Article Per Year (5 Year)
p-Index From 2020 - 2025
3.592
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Journal Of English Language and Education Metathesis: Journal of English Language, Literature, and Teaching IJoLE: International Journal of Language Education Globish: An English-Indonesian Journal for English, Education, and Culture ELT-Lectura Voices of English Language Education Society REiLA: Journal of Research and Innovation in Language International Journal of English Education and Linguistics (IJoEEL) Jubindo: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia Bakti Cendana: Jurnal Pengabdian Masyarakat Curricula : Journal of Teaching and Learning Education, Language, and Culture Journal Jurnal Pengabdian Sains dan Humaniora Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Indonesian Educational Research Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Anselmus Sahan
Universitas Timor
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Rhetorical Structure of The News Story and Implication for Language Teaching Sahan, Anselmus
International Journal of Language Education Vol. 4, No. 3, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i3.14979

Abstract

This study tried to investigate the application of the Rhetorical Structure Theory (RST) in analyzing the relationships between the markers used in the four texts and identify the types of the marker relationship and their functions in the whole clauses. It found out that RST operated with highly generalized Rhetorical Relations, such as elaboration, sequence, and motivation; it was intended to be applicable across a variety of different registers. Based on the analysis of texts 1-4, it was also found that the texts apply four types of elements of a clause complex covering elaboration, enhancement, projection, and extension. These findings are in line with the logical meaning which functions to realize its existence and application in some forms of news stories being analyzed. Therefore, teaching of Grammar and Writing Subjects should involve the process of discourse development and news stories so that students will enhance and update their knowledge and improve their understanding. 
AN ANALYSIS OF INDONESIAN-ENGLISH CODE MIXING USED IN NESSIE JUDGE’S VIDEOS YOUTUBE CHANNEL rui pedro daos da costa; Anselmus Sahan; Imanuel Kamlasi
(JELE) Journal Of English Language and Education Vol 7, No 2 (2021)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v7i2.1878

Abstract

Mixing one language with different language, in sociolinguistics is referred to as code mixing. Considered one of social media to share the facts is YouTube. The phenomena of code blending also takes place in certainly one of YouTube channel namely Nessie Judge. Accordingly, this observe focuses on code blending occurs in Nessie decide YouTube channel. The statements of the research trouble in this observe are:(1) What are the forms of code mixing used in Nessie decide YouTube channel? (2) Why are codes mixing utilized in Nessie judge YouTube channel? The objectives of this study are:(1) To discovered the varieties of code mixing that utilized in Nessie Judge YouTube channel, (2) To find out the reasons of code mixing that used in Nessie Judge YouTube channel. In this examine, the researcher used library look at with qualitative research and the researcher as the tool of this have a look at. The item changed into Nessie judge’s YouTube channel. The information of this study changed into all of utterances that include of code mixing. The researcher collects the records use note taking technique. The result of this examine indicates:(1) The kinds of code mixing discovered in the motion pictures of Nessie Judge’s YouTube channel are: intra sentential, intra lexical, and involvement in a alternate of pronunciation, (2) The reason why codes mixing determined in Nessie judge YouTube channel are: talking about specific subject matter, being emphatic approximately something, repetition used for clarification, and expressing organization identity and unity.
The Descriptive Study on Question Words in Amanatun Dialect of Meto Language Anselmus Sahan; Darni Nopi Nokas
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.463

Abstract

This research is a descriptive study on linguistics which focuses on the question words in Amanatun dialect of Meto language. The purposes of this research are to identify the kinds of question words and to describe how those question words are constructed.The descriptive qualitative method was used in this research. The native speakers of Amanatun dialect as the subject of the research. The instrument used was translation sentences of question words from Indonesia into Amanatun dialect. There were five techniques of data analysis: translation, codification,classification, syntactical analyses, and discussion.The findings show that there are seven kinds of question words in Amanatun dialect. They are sa(what), sekau(who), etme/esme/mbime/neome(where), leka(when), nansa/neusa(why), onme(how) and fauk (how many and how much). Saisplaced at the initial position of the sentence. Sekau is placed in three positions; in initial part of the sentence, in the middle of the sentence and at the final part of the sentence. The question of etme/esme/mbime/neome is placed at the final part of the sentence. Leka is placed in two positions: in the initial part of the sentence and at the final part of the sentence. The question of nansa is placed at the final part of the sentence. Nansa cannot be placed at the final position of the sentence. While neosa is only placed at the final position of the sentence and it cannot be placed in initial position of the sentence. There are three positions of onme; in the initial of the sentence, in the middle of the sentence and the final of the sentence. Fauk is placed at the final part of the sentence.Keywords: question words, Amanatun, Meto
An Analysis on Politeness of Non-Verbal Communication in an English as a Foreign Language Classroom Imanuel Kamlasi; Anselmus Sahan
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5190

