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SISTEM PENAMAAN MASYARAKAT MANGGARAI: STUDI KASUS DALAM PERSPEKTIF LINGUISTIK KEBUDAYAAN Erom, Kletus
Jurnal Pendidikan Bahasa dan Sastra Vol 19, No 1 (2019): APRIL 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v19i1.20760

Artikel ini mendeskripsikan praktik budaya sistem penamaan masyarakat Manggarai (MM). MM tersebut mendiami tiga kabupaten yang terletak di ujung barat Pulau Flores, Provinsi Nusa Tenggara Timur, Indonesia. Sistem penamaan MM tersebut adalah cara memberikan nama kepada seseorang dalam realisasi bahasa yang didasari oleh imajeri budaya MM. Aspek yang hendak dicari dalam system penamaan tersebut adalah simbol verbal dalam realisasi fitur linguistik nama Manggarai (NM) dan imajeri budaya MM yang mendasari eksistensinya. Teori linguistik kebudayaan (TLK) digunakan sebagai panduan untuk menganalisis data yang diperoleh melalui pengamatan, pencatatan, dan wawancara silsilah NM dari dua klen yang bisa menjadi representasi system penamaan MM. Sebagai sebuah studi dalam perpektif TLK, ditemukan simbol verbal fitur-fitur NM dan imajeri budaya MM yang mendasari munculnya fitur-fitur NM tersebut. Berkaitan dengan simbol verbal, ditemukan tujuh fitur NM. (1) NM anak kandung tidak sama dengan NM orangtuanya. (2) NM anak laki-laki berasonansi vokal sama dengan NM ayah, kakek, dll. (3) NM anak perempuan berasonansi vokal sama dengan NM ibu, nenek, dll. (4) Namun tidak semua anak laki-laki memiliki NM yang berasonansi vokal sama dengan NM ayah, kakek, dll., demikian juga tidak semua anak perempuan memiliki NM yang berasonansi vokal sama dengan NM ibu, nenek, dll. (5) NM seorang anak bisa saja persis sama dengan NM kakeknya, buyutnya karena mereka sudah meninggal. (6) Secara tradisi, MM memiliki satu unit nama, yaitu NM yang terdiri atas satu atau dua suku kata tertutup maupun terbuka. Setelah kedatangan agama modern MM memiliki dua unit nama untuk satu orang. (7) Sudah terjadi dinamika dalam system penamaan MM dalam hal jenis dan jumlah unit NM. Semua fitur NM tersebut didasari oleh imajeri budaya MM tentang sebuah NM. Praktik budaya system penamaan tersebut merupakan kearifan lokal yang hendaknya direvitalisasi dan dilestarikan untuk kehidupan harmonis MM

Metacognitive Learning Strategies for EFL Autonomous Learning Damianus Talok; Kletus Erom; Maria Goreti Djehatu; Isabel Coryunitha Panis
Jurnal Komunikasi Pendidikan Vol 7, No 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnal komdik.v7i1.2641

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.

Metacognitive Learning Strategies for EFL Autonomous Learning Talok, Damianus; Erom, Kletus; Djehatu, Maria Goreti; Panis, Isabel Coryunitha
Jurnal Komunikasi Pendidikan Vol 7 No 1 (2023): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v7i1.2641

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.

Pengaruh Motivas Kerja, Pengalaman Magang dan Soft Skill terhadap Kesiapan Kerja Mahasiswa (Literatur Review Manajemen Pendidikan) Barros da Cunha, Adilson; Erom, Kletus; Talok, Damianus
Jurnal Ilmu Manajemen Terapan Vol. 4 No. 6 (2023): Jurnal Ilmu Manajemen Terapan (Juli - Agustus 2023)
Publisher : Dinasti Review Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/jimt.v4i6.1635

This article is a literature review that reviews student work readiness which is influenced by work motivation, internship experience and soft skills. This study was conducted using previous and relevant research which is very useful for research and literature review in scientific work. The purpose of this article is to develop various hypotheses about the effect of variables that can be used in a study. The findings from this research are: 1) Work motivation is important and has a positive impact on student work readiness; 2) Internship experience is important and has a positive impact on student job readiness; 3) Soft skills are important and have a positive impact on student work readiness; 4) Work Motivation, internship experience and Soft Skills are important and have a positive impact on student work readiness.

Pengaruh Kepemimpinan Transformasional, Kepala Sekolah Budaya Sekolah, dan Kompetensi Kepribadian Guru terhadap Karakter Peserta Didik SMAK Sint Carolus Kupang dengan Motivasi Belajar sebagai Variabel Mediasi Helena Da Conceicao Ximenes; Ruminah; Naen, Alfons Bunga; Erom, Kletus; Manafe, Henny A.
Management Studies and Entrepreneurship Journal (MSEJ) Vol. 5 No. 1 (2024): Management Studies and Entrepreneurship Journal (MSEJ)
Publisher : Yayasan Pendidikan Riset dan Pengembangan Intelektual (YRPI)

