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All Journal Jurnal Pendidikan Humaniora English Review: Journal of English Education International Journal of Language and Literature International Journal of English Education and Linguistics (IJoEEL) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Education and Linguistics Knowledge Journal (Edulink) Abdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Sains dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Jurnal Pengabdian Masyarakat Indonesia Sejahtera Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Sipakaraya : Jurnal Pengabdian Masyarakat Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Mikhael Misa
Universitas Timor
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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The Role of Hyperbole and Metaphor in Film: Strengheting Emotional Impact, Humor, and Viewer Engagement Manu, Hendrik Ori; Mikhael Misa; Hesni Neno
International Journal of Language and Literature Vol. 8 No. 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v8i1.87060

Abstract

Figurative language plays a crucial role in storytelling by enriching the narrative, deepening character development, and clarifying the expression of themes. Although its use has been widely studied in various forms of media, research on the application of figurative language in animated films is still limited. Therefore, this study aims to identify and categorize the types of figurative language in Migration and analyze its contribution to the storytelling of the film. This study uses a descriptive qualitative approach with the method of data collection through in-depth analysis of dialog and film scenes. Figurative expressions were categorized based on Leech's typology, and the analysis focused on the frequency and function of various language styles in building the narrative. The results show that hyperbole and metaphor are the most dominant language styles, appearing eight times each, followed by irony seven times. Personification was found twice, while simile only appeared once. Litotes and metonymy were not found, indicating selectivity in the use of figurative language in this movie. Overall, hyperbole and metaphor contribute significantly to enhancing emotional depth, humor, and audience engagement. The implications of this research are useful for filmmakers and educators, highlighting the importance of figurative language in cinematic narratives. Further research could explore audience response, cross-genre comparisons, as well as the potential of animated films in language education.
Students' Abilities in Analyzing Deixis in Coldplay Song "Viva la Vida" Taolin, Luciana Ludowika Ignanita; Misa, Mikhael; Yulita, Delti
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6714

Abstract

This study aims to explore the ability of second-grade students at SMAN 1 Kefamenanu to identify and analyze deixis in the lyrics of the popular song "Viva la Vida" by Coldplay. Deixis refers to words whose meanings depend on the context of the speaker, listener, or situation, and in this study, three types of deixis were examined: personal, spatial, and temporal. A quantitative descriptive design with a case study approach was used, focusing on 14 students from grade XI. Data collection methods included written tests, observations, interviews, and documentation of students' work. Students were tasked with identifying examples of personal, spatial, and temporal deixis in song lyrics. The results revealed that personal deixis was the most dominant, with an average score of 72.71%, indicating a strong understanding among students in this category. Temporal deixis followed with an average score of 55.71%, indicating that students were generally able to identify time-related references in the song. In contrast, spatial deixis received the lowest mean score of 41.71%, indicating that students faced difficulties in understanding or identifying spatial references, which may require higher contextual awareness. The findings suggest that although students are proficient in recognizing personal and temporal deixis, more emphasis should be placed on teaching spatial deixis. This study highlights the effectiveness of using popular music, such as “Viva la Vida,” in improving students’ understanding of the use of deixis and offers insights into how song lyrics and deixis can be integrated into language learning.
THE EFFECTIVENESS OF DESCRIPTIVE TEXT TO IMPROVE STUDENTS’ READING COMPREHENSION Lay, Serlina Amoy; Misa, Mikhael; Napitupulu, Merlin Helentina
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2024): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.10.1.2024.35-45

Abstract

Abstract This research was aimed to examine the effectiveness of descriptive text in improving students' reading comprehension by focusing more on whether descriptive text is effective in improving reading comprehension and how effective descriptive text is in improving students' reading comprehension. This research was designed in the form of pre-experimental, pre-test, treatment and post-test research, where the research sample used one experimental group class of 20 students. The research sample was taken using a cluster random sampling technique. Taken randomly from 34 students of class X (Layanan Perbankan) SMKS Katolik Kefamenanu. The instrument writer used was 10 multiple choices. Procedures of data collection, students are asked to describe the picture and after that the writer provides text related to the picture to compare students' understanding of the picture they seen, and to measure understanding students are given 10 multiple choices and the aspects assessed are the main idea and supporting details. The research results showed that the main score for students' main idea in the pre- test was 21.5 and the post-test was 42 (95%), while the main score for supporting details in the pre-test was 19 and the post-test was 38 (100%). Then the total main score of the pre-test (X1) was 40.5 and the total main score of the post- test (X2) was 80. Based on the results above, it can be concluded that Class X of the SMKS Katolik Kefamenanu had improved reading comprehension by using descriptive text.
Empowering Minds: Elevating Reading Comprehension in Tenth Grade Students with Direct Method Huda, Khoirul; Misa, Mikhael
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2024): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.10.1.2024.11-23

