Articles
<![CDATA[The Use of Guided Metacognitive Strategy to Improve Students’ Reading Comprehension ]]>
<![CDATA[Mikhael Misa]]>
<![CDATA[ Jurnal Pendidikan Humaniora Vol 2, No 4: Desember 2014 ]]>
Publisher : <![CDATA[Pascasarjana UM ]]>
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<![CDATA[Abstract: This research aims to identify the implementation of metacognitive strategy to improve EFL of students’ reading comprehension of the English Department at University of Timor in an analytical exposition text. This research is Collaborative Classroom Action Research (CAR). The data were gained through field notes, students’ reading achievement and interview guide. The results showed that the implementation of metacognitive strategy improved the students’ skill in reading analytical expository text especially in determining topic sentence, main idea and supporting idea. The result also revealed that using metacognitive strategy could employ the significant improvement of the students’ reading comprehension skills of analytical exposition texts.Key Words: metacognitive strategy, reading comprehension, analytical expository text Abstrak: Penelitian ini bertujuan untuk mengidentifikasi pelaksanaan strategi metakognitif untuk meningkatkan EFL pemahaman bacaan oleh mahasiswa di Jurusan Bahasa Inggris Universitas Timor dalam teks eksposisi analitis. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) Kolaboratif. Data yang diperoleh melalui catatan lapangan, prestasi membaca siswa dan pedoman wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan strategi metakognitif meningkatkan keterampilan siswa dalam membaca analitis teks ekspositori terutama dalam menentukan topik kalimat, gagasan utama dan ide pendukung. Hasil penelitian juga menunjukkan bahwa menggunakan strategi metakognitif dapat meningkatkan dengan signifikan keterampilan pemahaman bacaan oleh siswa tentang teks eksposisi analitis.Kata kunci: strategi metakognitif, pemahaman bacaan, analisis teks ekspositori]]>
<![CDATA[Teaching Vocabulary Using Games: A Case Study of ELT Classroom at 7th Grade Students of Secondary School ]]>
<![CDATA[Mikhael Misa]]>
<![CDATA[ Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 2 (2022): Budapest International Research and Critics Institute May ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i2.5745
<![CDATA[The purpose of this study was to determine the effectiveness of using games to teach vocabulary. To determine the effectiveness of researchers comparing learning outcomes using conventional methods with learning outcomes using games. The method used was experimental research which consisted of an experimental group and a control class consisting of 20 students each in the seventh grade of Middle School. The four types of tests are multiple-choice, word matching, and true-fall tests. To analyze the data, the researcher used the Standard Deviation. Calculation of t-score is 132 > 0.44. Compared to the t-table, the t-score is higher. Thus, this shows that there is effectiveness in teaching vocabulary by using games. As a result, using games to teach vocabulary can improve students' vocabulary mastery. This proves that students' mastery of teaching vocabulary using games is significant. Developing student success requires a good partnership, between the teacher and the students themselves.]]>
<![CDATA[Pelatihan Penggunaan Mendeley Dalam Penulisan Proposal Dan Skripsi Bagi Mahasiswa Bahasa Inggris Universitas Timor ]]>
<![CDATA[Mikhael Misa]]>;
<![CDATA[Febronia Lasi]]>
<![CDATA[ Jurnal Pengabdian Sains dan Humaniora Vol 1 No 1 (2022): Edisi Mei 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor ]]>
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DOI: 10.32938/jpkm.1.1.2022.34-41
<![CDATA[Menulis sitasi merupakan salah satu komponen terpenting dalam rangka meningkatkan kualitas karya tulis ilmiah mahasiswa. Mendeley desktop adalah platform yang menyediakan berbagai jenis kutipan dalam penulisan ilmiah standar. Namun seringkali dalam penulisan kutipan, siswa masih menggunakan cara manual dengan menyortir nama penulis dari sumber yang diambil dan judul baik penomoran maupun abjad. Untuk itu perlu diadakan kegiatan pengabdian masyarakat melalui pelatihan penggunaan Mendeley dalam penulisan proposal dan skripsi bagi mahasiswa Bahasa Inggris FIP-Unimor. Kegiatan ini berlangsung selama 1 hari di Aula FIP-Unimor. Peserta yang mengikuti kegiatan pelatihan ini sebanyak 124 orang, dengan rincian semester 2 sebanyak 57 mahasiswa; semester 4 sebanyak 36, dan semester 6 sebanyak 31 siswa. Metode yang digunakan dalam pelatihan ini adalah ceramah, praktik, dan diskusi. Dampak dari pelatihan ini mahasiswa memiliki pemahaman dan keterampilan dalam mengoperasikan aplikasi Mendeley untuk pengelolaan referensi daftar pustaka. Disarankan agar kegiatan ini tidak hanya pelatihan tetapi dapat ditindaklanjuti dengan berbagai workshop lainnya dan diseminasi dapat menggunakan aplikasi Mendeley untuk mengerjakan berbagai bentuk penulisan ilmiah, jurnal, proposal, dan tesis.]]>
<![CDATA[KARYA TULIS ILMIAH: WORKSHOP PENULISAN PROPOSAL DAN SKRIPSI BAGI MAHASISWA ]]>
<![CDATA[Mikhael Misa]]>;
<![CDATA[Lasi Febronia]]>
<![CDATA[ ABDIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 15, No 2 (2022): ABDIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
Publisher : <![CDATA[LPPM UNIMA ]]>
