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All Journal EDULITE: Journal of English Education, Literature and Culture WIDYA LAKSANA Jurnal Pendidikan dan Kebudayaan Missio RANDANG TANA - Jurnal Pengabdian Masyarakat Indonesian Journal of EFL and Linguistics TELL - US JOURNAL English Language Education Journal
Stanislaus Guna
Universitas Katolik Indonesia Santu Paulus Ruteng
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mother Tongue’s Interference in Manggaraian Students’ English Writing of Senior High Schools Students in Langke Rembong Subdistrict Jem, Yosefina H.; Semana, Ignas Loy; Darong, Hieronimus C.; Guna, Stanislaus
Jurnal Pendidikan dan Kebudayaan Missio Vol 10 No 1 (2018): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : STKIP Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan dari penelitian ini adalah melihat interferensi Bahasa ibu dalam tulisan siswa, menentukan faktoryang mempengaruhi interferensi dan mendeskripsikan kualitas tulisan siswa. Penelitian ini dilakukan di lima SekolahMenengah Atas (SMA) di wilayah Kecamatan Langke Rembong dengan menggunakan metode deskripsi kualitatif.Data dalam penelitian ini adalah kata-kata, frase-frase atau kalimat-kalimat yang mengandung interferensi BahasaManggarai dalam tulisan siswa. Dalam melakukan penelitian, para peneliti menggunakan beberapa instrument untukmengumpulkan data. Instrumen-instrumen tersebut adalah kuesioner dan pekerjaan siswa. Setelah mengumpulkandata, peneliti menganalisis data dengan cara (a) mengidentifikasi intereferensi Bahasa ibu dalam tulisan siswa dengancara membandingkan tulisan versi siswa dengan versi Bahasa inggris yang benar; (b) mengidentifksi interferensiumum dalam tulisan siswa; (c) mendeskripsikan interferensi yang terdapat dalam tulisan siswa; (d) menentukanfaktor yang menyebabkan intereferensi tersebut terjadi; dan (e) mendeskripsikan kualitas tulisan siswa. Hasilpenelitian menunjukkan bahwa interferensi umumnya terjadi pada frasa kata kerja and tenses (present tense). Hal itudisebabkan beberapa hal seperti lingkungan siswa yang tidak menunjang, situasi naratif, ikatan budaya dan rendahnyapengetahuan berbahasa Inggris siswa. Selanjutnya, faktor-faktor penyebab tersebut memberikan dampak terhadapkualitas tulisan siswa di mana sebagian besar tulisan siswa berada pada level tidak berterima. Berdasarkan hasilpenelitian tersebut, para peneliti menyarankan para guru Bahasa Inggris di sekolah menengah atas untuk memberikanlebih banyak kesempatan bagi siswa menulis dalam Bahasa Inggris.
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.
Situating east Indonesia's EFL Learners attitudes toward the extensive listening practices Yosefina Rosdiana Su; Fatmawati Fatmawati; Stanislaus Guna; Fransiskus Jemadi; Yovita Narsi Mat; Ronaldus De'e
EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.16 KB) | DOI: 10.30659/e.6.2.314-325

Abstract

Learning English as a foreign language is very challenging for both teachers and students in Flores, East Nusa Tenggara of Indonesia. The challenges are primarily caused by their lack of exposure to the authentic environment of English. In dealing with this phenomenon, the appropriate listening practices expect to help the learners to obtain and construct their knowledge of English as well as to acquire more comprehensible input. This article reports an investigation on the EFL learners’ attitudes toward the extensive listening practices. It applied mixed-method research procedures involving 55 students of the English language and education program of Universitas Katolik Indonesia Santu Paulus Ruteng. The data were collected through a survey coupled with Focus Group Discussions with 15 participants. This research revealed that the learners' attitudes are identified into two main categories called positive and negative attitudes. In this case, 38 % of the participants have positive attitudes toward extensive listening practices and 62% of the participant reflected the negative attitude toward the extensive listening practices. Learners with a positive attitude had a very strong awareness of the significance of listening skills in L2 learning. To improve their listening skills, they develop their listening practices outside the classroom consistently. Meanwhile, learners with negative attitudes were categorized as dependent learners who practiced their listening skills during the listening course only. This group of learners was less aware of the significance of listening skills in L2 learning and their listening practices were highly dependent on the teachers' instruction. It showcased that both of the learners’ internal and external factors were strongly contributed to this poor extensive listening practices.  The EFL teachers are then strongly suggested to strengthen the learners’ awareness on the significance of Listening Skills in L2 learning as well as design more instructed extensive listening practices outside the classroom. 
PENDAMPINGAN ASSESSMENT FOR LEARNING (AFL) GURU BAHASA INGGRIS SMPN 9 RUTENG, FLORES Hieronimus Canggung Darong; Stanislaus Guna; Yosefina Helenora Jem; Erna mena Niman
Randang Tana - Jurnal Pengabdian Masyarakat Vol 5 No 2 (2022): Randang Tana - Jurnal Pengabdian Masyarakat
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jrt.v5i2.1111

