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All Journal POLYGLOT SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Journal of English Language and Education Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Elvis Albertus Bin Toni
Universitas Katolik Widya Mandira
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Semantic Mapping of the Names of Flora and Fauna at Danau Laut Mati Tasi Ana’ in Landu Dialect of Rote Language Elvis Albertus Bin Toni; Yohanis Nurak Siwa; Imelda Tidora Sombo
Soshum: Jurnal Sosial dan Humaniora Vol 11 No 1 (2021): March 2021
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v11i1.2181

Abstract

This study deals with the local names of floras and faunas living in the area of Danau Laut Mati Tasi Ana’ in Landu Sub District of Rote Regency. As language and physical nature are two inseparable entities, this study emphasizes that maintaining a language, to some extent, is equal to maintaining the existence of nature and vice versa. Documenting the names of floras and faunas in Landu Dialect of Rote Language and describing their meaning are two main purposes of this study. The underlying principle of it is to maintain the languge from being endangered. The main question that drives this study is to what semantic domain do the local names of floras and faunas belong to? In order to obtain data a Field observation was conducted. The photos of floras and faunas were taken. A native speaker of Landu dialect of Roti Languge who lives nearby the Lake wa consulted in order to get the local names of the floras and faunas. The data analysis follows the model presented by Suweta (2013). The data show that the floras and faunas living in the area of Danau Laut Mati Tasi Ana’ belong to four semantic domains i.e the domain of food for human being, food for animal, herb, and building material.
An Analysis of a Story Telling in a Conversation of Lamaholot Language Speakers Elvis Albertus Bin Toni
Soshum: Jurnal Sosial dan Humaniora Vol 8 No 3 (2018): November 2018
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (70.046 KB) | DOI: 10.31940/soshum.v8i3.1084

Abstract

This study analyses a conversation among four Lamaholot speakers talking about Nipa Island Reclamation, a man-made island located in the border between Indonesia and Singapore. Three of the participants are migrant workers who live in Batam, Western Indonesia, and the other one is a student who live in Singapore. They met in Batam. Their conversation is video-taped and 12 minutes out of 49:13 minutes of the video content is transcribed and analysed. That question that this study aims to answer is what participants' contributions perfomed during the story is being told. It is revealed that the participants contribute in several ways. The contributions include initiating the proposed story and prompting the main speaker, questioning, co producing certain words, completing the gaps faced by the main teller and becoming a co teller. These findings confirm that the story telling in a conversation is a jointly work between a main teller and co teller.
Making video tutorials to help St. Francis of Assisi Parish in practicing the Dolo-dolo motive Ordinarium Maria Klara Amarilis Citra Sinta Dewi Tukan; Agustinus Beda Ama; Paskalis Romanus Langgu; Agustinus Renaldus Afoan Elu; Elvis Albertus Bin Toni
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol 7, No 3 (2022): August 2022
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v7i3.7144

Abstract

In regular masses, the ordinarium song consisting of Kyrie, Gloria, Sanctus, and Agnus Dei with Dolo-dolo motif is the most frequently sung. However, in reality, mistakes often happened when singing this ordinarium song, including inaccuracies in terms of accent and rhythm that do not characterize as the Dolo-dolo motif. This Community Service activity aims to help the parishioners of St. Fransiskus Assisi at BTN-Kupang City to sing the ordinarium song with the Dolo-dolo motif properly and correctly through producing tutorials. Making tutorials began with studying the ordinarium song with the Dolo-dolo motif by Matheus Weruin. Based on the results of the study, the team then made a video tutorial on how to sing the ordinarium song in a good and correct Dolo-dolo motif, starting from how to read the notation to reading the lyrics/poems. As meant to make it easier for people to learn the material provided. The most important matter emphasized in each tutorial is the accent and rhythm of the Dolo-dolo motif of each song. Based on the results from trials in small choir groups and evaluation with partners, using the video tutorial that has been made, the group was able to sing the ordinarium song with the Dolo-dolo motif properly and correctly for each type of sound or combined sound. The video was distributed to choir teams in the parish to be rehearsed and sung in celebration of the mass.
English Vocabulary Acquisition of Grade VII Students of SMPN 6 Satap Kupang Imelda Hongu; Elvis Albertus Bin Toni; Antonius Padu Dagang
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2442

Abstract

Vocabulary is a key component of language proficiency, supporting comprehension and communication. This study examined the level of English vocabulary mastery among students in class VII-C at SMPN 6 Satap Kupang Tengah. Using a descriptive quantitative design, all 21 students completed a vocabulary test consisting of written and visual-supported sections to measure receptive vocabulary—the ability to recognize and understand grade-appropriate words. Scores were converted to percentages and classified as Very Low (0–40%), Low (41–60%), Moderate (61–80%), or High (81–100%). Results showed a mean score of 41.0% for the written section (Low) and 36.9% for the visual section (Very Low). Overall, students’ vocabulary mastery was categorized as Low, with most scoring between 25% and 50%. These findings reflect limited exposure to English outside the classroom and highlight the need for targeted vocabulary instruction to enhance students’ English proficiency.
Metacognition Of the Twelfth-Grade Students in Extensive Reading Kristinus Sembiring; Marianus Paulino Mada; Ubaldus Djonda; Lio Stefanus; Elvis Albertus Bin Toni
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.4039