Abstract

Reading comprehension is a critical skill for academic success and lifelong learning. Direct instruction methods have gained attention for their effectiveness in improving reading comprehension outcomes among high school students. This study explores the significance of elevating reading comprehension in tenth grade through direct methods. The research design employed was collaborative Classroom Action Research (CAR), with the researcher serving as the observer while the classroom English teacher conducted the teaching and learning activities. The subjects of this research were tenth grade students of SMAN 3 Kefamenanu in the 2023/2024 academic year, consisting of 25 students: 9 males and 16 females. Data analysis involved both qualitative and quantitative techniques. Thematic analysis was used to evaluate the instructional strategies and their efficacy in enhancing reading comprehension. The results showed that all 25 students (100%) scored higher than the minimal passing grade of 76. Teaching students to employ these strategies consistently can significantly improve their reading comprehension skills, leading to better academic performance and a greater ability to engage with complex texts throughout their lives.
The Effect of Direct Interaction Strategy in Teaching Reading Comprehension at the Tenth Grade of SMA Negeri Taekas in the Academic Year 2024/2025 Sengkoen, Maria Gradiana; Misa, Mikhael; Seran, Yanuarius
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.1.2025.64-79

Abstract

This study aimed to examine the effect of the Direct Interaction Strategy on teaching reading comprehension of narrative texts at the tenth grade of SMA Negeri Taekas in the academic year 2024/2025. The research employed a quasi-experimental design with two groups: an experimental class that received instruction using the Direct Interaction Strategy and a control class that was taught using conventional teaching methods. Data were collected using pre-tests and post-tests to measure students' reading comprehension before and after the intervention.The findings reveal a significant improvement in the reading comprehension scores of the experimental class compared to the control class. The experimental group showed an increase from an average pre-test score of 43.6% (categorized as "Very Poor") to a post-test score of 89.86% ("Excellent"), marking a 106% improvement. In contrast, the control class, which was taught using conventional methods, showed minimal improvement, with an average score increase from 30% to only 28.26%, still categorized as "Very Poor." These results indicate that the Direct Interaction Strategy effectively enhances students’ comprehension of narrative texts by fostering engagement, encouraging critical thinking, and providing real-time feedback. The study concludes that implementing the Direct Interaction Strategy in teaching reading comprehension significantly benefits students' understanding of narrative texts. Therefore, it is recommended that educators incorporate this approach into their teaching practices to optimize students’ learning outcomes.
Pengajaran Bahasa Inggris pada Siswa SD GMIT 4 Kefamenanu-NTT Menggunakan Bahasa Formula dari Cuplikan Animasi Shrek 2 Neno, Hesni; Misa, Mikhael
Jurnal Ilmiah Pengabdian dan Inovasi Vol. 2 No. 4 (2024): Jurnal Ilmiah Pengabdian dan Inovasi (Juni)
Publisher : Insan Kreasi Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57248/jilpi.v2i4.410

Abstract

This activity aims at teaching language formula to students in SD GMIT 4 Kefamenanu-NTT to produce natural language like English native speakers. The teaching method used in this activity is called ABC which stands for Anticipation, Building Knowledge, and Consolidation (Crawford et al, 2005:2). They are three stages which the authors used to teach the students. The formulaic language are taken from a YouTube channel: Learn English with TV Series, episode Shrek 2. The duration of the video is 16.51 minutes. The participants of the activity are 27 students. The result of this activity is the students' enthusiasm for learning English increases and the students' English language skills develop with a more natural use of everyday language.
Students' perceptions on the Use of Paralanguage in EFL Classrooms Kok, Alfian Sandy William; Misa, Mikhael; Bouk, Edmundus; Seran, Yanuarius
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12655

Abstract

This study examined students’ perceptions of English language teachers’ use of paralanguage in schools on the border between Indonesia and Timor Leste, specifically examining its impact on students’ engagement and comprehension in an English as a Foreign Language (EFL) environment. Paralanguage—encompassing vocal qualities such as pitch, pitch, volume, and rate of speech—plays a critical yet often overlooked role in effective communication, especially in a language learning environment where non-verbal cues can significantly impact students’ comprehension. Through qualitative methods, including observation and semi-structured interviews with students at SMA Fides Quarens Intellectum and SMA Negeri 2 Kefamenanu, this study investigated how students interpreted their teachers’ paralinguistic cues and how these cues influenced their learning experiences. The findings revealed that students perceived paralanguage as a valuable tool for enhancing clarity and emotional connection in the classroom, aiding their comprehension and encouraging active participation. Elements such as pitch modulation and vocal emphasis were shown to help students understand important information and stay engaged, while balanced vocal qualities created a supportive and engaging classroom atmosphere. Furthermore, this study highlights the role of paralanguage in reducing student anxiety and increasing self-confidence, which is particularly relevant in cross-cultural educational settings where language barriers and cultural differences can hinder effective communication. These insights underscore the importance of incorporating paralanguage awareness into teacher training programs, suggesting that the intentional use of vocal cues can enhance instructional effectiveness and support student language acquisition.
An Analysis of Intrinsic and Extrinsic Elements in MONKEY MAJIK’s Songs Gusmao, Luticia M T; Misa, Mikhael; Neno , Hesni
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.2.2025.47-57