Abstract

In an EFL classroom; teachers tend to use politeness of non-verbal communication to convey meaning(s) to students. This present research aims at analyzing and describing the politeness of non-verbal communication which was used by English teachers in EFL classrooms. Qualitative research was applied in this research. There were five English teachers chosen purposely as the participants. The data were the pictures of teachers’ gestures. To obtain the data, the researchers used a Tape Video Recorder (TVR) which was used to record the teachers’ gestures during the teaching and learning process. The researchers applied transcription, codification, classification, analyses, and discussion techniques to analyze data. The results showed that there were 16 politeness strategies used by the English teachers in the EFL classroom. Those politeness strategies are greetings, thanking, congratulating/praising, and apologizing, obedience, intimacy, joke, rejection, question/ evaluating, request, suggestion, chastisement, disagreement, asking permission, optimism, and instructing. The politeness of non-verbal communication has a positive impact on students in EFL classroom interaction. In some cases, the students found it difficult to understand the meanings of gestures.
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

Abstract

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.
IMPROVING STUDENTS' LEVELS OF VOCABULARY COMPREHENSION BY USING PHOTO CARDS Anselmus Sahan; David Organsianus Maris; Erlinda Sonya Pale
Curricula : Journal of Teaching and Learning Vol. 7 No. 2 (2022): Curricula: Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.486 KB) | DOI: 10.22216/curricula.v7i2.885

Abstract

The purpose of this study is to determine whether or not picture cards are effective in enhancing the vocabulary mastery of seventh-grade students at SMPN Kota Baru Kefamenanu, East Nusa Tenggara Province, to identify their difficulties in learning picture types and vocabulary, and to classify their level of mastery. This study used a qualitative approach and a quasi-experimental research methodology to answer the questions posed by the three examples. To collect the necessary data, 20 seventh-grade kids were used as samples. They were instructed and tested twice (pretest and posttest). This study compared the mean score to the degree of freedom at a significance level of 5% to determine the efficacy of using picture cards. To determine their average score, their total number of scores was divided by the total number of students multiplied by the entire number of test items multiplied by 100%. In addition, to identify the challenging types of picture and word, the total number of correct/incorrect answers was divided by the total number of students and the total number of test questions and multiplied by 100 percent. Finally, in order to classify their level of expertise, the total number of students whose scores varied from 0 to 100 was tallied. The analysis of the data indicates that there is a substantial difference between the pre-test and the post-test. It indicates that the mean score on the pre-test was 45.5 (extremely low), but the mean score on the post-test was 81 (excellent) (good). Moreover, the degree of freedom at a significance level of 5% was 1.61. It was greater than the result of the post-significant test's difference, 2.28>1.61. The seventh-grade pupils of SMP Negeri Kota Baru Kefamenanu benefit significantly from the use of picture cards to enhance their vocabulary comprehension.
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

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
The Role of Teachers’ Reading Habits and Perception about EFL Reading Towards Students’ Literacy Yohanes Eugnasius Nai; Anselmus Sahan; Delti Yulita
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.35701

Abstract

The purpose of this study was to find out how teacher’s reading habits and perception affect students’ literacy. Firstly, the researcher investigated teacher’s reading habits by using Iftanti (2012) questionnaire about reading habits. It is found that teachers have very limited reading habits per day and they didn’t have solid reading habits even they have studied and read English text since junior high school and senior high school. Moreover, teachers’ notion about reading is changing along with the development of technology where teachers tend to find reading source from Internet and read through smartphone rather than books. Secondly, the researcher investigated students’ literacy about interview students’ reading habit at school and home and gave test to measure their ability to comprehend the text. It was found that students’ literacy was low due to their lack of time on extensive reading. Based on the result, it is concluded that teachers’ reading habits gives significant effect on students’ literacy. Teachers hold an important role to build a solid reading habits to increase students’ literacy, specifically in EFL reading. Thus, in order to build that good reading habits, teachers must have their own good reading habits. Teachers need to consistently increase their reading time on daily basis and starts to collect many sources of reading.
Exploring Oral Presentation Performance: Level of Mastery and Common Problems of EFL Students from Selected University Sahan, Anselmus; Abi, Benyamin Kau; Wisrance , Maria W.; Seran, Yanuarius
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v4i3.9212