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DOI: 10.36412/abdimas.v15i2.3703
<![CDATA[AbstrakWorkshop ini bertujuan untuk dapat membantu mahasiswa dalam meningkatkan pengetahuan dan keterampilan terkait penulisan proposal dan skripsi serta karya tulis ilmiah lainnya. Mahasiswa dalam menuangkan ide dan konsepnya masih mengalami hambatan dan kendala dalam penulisan proposal dan skripsi. Oleh karena itu, perlu dilakukan workshop menulis proposal dan skripsi serta karya tulis ilmiah lainnya dengan pendampingan yang lebih intensif agar mereka lebih mampu dalam menulis proposal pada saat menyusun skripsi. Metode yang digunakan adalah ceramah, praktek bimbingan dan tanya-jawab. Peserta yang menghadiri workshop ini berjumlah 124 orang mahasiswa, yang bertempat di Aula-FIP Unimor. Dalam workshop ini, peserta yang menghadiri telah menunjukkan antusiasmenya yang tinggi selama workshop berlangsung. Selain itu juga, peserta tidak hanya mendengarkan ceramah; tetapi juga mendapatkan bimbingan sehingga dapat meningkatkan pemahaman, pengetahuan, dan keterampilan yang didapatnya dalam menulis proposal dan skripsi secara efisien dan efektif.]]>
<![CDATA[MULTILITERACIES PEDAGOGY: A CASE STUDY OF CRITICAL READING IN ELT CLASSROOM BY IMPLEMENTING SITUATED PRACTICE ]]>
<![CDATA[Mikhael Misa]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7918
<![CDATA[This research study aims to investigate the implementation of situated practice in multiliteracy teaching within an English Language Teaching (ELT) classroom, specifically focusing on critical reading activities. This study employed a qualitative approach. The study focuses on lecturers delivering lectures to third-year students enrolled in the English Study Program at Teacher Training and Educational Faculty, Timor University, East Nusa Tenggara Province. To analyze the data gathered and insights linked to the situated practice of multiliterate teaching in the ELT classroom, data were transcribed, encoded, displayed, and interpreted. The collected data is subjected to a comprehensive analysis to assess the effectiveness of implementing the situated practice of the multiliteracies pedagogical framework through students' critical reading. The findings revealed a significant enhancement in students' critical thinking abilities due to engaging in a series of learning activities within the Multiliteracy Pedagogy framework.]]>
<![CDATA[Writing Recount Text: A Case Study of Grammatical Errors of ELT Classroom at 10th Grade Students ]]>
<![CDATA[Misa, Mikhael]]>
<![CDATA[ Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 4 (2022): Budapest International Research and Critics Institute November ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i4.7376
<![CDATA[This study was conducted to examine the types of grammatical errors and to determine the challenges associated with grammatical errors in recount texts written by students. This study employed a descriptive quantitative method. The researcher sent the text to students in grade 10th as part of the data collection process. The text must be produced using the Orientation, Events, and Reorientation of the pattern common in recount texts. The students have 60 minutes to write a text recounting an exceptional life occurrence. There should be at least three paragraphs in the text (Orientation, Events, Re-orientation). The researcher then calculated the writing errors the students had produced using a straightforward statistical calculation. The findings of this study demonstrate that students made errors in some areas when writing recount texts, including errors in Punctuation and Spelling, with the highest errors by 20 (100%) students, the second errors in Tense by 17 (85%) students, the third errors in Sentence Pattern by 15 (75%) students, the fourth is errors in Preposition by 11 (55%) students and the last errors in Pronoun with only 4 (20%) student. Moreover, the students got a score of 183 (45.75%). It indicated that the student's level of mastery could be poor. Furthermore, it recommended that the students should learn more about English grammar and that the teacher should improve their teaching and learning techniques to reduce the students’ Errors.]]>
<![CDATA[Workshop Brainstorming: Mengaktifkan Pengetahuan Awal Siswa Sebelum Memasuki Topik Diskusi ]]>
<![CDATA[Mikhael Misa]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Indonesia Sejahtera Vol. 2 No. 2 (2023): Juni: Jurnal Pengabdian Masyarakat Indonesia Sejahtera ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/jpmis.v2i2.297
<![CDATA[A brainstorming workshop is an activity to activate students' prior knowledge before entering into discussion topics. This workshop aims to provide effective instructors to engage and awaken students' prior knowledge and experiences. This workshop is based on the idea that students must have prior knowledge of a topic before entering into a topic of discussion. The aim of this workshop is to provide facilitators who can engage students in the process of activating their prior knowledge. Participants who attended this workshop totaled 59 people consisting of 30 students in semester 6A and 29 students in semester 6B who were prospective participants in the Field Experience Practice (PPL). The results obtained were that most of the students felt very satisfied, satisfied, and quite satisfied because they had good knowledge and competence after participating in student prior knowledge activation workshops, before entering into discussion topics in the teaching and learning process. This workshop is very useful for students, especially teaching practice in the field. And through this workshop, you can improve the abilities that students currently have, which can be applied in schools where they practice.]]>