Abstract

Teaching is an integrated activity with learning goals or objectives and assessment process. As such, it is conducted on the basis of particular learning goals which subsequently requires assessment activities to look into the impact of teaching on students learning process. The aim of this community service is to furnish the knowledge regarding the assessment process, particularly Assessment for Learning (AfL) of English teachers involving in MGMPS of English Subject at SMPN 9 Ruteng. The method used was in- service training employing Information Processing Theory namely information encoding, information decoding, infromation storing, and information rehearsal. The results have indicated that the English teachers involving in MGMPS SMPN 9 Ruteng were able to make a good instructional design along with the Assessmenf for Learning (AfL). It was proven on their works as they did the task provided by the community service team. Yet, they need to have a further professional development on curriculum and asessment following the changes and goverment policies on education.
Penggunaan Portal Rumah Belajar Sebagai Media Pembelajaran Bagi Guru SD di Kecamatan Ata Dei, Kabupaten Lembata, Nusa Tenggara Timur Yosefina Helenora Jem; Stanislaus Guna; Yohanes Tresno Kurnianto
Randang Tana - Jurnal Pengabdian Masyarakat Vol 5 No 3 (2022): Randang Tana - Jurnal Pengabdian Masyarakat
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jrt.v5i3.1332

Abstract

The demands of the 4.0 industrial revolution and the implementation of blended learning as the result of the COVID-19 pandemi are very solid in educational field. Teachers are required to be able to carry out distance learning activities by utilizing various learning media which are mostly technological-based. This Community Service aims at improving the ability and or skill of elementary school teachers in Ata Dei District, Lembata Regency in utilizing technological-based media in learning activities. 25 elementary school teachers in Ata Dei District involved in this PkM. The PkM was designed in two activities namely, seminar and workshop. The seminar was carried out for 3 hours while the workshop was carried out for 3 days. In this activity, a portal launched by KEMDIKBUD namely portal Rumah Belajar was introduced. It consists of 4 features, namely the sumber belajar feature, the laboratorium maya feature, the wahana jelajah angkasa feature and the edugame feature. The impact of this activity is increasing the knowledge and skills of elementary school teachers in Ata Dei District, Lembata Regency in using the portal rumah belajar as a digital technology-based learning media whic is effective and efficient in learning activities, especially daring learning.
THE MANIFESTATION OF CRITICAL THINKING ELEMENTS IN EFL STUDENTS’ ARGUMENTATIVE WRITING Halum, Yustus Sentus; Guna, Stanislaus
TELL - US JOURNAL Vol 7, No 2 (2021): September 2021
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (604.49 KB) | DOI: 10.22202/tus.2021.v7i2.4913

Abstract

This qualitative study aims at investigating patterns of argumentative structure manifested in the students’ argumentative paragraphs. The result of this study showed that the six elements of critical thinking proposed by Stapleton were represented in the students’ argumentative writing. Arguments were used by all the 30 students (100%), reasons were 21 students (70%), evidences were 20students (66,7%), refuse of opposition (ROP) were 10 students (33,3%), conclusion were 15 students (50%), and then fallacies were used by 25 students (83,3%). Based on the result of this study it can be concluded that all the critical thinking elements proposed by Stapleton were manifested in the third grade students’ argumentative writing.  However, not all the students put all the six elements in their writing except argument. Most of the students overwhelmed in highlighted the refutation point of view in whole their argumentative essay and then in drawing the conclusion.  Indeed, most of students produced many fallacies which made their argument weak. Based on the numbers of students who put those elements, the total of each criteria existence also counted. The dominant presence of those criteria were fallacies, which impacted by the lack of putting logical reasons, evidences and illogical conclusion as could be the effect of students’ reading habit. The weakest numbers of ROP indicated the students made the readers difficult to decide whether pro or contra to their standing positions.
The Representation of Social Actors in EFL Textbooks: Systemic Functional Linguistics Perspective Stanislaus Guna; Hieronimus Canggung Darong
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 8(2), November 2023
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v8i2.649