Abstract

Many studies examine metacognitive strategies in reading. But this study examines the metacognitive strategies employed by Year 12 students at SMAK Syuradikara Ende during extensive reading activities, with the aim of identifying the use of planning, monitoring, and evaluation strategies. This study employed a mixed-methods approach. It combined quantitative data from questionnaires with qualitative data from semi-structured interviews. The research participants were 80 students. They were chosen purposively, namely, those who participated in extensive reading activities during classroom learning. Descriptive statistics were used to analyze the quantitative data, whilst the qualitative data were used to explore the students’ reading practices and experiences. The results of the study indicate that students applied metacognitive strategies in varying ways and with varying frequencies. Students frequently used the strategies of visualization, goal-setting, inferring meaning from context, and summarizing. The strategy of visualization was dominant. Contrariwise, two strategies were still used inconsistently: activating prior knowledge and identifying comprehension problems through self-questioning. These findings encourage educators to use metacognitive strategies in extensive reading to improve pupils’ performance and encourage them to overcome difficulties before, during, and after writing. Furthermore, research could investigate the factors influencing the use of these strategies.
STUDENTS’ PERSPECTIVES ON READING CIRCLES WITH LOCAL CULTURAL NARRATIVES: EVIDENCE FROM JUNIOR HIGH SCHOOLS IN BELU [PERSPEKTIF SISWA TERHADAP LINGKARAN MEMBACA DENGAN NARASI BUDAYA LOKAL: KAJIAN PADA SEKOLAH MENENGAH PERTAMA DI BELU] Maria Goreti Djehatu; Priscilla Maria Assis Hornay; Elvis Albertus Bin Toni; Maria Agustina Maia Pinto
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10534

Abstract

This study investigates junior high school students’ perceptions of reading circles using local cultural texts in Belu, Indonesia. Drawing on culturally responsive pedagogy and collaborative learning principles, the intervention involved 110 eighth-grade students who participated in a reading circle activity using translated Belu folk stories. After the activity, students completed a Likert-scale survey measuring enjoyment, cultural relevance, comprehension support, confidence, and motivation to continue reading. The results show consistently positive perceptions across all indicators. A total of 85% of students agreed or strongly agreed that reading circles were enjoyable, while 80% reported that the local stories felt culturally familiar and engaging. Similarly, 85% indicated that the cultural familiarity of the stories helped them understand the English text more easily. Increased confidence was also reported, with 80% of students feeling more capable of reading English texts after the activity. Although motivation to read more English stories was slightly lower, 80% of students still expressed willingness to continue reading similar texts. While the findings are based on self-reported perceptions, the current study highlights that integrating reading circles with local narratives can strengthen students’ motivation, comprehension, and confidence while affirming cultural identity. The approach is therefore recommended as an effective and culturally responsive strategy for EFL instruction in Indonesian junior secondary schools and other multilingual learning environments. Abstrak Bahasa Indonesia Studi ini menyelidiki persepsi siswa SMP terhadap penggunaan reading circles dengan teks budaya lokal di Belu, Indonesia. Berlandaskan pedagogi responsif budaya dan prinsip pembelajaran kolaboratif, intervensi ini melibatkan 110 siswa kelas VIII yang mengikuti kegiatan reading circle menggunakan cerita rakyat Belu yang telah diterjemahkan ke dalam bahasa Inggris. Setelah kegiatan, siswa mengisi kuesioner skala Likert yang mengukur aspek kesenangan membaca, relevansi budaya, dukungan pemahaman, kepercayaan diri, serta motivasi untuk terus membaca. Hasil penelitian menunjukkan persepsi positif secara konsisten pada seluruh indikator. Sebanyak 85% siswa menyatakan setuju atau sangat setuju bahwa kegiatan reading circle menyenangkan, sementara 80% merasa bahwa cerita lokal tersebut akrab secara budaya dan menarik. Selain itu, 85% siswa mengakui bahwa keakraban budaya membantu mereka memahami teks bahasa Inggris dengan lebih mudah. Peningkatan kepercayaan diri juga terlihat, dengan 80% siswa merasa lebih mampu membaca teks berbahasa Inggris setelah kegiatan. Meskipun motivasi untuk membaca lebih banyak cerita berbahasa Inggris sedikit lebih rendah, 80% siswa tetap menyatakan kesediaan untuk melanjutkan membaca teks serupa. Meskipun temuan ini didasarkan pada persepsi yang dilaporkan oleh siswa sendiri, studi ini menegaskan bahwa mengintegrasikan reading circles dengan narasi lokal dapat meningkatkan motivasi, pemahaman, dan kepercayaan diri siswa sekaligus menguatkan identitas budaya. Pendekatan ini direkomendasikan sebagai strategi yang efektif dan responsif budaya dalam pengajaran EFL di SMP Indonesia serta konteks pembelajaran multilingual lainnya.
Co-Authors Abda Abda Agustinus Beda Ama Antonius Padu Dagang Imelda Hongu Imelda Tidora Sombo Kristinus Sembiring Lio Stefanus Maria Agustina Maia Pinto Maria Goreti Djehatu Marianus Paulino Mada Paskalis Romanus Langgu Priscilla Maria Assis Hornay Renaldus Afoan Elu, Agustinus Ubaldus Djonda Yohanis Nurak Siwa