Abstract

This study aims to explore the EFL students’ performance in oral presentation by categorize their level of mastery, and to reveal if there are any common problems during the performance. This descriptive quantitative study purposively invited 24 students as the samples from the third semester of English Study Program at Timor University. The data were based on students’ performance on 10 selected texts which recorded to measure their oral presentation after an internal workshop. The analysis and the scoring were based on Harris’ (1969) five components in scoring speaking and with Brown’s (2004) six oral proficiency scoring categories. However, this study focusing only on the pronunciation and fluency categories to be in line with the scoring rubric of competence in the 2021 Academic Regulation of Timor University. The results showed that the students have mastered the oral presentation because their average score is 82 based their right answer is 144/150. This average scores then analysed using the Academic Regulation of Timor University (2021) showing the majority of the students is categorized excellent (19 out of 26 students). Nevertheless, two major problems in common this study manage to reveals were mispronounced/wrong pronunciation (13%) and lack of fluency (5%). The result implies that these two common problems should be put in attention during the process of learning oral performance i.e., English presentation in public. Further studies are suggested to investigate the impact of practice in improving students’ oral presentations through specific workshop.
Implementation of Crossword puzzle Games to Improve SMA Students’ Vocabulary Mastery Da Cruz, Oktofiano Satria; Sahan, Anselmus; Abi, Benyamin Kau
Indonesian Educational Research Journal Vol. 1 No. 2 (2023): Improving Learning Quality and Student Abilities
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i2.21

Abstract

The research subjects were the tenth-grade students and the research area was at SMA DharmaAyu Kefamenanu. This research investigated the improvement of students’ vocabulary by using crossword puzzle games in the classroom. The research design was Classroom Action Research (CAR) conducted in two cycles. The research subjects were 10 of the tenth-grade students of SMA Dharma Ayu Kefamenanu. The data were collected by using observation and vocabulary achievement tests. The collected data were analyzed statistically by using a percentage formula. The students’ average score was 76.5% in pre-test 1 of cycle one; then it was improved to 79.8 % in post-test 1, and increased to 87.5 % in post-test 2 of cycle 2.  It indicates that the students’ vocabulary and level of mastery was improved by using crossword puzzle games. This result reminds the teachers of English to use crossword puzzle in teaching and learning process of English, particularly to boost the students’ vocabulary mastery.
Co-Authors Abi, Benyamin Kau Adrianus, Nabung Bria, Yasintus Bulle, Hermelinda Azi Da Cruz, Oktofiano Satria Darni Nopi Nokas David Organsianus Maris Delti Yulita Edmundus Bouk Eugelin Sulaiman Hendrik O. Manu Imanuel Kamlasi Imanuel Kamlasi Imanuel Kamlasi Imanuel Kamlasi, Imanuel Kariadi, Mustasyfa Thabib Kefi, Irene Valentin Lasi, Febronia Manu, Hendrik O Merlin Helentina Napitupulu Meylisa Yuliastuti Sahan Mikhael Misa Mnaka, Fridensia Nurini Naben, Maria Fridolin Nahak, Yulia Ningsi Ngao, Yosefa Yemayo Pale, Erlinda Sonya Prasetyanti, Dian Chandra rui pedro daos da costa Sahan, Meylisa Yuliastuti Saridewi, Maria P Seran, Yanuarius Siahaan, Desta Gloria Syahdan Syahdan, Syahdan Tafuli, Agri Yublina Tafuli, Agry Tarigan, Surya Setiadi Tenis, Wilfridus Ulu Emanuel Ulu, Emanuel Wabang, Rince J Wifridus Tenis Wihelmina, Maria Wisrance Wisrance , Maria W. Wisrance, Maria W. Yohanes Eugnasius Nai