Abstract

This study aims to explain the intrinsic and extrinsic elements in the lyrics of Monkey Majik's songs to the readers. The research method used is a descriptive, qualitative approach with a textual analysis. The research object consists of song lyrics, which are analyzed by classifying the data into tables, lyric quotes, and narrative descriptions for better understanding. The findings show that the lyrics of Monkey Majik’s songs contain intrinsic elements such as theme, tone, and setting, as well as extrinsic elements such as cultural background, social values, and educational values. The researcher concludes that Monkey Majik's songs hold deep meanings and life values conveyed through poetic language and diverse cultural backgrounds, making them worthy of being considered literary works that emotionally touch the audience.
STUDENTS’ HIGHER ORDER THINKING SKILLS (HOTS) IN READING EXPOSITORY TEXT FOR SENIOR HIGH SCHOOL Rosari Oki, Maria; Misa, Mikhael; Yulita, Delti
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.2.2025.11-23

Abstract

This study aims to analyze the high-order thinking skills (HOTS) of second-grade students at SMAN Noemuti in understanding expository texts. This study investigated students' abilities in evaluating, analyzing, making connections, drawing conclusions, and synthesizing information using HOTS-oriented assessments. This study used a quantitative method with a total of 25 students as samples. The results showed various levels of student competence: high, medium, and low. Evaluation and drawing conclusions were identified as the easiest skills, with synthesis as the most challenging. Students with high ability demonstrated critical thinking and creativity in applying HOTS, achieving excellent results in all categories. Students with medium ability demonstrated moderate proficiency, especially in connecting and summarizing ideas, while students with low ability experienced significant difficulties, especially in synthesizing information. Challenges faced by students included understanding complex vocabulary, handling application-based questions, and interpreting text structures. This study emphasizes the importance of tailored teaching strategies to improve HOTS, such as providing various levels of questions and engaging learning activities. This study offers insights for educators and future researchers to improve HOTS-based learning, fostering critical thinking and comprehensive reading skills that are essential for academic success.
Penguatan Literasi Cerita Rakyat melalui Pelatihan Berbasis AI ChatGPT di Desa Naiola Afandi, Iswan; Nahak, Maria Magdalena Namok; Sahan, Anselmus; Misa, Mikhael; Dapubeang, Abdul Rahim Arman Putera
Sipakaraya : Jurnal Pengabdian Masyarakat Vol 4 No 2 (2026): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i2.5953

Abstract

Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kemampuan guru, siswa, dan tokoh masyarakat dalam menulis dan menuturkan cerita rakyat berbasis teknologi kecerdasan buatan (AI) ChatGPT serta memperkuat literasi budaya lokal di Desa Naiola, Kabupaten Timor Tengah Utara, Nusa Tenggara Timur. Kegiatan ini dilaksanakan pada 30 Agustus 2025 di Kantor Desa Naiola dengan melibatkan 20 peserta yang terdiri atas 4 tokoh masyarakat, 8 guru, dan 8 siswa. Metode pelaksanaan menggunakan pendekatan partisipatif melalui ceramah, demonstrasi, praktik langsung (storytelling), dan diskusi interaktif yang dilakukan secara luring. Kegiatan ini meliputi tiga tahapan utama, yaitu: (1) penyampaian materi pengertian dan bentuk cerita rakyat; (2) pelatihan penulisan cerita rakyat berbasis AI ChatGPT; dan (3) pelatihan penuturan cerita rakyat melalui metode storytelling. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta pada tiga aspek utama. Pertama, pemahaman materi cerita rakyat meningkat dari rata-rata pre-test 56,3 menjadi 67,5 pada post-test, dengan 75% peserta mengalami peningkatan. Kedua, pelatihan penulisan berbasis AI mampu meningkatkan kreativitas dan keterampilan literasi digital peserta. Ketiga, kemampuan penuturan siswa meningkat signifikan dari rata-rata 47,5 menjadi 76,3, dengan seluruh siswa mengalami peningkatan dalam aspek ekspresi dan struktur bercerita. Dengan demikian, kegiatan PKM ini memberikan manfaat dalam meningkatkan literasi budaya, keterampilan menulis dan menuturkan cerita rakyat, serta kesadaran pelestarian nilai budaya lokal melalui pemanfaatan teknologi AI dalam pembelajaran.
Co-Authors afandi, iswan Anselmus Sahan Dapubeang, Abdul Rahim Arman Putera Edmundus Bouk Elisabeth Baintaka Eugelin Sulaiman Febronia Lasi Gusmao, Luticia M T Hesni Neno Hesni Neno, Hesni Khoirul Huda Kok, Alfian Sandy William Lasi Febronia Lay, Serlina Amoy Manu, Hendrik Ori Merlin Helentina Napitupulu Nahak, Maria Magdalena Namok Neno , Hesni Rosari Oki, Maria Sengkoen, Maria Gradiana Seran, Yanuarius Taolin, Luciana Ludowika Ignanita Yulita, Delti