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GRAMMATICAL DEVICES IN THE THESES WRITTEN BY GRADUATE STUDENTS Fransiskus Jemadi
Jurnal Pendidikan dan Kebudayaan Missio Vol. 9 No. 2 (2017): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

The objective of this present study was to analyze the type of cohesive devices used in the theses of graduate students of English as a foreign language. The data obtained for this discourse analysis study was gathered from the theses of 21 graduate students’ background of the study section at English Study Program Widya Mandala Catholic University Surabaya upon considering some set criteria. The results of this study indicated that the graduate students employed grammatical cohesive devices where reference was the most frequently used (80.14%), followed by conjunction (19.22%), ellipsis (0.47%) and substitution (0.15%). As far as the finding of this present study is concerned, the background of the study section of the graduate students’ theses seemed to be very cohesive through the use of reference and conjunction. The use of these two cohesive devices would serve not only to link the sentences together but also enable the readers to understand the text. Therefore, in the light of this finding, some pedagogical implications should be taken into consideration especially to teach explicitly about cohesive devices to students so that they would be able to compose a cohesive writing.

Upaya Peningkatan Keterampilan Menulis Siswa Melalui Gambar Berseri Fransiskus Jemadi; Fatmawati Fatmawati; Raimundus Beda; Leonardus Par; Yosefina Rosdiana Su; Yustus S Halum; Ely Heldydiana Selamat
Surya Abdimas Vol. 5 No. 3 (2021)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/abdimas.v5i3.1232

Sebagai salah satu Sekolah Menengah Atas di Kabupaten Manggarai Timur-Propinsi Nusa Tenggara Timur, siswa di SMAK Pancasila Borong mengalami kesulitan dalam mengembangkan keterampilan menulis dalam Bahasa Inggris. Oleh karena itu, tim PKM dari program studi pendidikan Bahasa Inggris Universitas Katolik Indonesia Santu Paulus Ruteng mengadakan kegiatan pengabdian untuk melatih siswa di sekolah tersebut. Kegiatan ini dirancang untuk membantu siswa mengembangkan kemampuan menulis teks naratif dengan menggunakan media gambar berseri. Metode yang digunakan pada kegiatan PKM ini adalah presentasi dan simulasi atau latihan. Hasil dari kegiatan PKM ini menunjukan bahwa penggunaan media gambar berseri dalam menulis teks naratif dinilai baik oleh siswa. Dengan berkaca pada hasil kegiatan ini, penggunaan media gambar berseri dalam menulis perlu ditingkatkan dan digunakan dalam kelas untuk membantu siswa mengasah keterampilan menulis mereka

Masalah Pemahaman Mendengarkan Yang Dihadapi Oleh Mahasiswa Semester III Program Studi Pendidikan Bahasa Inggris Fransiskus Jemadi; Bergita Verlin; Maria Olga Jelimun
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.1709

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives Fransiskus Jemadi; Fatmawati Fatmawati; Leonardus Par; Yulian Juita Ekalia; Adrianus Nabung
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6631

The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir

Speech Act Use in Jokowi Political Communication during The Press Conference of The State Visit in Moskow Gabriel Fredi Daar; Fransiskus Jemadi
LET: Linguistics, Literature and English Teaching Journal Vol 13, No 1 (2023)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v13i1.9041

Concern about global conditions due to war, famine, and disease prompted President Jokowidodo to make a state visit to Russia and Ukraine, the two largest exporters of fertilizer and wheat in the world. This study aims to analyze the speech act of Jokowidodo's press statement during a state visit to Moscow on June 30, 2022. This research is a qualitative descriptive study. The data was obtained by observing the video of Jokowi's press statement during a state visit to Moscow. The transcribed data were then grouped according to the order in which the press conference was delivered. The data were analyzed using Austin's speech act theory (1962) and Searle's (1979). Research shows that there are three types of speech acts in Jokowi's press statement, expressive speech acts, assertive speech acts (affirming and informing), and directive speech acts (influence, invite and convince). Although not explicitly stated, the speech act of Jokowi's press statement has a noble purpose and goal: to encourage countries that are in conflict to resolve conflicts by peaceful resolution.

Speech Act Use in Jokowi Political Communication during The Press Conference of The State Visit in Moskow Gabriel Fredi Daar; Fransiskus Jemadi
LET: Linguistics, Literature and English Teaching Journal Vol. 13 No. 1 (2023)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v13i1.9041

Concern about global conditions due to war, famine, and disease prompted President Jokowidodo to make a state visit to Russia and Ukraine, the two largest exporters of fertilizer and wheat in the world. This study aims to analyze the speech act of Jokowidodo's press statement during a state visit to Moscow on June 30, 2022. This research is a qualitative descriptive study. The data was obtained by observing the video of Jokowi's press statement during a state visit to Moscow. The transcribed data were then grouped according to the order in which the press conference was delivered. The data were analyzed using Austin's speech act theory (1962) and Searle's (1979). Research shows that there are three types of speech acts in Jokowi's press statement, expressive speech acts, assertive speech acts (affirming and informing), and directive speech acts (influence, invite and convince). Although not explicitly stated, the speech act of Jokowi's press statement has a noble purpose and goal: to encourage countries that are in conflict to resolve conflicts by peaceful resolution.

