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All Journal E-Journal of Linguistics RETORIKA: Jurnal Ilmu Bahasa IJoLE: International Journal of Language Education WIDYA LAKSANA Jurnal Pendidikan dan Kebudayaan Missio
Tobias Gunas
Universitas Katolik Indonesia Santu Paulus Ruteng
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MOTIVATION AND AFFECTIVE PRINCIPLE IN LANGUAGE LEARNING: IMPLICATIONS TO EFL LEARNERS AND TEACHERS Gunas, Tobias
Jurnal Pendidikan dan Kebudayaan Missio Vol 8 No 1 (2016): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : STKIP Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2016/38

Abstract

Abstract: Motivation and Affective Principle in Language Learning:  Implications to EFL  Learners and Teachers. Teaching and learning language are essentially interrelated with the factor of motivation and affective principle. Many researches have revealed that motivation factor and affective principle have contributed to the success of  language learning. In this case, the effect of motivation and affective principle prove to be of importance for learners in the course of  language learning. This  article is mainly intended to explore  the concept of motivation, affective principle, types of motivation, and motivational strategies as well as implications. Key words: motivation, motivating, and affective principle                                       Abstrak: Motivasi dan Prinsip Afeksi Dalam Pembelajaran Bahasa: Implikasinya pada Pembelajar dan Pebelajar Bahasa Inggris.  Pembelajaran bahasa pada hakekatnya berkaitan erat dengan faktor motivasi dan prinsip afeksi. Berbagai kajian mengungkapkan bahwa faktor motivasi dan prinsip afeksi berpengaruh terhadap keberhasilan pembelajaran bahasa. Dalam hal ini, efek motivasi dan prinsip afeksi terbukti penting dalam pembelajaran bahasa. Artikel ini bertujuan untuk mengkaji konsep motivasi, prinsip afeksi, jenis-jenis motivasi, dan strategi serta implikasinya. Kata kunci: motivasi, memotivasi, dan prinsip afeksi
PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Menggo, Sebastianus; Par, Leonardus; Gunas, Tobias; Guna, Stanislaus
JURNAL WIDYA LAKSANA Vol 10, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

Abstract

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
The Verbs with the Notion of Eating in Manggaraian Language: Natural Semantic Metalanguage Analysis Tobias Gunas; Sebastianus Menggo; Yosefina Helenora Jem
RETORIKA: Jurnal Ilmu Bahasa Vol. 7 No. 2 (2021)
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (359.447 KB) | DOI: 10.22225/jr.7.2.3826.191-200

Abstract

The aim of this research is to explicate and account for the verb of eating in Manggaraian language. There are some verbs denoting the meaning of eating, such as hang, lompong, jumik, mboros, takung, la’ur, alas, pongo mu’u. The qualitative research method was applied to unveil and explain the explication of meaning in the given verbs respectively. Field-observation and recording were the techniques used to gather the data from the natural speakers utterances as well as part of the data were based on the researchers’ intuitive knowledge as the native speakers. The data were analyzed through the theory of Natural Semantic Metalanguage (NSM). The results of the analysis reveal that Manggaraian language has the inventory of verbs designating the meaning of eating such as hang, jumik, lompong, mboros, takung, raci, alas, pongo mu’u. In terms of semantic prime, the verbs are under the category of the action verb. Comparing to the other verbs, the verbs jumik, lompong, pongo mu’u have more delicate meaning of eating. Furthermore, those verbs are classified into generic and specific category of meaning. The verbs “hang, jumik, mboros” are generic in meaning while the verbs lompong alas,racik, pongo mu’u, takung are specific in meaning. The verbs are categorized into non-compositional polysemy. Regarding the explication of meaning, the verbs reveal the action and the process of eating involving certain parts of body (hands and mouth) as well as specific tools (plate, spoon, bowl).
MOTIVATION AND AFFECTIVE PRINCIPLE IN LANGUAGE LEARNING: IMPLICATIONS TO EFL LEARNERS AND TEACHERS Tobias Gunas
Jurnal Pendidikan dan Kebudayaan Missio Vol. 8 No. 1 (2016): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (45.368 KB) | DOI: 10.36928/jpkm.v8i1.81

Abstract

Teaching and learning language are essentially interrelated with the factor of motivation and affective principle. Many researches have revealed that motivation factor and affective principle have contributed to the success of language learning. In this case, the effect of motivation and affective principle prove to be of importance for learners in the course of language learning. This article is mainly intended to explore the concept of motivation, affective principle, types of motivation, and motivational strategies as well as implications.
College Students' Perceptions on Performance-Based Assessment Use in Boosting Speaking Ability Sebastianus Menggo; Tobias Gunas
International Journal of Language Education Vol 6 No. 4, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i4.22910

Abstract

Assessment is one component of a learning process that cannot be excluded by an English teacher in the teaching-learning process. The form and type of assessment applied in the teaching-learning process are adapted to the orientation of learners’ target outcomes. It is recognized as a space of reflection for teachers and students in the awareness of shortcomings and achieving such learning goals. Performance-based assessment is one of the possible appropriate options for measuring all criteria fulfillment in the English speaking class. The present study aims to analyze the implementation of performance-based assessment and disclose students' responses to this assessment in the speaking class. This research is a quantitative descriptive study administered between November 2020 and January 2021 for three months. Participants (N=49) in this study were selected from two first-grade English Education Study Program classes, Universitas Katolik Indonesia Santu Paulus Ruteng. Speaking rubrics and questionnaires were the instruments used in collecting data. The data taken from these instruments were then analyzed with the Excel Chart Data Series software program's aid, accompanied by a qualitative interpretation from the data provided. The research findings show that the type of performance-based assessment affects increasing speaking ability (the post-test average = 76), and college students' perception of performance-based assessment use in speaking was primarily included in positive perception. The lecturers are encouraged to apply this type of assessment to their speaking class.
Politeness Maxims in Teacher’s Requests in EFL Interaction Context: A Classroom-Based Empirical Evidence Gunas, Tobias
e-Journal of Linguistics Vol 18 No 1 (2024): ejl-January
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2024.v18.i01.p03

Abstract

This study aims to explore politeness maxims in teachers’ request in English Foreign Language instructional context (Henceforth: EFL). The research method was qualitative which utilized the data from the teachers’ utterances during instructional process at the Eleventh-grade students of high schools in Manggarai region, East Nusa Tenggara Province. A non-participant observation and a field-note taking were the methods of data collection, which utitilized audio-video recording and note-taking techniques. The instruments are digital audio-video recorder, field-note, and observation sheet. The data were qualitatively analyzed through three steps; data condensation, data display, and drawing conclusion/verification. The data were futher interpreted based on politenes theory and politeness maxims. The results of data analysis show that politeness maxims were applied in teachers’ requests: tact, generosity, approbation, and modesty. Tact and approbation were mostly applied in teachers’requests. The types of politeness maxims were explicitly marked by pragmatic modifiers. They serve to modify and enact polite requests in classroom interaction. Based on the findings, a further investigation is prominent to be conducted in studying other related variables in EFL classroom context.
Co-Authors Leonardus Par Menggo, Sebastianus Stanislaus Guna Yosefina Helenora Jem