuliati Roberta Merlyn Simbolon Nalley, H. M. Nalley, H. M. Nalley, Hilda M Nalley, Hilda M. Tualaka, Dias Pora Valentina Lovina Tanate Yohanes Paulus Silli Bataona Yulitriana Y