Abstract

Systemic Functional Linguistics (SFL) has gained popularity as a linguistic theory, especially in the field of education where it provides a useful method for examining textbooks. The goal of this study is to examine how social actors are portrayed in a particular textbook utilizing SFL framework. Textual data were gathered from a sample of the textbook, and transitivity patterns of process categories and pronoun usage were used to analyze the data. The results revealed that the pronoun "he" was primarily utilized and that the material process, which denotes physical actions, was most commonly used, depicting men as the main actors. These results imply that the texts in the textbook reflect how social actors are portrayed and represented in speech and offer an understanding of their functions, choices, agency, and relations
Evaluating English Teachers' Test Items Construction Based on the Revised Bloom's Taxonomy Skolastika Neldis; Ely Heldydiana Selamat; Stanislaus Guna
English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): 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.v3i1.1601

Abstract

This study aims to find out how senior high school English teachers constructed the final English item tests for grade XII Language Program students under the cognitive domain of the revised Bloom’s taxonomy. This study utilized a descriptive quantitative approach. The source of data for this study was 50 multiple-choice items from final English tests for grade XII that were constructed by six English teachers. The result of this research indicated that out of 50 item tests, 39 items or 78% were LOTs-based, 4 items or 8% in MOTs-based, and 7 items or 14% in HOTs-based. Besides, the tests only applied four of six levels of cognitive domain, such as remembering (C1), understanding (C2), applying (C3), and analysing (C4). It is proposed that future test constructions have a fairer distribution of item types across all six cognitive levels. This will allow for a more accurate evaluation of the broad range of cognitive abilities that students possess. With this approach, not only will assessments be more closely aligned with educational standards, but it will also create a more comprehensive evaluation of the learning and comprehension of students.
Students Speaking English Anxiety In Online Learning Grace Jasmine; Stanislaus Guna; Dewi Hidayati
English Language Education Journal (ELEJ) Vol. 1 No. 2 (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.v1i2.1661

Abstract

This research aimed to investigate the factors of students’ speaking anxiety during online learning and how they overcome it. This research used a descriptive quantitative method with 46 participants majoring in English language teaching. The data were taken from the questionnaire through the link Google Form. In measuring the data, the writer used SSPS 24 to view statistics in the form of mean, frequency, and percentage of the data. The result showed that the most factors which affected students in speaking English were vocabulary knowledge and classmates. In terms of vocabulary knowledge, students have a lot of English vocabulary but have problems practising the words and rarely use them. In classmates, many anxious learners feel nervous when they have to speak in front of their other friends when the teacher is appointing them to answer a question. Moreover, they feared their friends would laugh at them when speaking English. Moreover, they were not confident because other students spoke English better than them. Then, students overcome anxiety with preparation, peer-seeking, and relaxation. Teachers are recommended to emphasize the vocabulary on the topic they are discussing and create a comfortable classroom atmosphere to make students feel confident.
Co-Authors Agustinus Ngadiman Angelus Rico Sambora Dewi Hidayati Ely Heldydiana Selamat Erna Mena Niman Fatmawati Fatmawati Fransiskus Jemadi Grace Jasmine Halum, Yustus Sentus Hieronimus Canggung Darong Irene Nindiana Lehon Jem, Yosefina H. Leonardus Par Maksimilianus Sapong Menggo, Sebastianus Ronaldus De'e Semana, Ignas Loy Skolastika Neldis Tobias Gunas Yohanes Tresno Kurnianto Yohanes Tresno Kurnianto Yosefina Helenora Jem Yosefina Rosdiana Su Yovita Narsi Mat