<![CDATA[Enhancing Literacy Insight Elevating Students Reading Comprehension through Pair Check Strategies ]]>
<![CDATA[Mikhael Misa]]>;
<![CDATA[Elisabeth Baintaka]]>;
<![CDATA[Hesni Neno]]>
<![CDATA[ Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 1 No. 4 (2023): December: Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/fonologi.v1i4.147
<![CDATA[The pair-check method is a novel instructional approach to enhance students' reading comprehension. The study aimed to examine the impact of applying the pair check method for teaching reading comprehension students at SMPN. The experimental group consisted of 30 students, while in the control group, 30 students received instruction without any specific reading method, relying solely on opening a dictionary. The sample comprised 20 students from class A and B as the sample. The control group was instructed by using reading method and the experimental group was taught by applying pair checks method. The pre-test and post-test scores were compared between the experimental and control groups. The results indicated that the experimental class exhibited significant improvement in both pre- and posttest scores, with a notable increase in the average score from 33.6 in the pretest to 33.32 in the posttest. In addition, the control class, employing traditional teaching methods, exhibited a substantial increase in posttest score, indicating noteworthy progress in learning outcomes. These findings underscore the importance of instructional methods in influencing student outcomes, with the pair-Check method emerging as a practical and effective tool for improving reading comprehension in the educational setting. Further research and analysis are recommended to delve deeper into the statistical significance of these observations and to inform future instructional strategies for optimizing student learning outcomes in the classroom.]]>
<![CDATA[Language Learning: Enhancing Students’ Pronunciation through English Songs ]]>
<![CDATA[Mikhael Misa]]>
<![CDATA[ Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 6 (2024): November: Publikasi Para ahli Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/sintaksis.v2i6.1289
<![CDATA[This study examines how well English songs may be used as a teaching technique to improve eighth-grade students' pronunciation. The study aims to provide evidence-based insights applicable to English as a Foreign Language (EFL) contexts and future teaching practices by methodically examining the effects of incorporating English songs into the instructional process to improve pronunciation using a Classroom Action Research (CAR) design. A methodical framework for using English songs as a teaching tool for pronunciation enhancement is created during the planning stage. Data is collected throughout the observation period to evaluate the overall efficacy of the intervention as well as the pronunciation development of the pupils. Throughout iterative cycles, this data becomes the basis for evaluating and improving instructional tactics. Results and debates regarding using songs to teach pronunciation are presented in the study. Songs improve pronunciation and make learning more enjoyable and pleasurable when used as an instructional technique. This method is a valuable supplement to language teaching approaches since it may increase students' motivation and self-assurance in their English-speaking skills.]]>
<![CDATA[Workshop Pelatihan Penulisan Berita untuk Majalah Dinding untuk Siswa SMA Fides Kefamenanu ]]>
<![CDATA[Mikhael Misa]]>;
<![CDATA[Anselmus Sahan]]>;
<![CDATA[Eugelin Sulaiman]]>
<![CDATA[ ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Vol. 2 No. 5 (2024): September : ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/aspirasi.v2i5.1290
<![CDATA[The purpose of this study is to explore the benefits of extracurricular journalism activities on students' academic ability, especially in the aspect of language. A community service activity was carried out to provide news and opinion training for wall magazines to students of class XI at Fides Quaerens Intellectum (FQI) Kefamenanu Catholic Private High School. A total of 25 students of SMAK FQI participated in filling out a questionnaire covering eight main aspects, related to 1) reasons for choosing wall magazine training (mading), 2) understanding of mading, 3) implementation of a wall magazine, 4) benefits of additionalcurricular journalism on academic aspects (language), 5) benefits of Extracurricular Journalism on creative, innovative, and productive aspects, and 6) benefits of Additionalcurricular Journalism On Psychomotor Aspects. The results of the above analysis show that journalism training has a positive impact on students. Therefore, this can be the basis for further development and improvement in the organization of extradisciplinary journalism activities in schools to provide more beneficial experiences for students.]]>
