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All Journal Jurnal Pengabdian Sains dan Humaniora Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Febronia Lasi
Universitas Timor
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pelatihan Penggunaan Mendeley Dalam Penulisan Proposal Dan Skripsi Bagi Mahasiswa Bahasa Inggris Universitas Timor Mikhael Misa; Febronia Lasi
Jurnal Pengabdian Sains dan Humaniora Vol 1 No 1 (2022): Edisi Mei 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (458.464 KB) | DOI: 10.32938/jpkm.1.1.2022.34-41

Abstract

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.
Promoting Prediction Strategy in Comprehending PISA Reading Text for Students at Universitas Timor Delti Yulita; Febronia Lasi; Emanuel M. Y Hano'e
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.9577

Abstract

The ability to comprehend a higher level of text is important in this new era. In order to achieve the comprehension, students need more effective strategy in reading. Thus, this activity is promoting making prediction strategy in purpose to help students to engage with PISA reading text that require higher level of thinking. By making prediction, the students are trained to use their prior knowledge and connect it with the new information from the text. This activity was conducted in Universitas Timor and attended by 29 students in critical reading class. The results showed that prediction strategy effectively improve students’ comprehension and change their reading behaviour. The prediction test classified 70% of the students were in grade 4 and 3 at making prediction while the 30% were in grade 1 and 2. The excellent students were exposed that making prediction help them to actively interacting with the text and trained their mind to think and predict before, during and after reading. The students with low grade revealed their difficulties were in understanding the main idea and didn’t know how to use their prior knowledge. Therefore, it is necessary for the students to practice brainstorming to activate their prior knowledge.
SPEECH ACTS AND POWER RELATIONS IN THE UNDERGRADUATE EFL LEARNER’S ORAL PRESENTATION Yonathas Seran Suri; Imanuel Kamlasi; Anselmus Sahan; Febronia Lasi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2026): 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.12.1.2026.39-48

Abstract

Oral presentations require the effective communication of ideas while managing interpersonal dynamics and institutional expectations. This study explored the types of speech acts employed by an EFL learner during an English oral presentation and examined the dynamics of power relations found in the discourse. The research employed a qualitative design using the Interaction Analysis Method (IAM). The data were obtained from a documentary recording of a speech performance, available on the YouTube link for the National English Speech Contest hosted by the English Education of Universitas Timor. The participant focused on the first-place winner as the subject of analysis. The speech was transcribed and analyzed using Austin’s and Searle’s frameworks of speech acts. The findings reveal that the speech includes five types of speech acts: assertive (47%), directive (24%), expressive (13%), commissive (11%), and declarative (5%). The dominant use of assertive and directive speech acts shows that the speaker's primary goal was to inform and persuade the audience. Furthermore, the data identified several power markers, such as epistemic power, deontic power, affective power, moral commitment power, and performative power. These power markers demonstrate how the speaker constructs authority, influences the audience, and negotiates relational dynamics through strategic language choice. The study enhances comprehension of pragmatic competence in the English as a Foreign Language (EFL) context and has pedagogical implications for teaching public speaking and presentation skills.
Co-Authors Anselmus Sahan Delti Yulita Emanuel M. Y Hano'e Imanuel Kamlasi Mikhael Misa Yonathas Seran Suri