Critical Thinking Skills and Argumentative Writing Ability:Is there any Correlation? Yulian Juita Ekalia; Fransiskus Jemadi; Indra Susanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5108

This study explores the relationship between critical thinking skills and argumentative writing ability among eleventh-grade students at SMAK Fransiskus Xaverius Ruteng. In the Indonesian educational context, students often face challenges in producing well-structured and logically supported arguments, partly due to limited emphasis on critical thinking in traditional teaching methods. Argumentative writing requires not only language proficiency but also the ability to analyze, evaluate, and synthesize information. This research aims to determine whether a significant correlation exists between these two essential academic competencies. The study employed a quantitative correlational research design involving 30 students from the Language Program. Critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA), while argumentative writing ability was assessed through a standardized writing test evaluated by a rubric. Data analysis using Pearson’s Product-Moment Correlation and SPSS Version 25 revealed a very strong positive correlation (r = 0.813) between critical thinking and argumentative writing. The coefficient of determination (R² = 0.661) indicated that 66.1% of the variance in writing performance can be attributed to critical thinking abilities, while the remaining 33.9% is influenced by other factors such as language proficiency and prior writing experience. The findings confirm a significant positive correlation between critical thinking and argumentative writing, supporting the integration of critical thinking strategies into writing instruction. Students with higher critical thinking scores generally produced more coherent, logical, and persuasive texts. The study suggests that educators should incorporate techniques such as argument mapping, debates, and peer review sessions to enhance both cognitive and linguistic development.

The Thinking Questions in English Textbooks for Students: A Content Analysis Fransiskus Jemadi; Yulian Juita Ekalia; Skolastika Neldis; Mariani Mawasari Nadur
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.64288

Abstract. The reading comprehension question level in textbook is crucial because it provides teachers with a base on what to use in the teaching learning process. This study is concerned with evaluating and contrasting the distribution of question levels in reading comprehensions in two EFL textbooks used in Indonesian secondary schools: English for Nusantara for grade VI (hereinafter referred to textbook 1) and When English Rings A Bell for grade VI (hereinafter referred to textbook 2). Both were published by the Ministry of Education and Culture of the Republic of Indonesia, although for different curriculums. This study focused on assessing Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in reading passages using the revised Bloom's taxonomy. This study was designed using the descriptive qualitative approach and data was collected using a checklist table. The data were collected and evaluated to determine the percentages and frequencies associated with each level of thinking skills for the questions. The results showed that in both textbooks, LOTS were more prevalent than HOTS. In textbook 1, the percentage of LOTS is 79%, and in textbook 2, the percentage is 84%, whereas the percentage of HOTS is 21% in textbook 1 and 16% in textbook 2. Furthermore, memorizing (C1) is the most common question in both textbooks, accounting for 62% in textbook 1 and 78% in textbook 2. The findings highlight the need for curriculum developers and educators to reevaluate the complexity and cognitive demands of reading comprehension questions in English textbooks. By fostering higher-order thinking skills through more challenging and diverse questions, students can better prepare for real-world language use and critical analysis. As results, this study underlines the importance of aligning educational materials with the goals of developing students' critical thinking and problem-solving abilities, which are essential for their academic and future professional success.Keywords: Thinking questions, coursebook evalaution, reading questions

Capturing the EFL Students’ Listening Comprehension Problems Fransiskus Jemadi; Yustus Sentus halum; Yosefina Rosdiana Su
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1582

Listening is of paramount importance for the language development of EFL students. The objective of the present study was to investigate the listening comprehension problems of the EFL students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researchers applied the survey method in conducting this study. There were 105 EFL students who participated in this study, and the instrument used in collecting the data was the Listening Comprehension Problems Questionnaire (LCPQ). After collecting the data, the researchers used SPSS (Version 26) to analyze the data. The findings of this study revealed that 80.63% of the participants experienced listening comprehension problems due to their limited knowledge of pragmatic expressions used by the speakers in the listening audio materials. Other listening comprehension problems encountered by the participants were related to parsing problems, which covered 59.05%, and perception problems, which covered 50.76%. Taking into account the present study’s findings, it reveals that the students experienced some degree of difficulties in understanding spoken language. Henceforth, further studies on overcoming the difficulties experienced by the students and some strategies applied by them are worth researching in future research.

Exploring the Language Features in Narrative Text Used by Secondary School Students Yulian Juita Ekalia; Fransiskus Jemadi; Oktaviana Maya Hayati
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1595

This study aims to find out what kinds of language features secondary school students utilized to write narrative texts throughout the 2022–2023 school year is the goal of this research. The seven categories of language features were the main focus. This study employed a descriptive qualitative methodology. The data was taken from narrative data that first-graders at SMAN 1 Purang wrote during the 2022–2023 school year. According to the findings, first-grade social program students employed a wide range of language features in their narrative texts. They were action verbs, linking verbs, speaking verbs, adverbs, noun phrases, and connectives in the simple past tense. Among the seven categories, noun phrases accounted for the most data (138 total). Connectives came in second place with 48 data, followed by adverbs with 28 data, simple past tense with 64 data, action verbs with 21 data, linking verbs with 30 data, and saying verbs with 31 data. The researchers have discovered 360 instances of language features.

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