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

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan transformasional, budaya sekolah dan kompetensi kepribadian guru terhadap karakter peserta didik dengan motivasi belajar sebagai variabel mediasi. Penelitian ini menggunakan data primer yang diperoleh dari responden melalui kuesioner. Populasi penelitian ini adalah seluruh guru SMAK Sint Carolus Kupang. Sampel penelitian sebanyak 73 orang yang merupakan seluruh anggota populasi. Data pada penelitian ini dianalisis menggunakan Partial Least Square (PLS) dengan penggunaan aplikasi SmartPLS 3.0. Hasil pengujian hipotesis menunjukkan bahwa kepemimpinan transformasional kepala sekolah berpengaruh signifikan terhadap karakter peserta didik dengan nilai koefisien sebesar 0,570 (p < 0,05). Namun, budaya sekolah tidak berpengaruh signifikan terhadap karakter peserta didik (koefisien = -0,149, p > 0,05). Selanjutnya, kompetensi kepribadian guru juga tidak berpengaruh signifikan terhadap karakter peserta didik (koefisien = 0,023, p > 0,05). Pengujian terhadap motivasi belajar peserta didik menunjukkan bahwa kepemimpinan transformasional tidak berpengaruh signifikan terhadap motivasi belajar (koefisien = -0,084, p > 0,05). Namun, budaya sekolah (koefisien = 0,570, p < 0,05) dan kompetensi kepribadian guru (koefisien = 0,664, p < 0,05) berpengaruh signifikan terhadap motivasi belajar peserta didik. Selanjutnya, motivasi belajar peserta didik berpengaruh signifikan terhadap karakter peserta didik (koefisien = 0,405, p < 0,05). Oleh karena itu, motivasi belajar peserta didik dianggap sebagai faktor yang penting dalam membentuk karakter peserta didik SMAK Sint Carolus Kupang. Dalam konteks pengujian melalui jalur (path analysis), hipotesis yang melibatkan jalur pengaruh kepemimpinan transformasional kepala sekolah atau budaya sekolah melalui motivasi belajar peserta didik terhadap karakter peserta didik tidak terbukti signifikan (p > 0,05). Namun, hipotesis yang melibatkan jalur pengaruh kompetensi kepribadian guru melalui motivasi belajar peserta didik terhadap karakter peserta didik terbukti signifikan (p < 0,05).

Penerapan Manajemen Pengembangan Karakter Peserta Didik Pada SMPK Sta. Theresia Kupang Elu, Yohana; Man, Stanis; Erom, Kletus
Management Studies and Entrepreneurship Journal (MSEJ) Vol. 5 No. 2 (2024): Management Studies and Entrepreneurship Journal (MSEJ)
Publisher : Yayasan Pendidikan Riset dan Pengembangan Intelektual (YRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/msej.v5i2.5657

Penyelenggaraan pendidikan harus bisa menerapkan manajemen pendidikan yang sesuai dengan kebutuhan, tidak hanya mengutamakan pengetahuan tetapi yang paling penting dan mendasar saat ini adalah karakter peserta didik. Manajemen pendidikan yang dimaksudkan tidak hanya melihat pada output dan outcame tetapi mulai dari perencanaan, pengorganisasian, koordinasi, pelaksanaan dan pengawasan. Masalah yang diteliti dan dibahas dalam tesis ini adalah :”Bagaimana penerapan manajemen perencanaan, pengorganisasian, koordinasi, pelaksanaan dan pengawasan dalam membentuk karakter peserta didik SMPK Sta. Theresia Kupang.” Penelitian ini menggunakan metode penelitian deskriptif kualitatif karena permasalahan yang diteliti bersifat holistik, kompleks dan dinamis. Setelah dilaksanakan penelitian secara komprehensif pada semua unsur yang berperan dalam penyelenggaraan pendidikan, maka peneliti merumuskan temuan dan hasil penelitian. Hasil penelitian menunjukkan bahwa pendidikan karakter peserta didik di SMP Katolik Sta. Theresia Kupang terintegrasi dalam kegiatan pembelajaran, kegiatan ekstrakurikuler dan kegiatan budaya sekolah. Penelitian yang dilakukan di SMP Katolik Sta. Theresia Kupang mengungkapkan temuan, bahwa ada perencanaan pendidikan karakter peserta didik yang disusun pada awal tahun ajaran baru. Perencanaan dikembangkan berdasarkan visi, misi dan tujuan sekolah. Selain perencanaan aspek manajemen yang juga diimplementasikan secara konsisten adalah pengorganisasian, koordinasi, pelaksanaan dan evaluasi. Khusus mengenai pelaksanaan pendidikan karakter diperoleh suatu fakta yang prospektif yaitu antara lain : kegiatan pembelajaran, selain untuk menjadikan peserta didik menguasai kompetensi (materi) yang ditargetkan, juga dirancang untuk menjadikan peserta didik mengenal, menyadari/peduli, dan menginternalisasi nilai-nilai dan menjadikannya perilaku. Perwujudan dan implementasi kepemilikan karakter peserta didik dapat dimonitoring melalui kegiatan ekstrakurikuler. Simpulan akhir penelitian setelah membahas data yang diperoleh dari Kepala Sekolah, Wakasek kurikulum, Wakasek Kesiswaan, Guru Pendidikan Agama Katolik, Guru Pendidikan Kewarganegaraan, Guru Bimbingan Konseling, Wali Kelas dan beberapa orang guru serta beberapa orang siswa menunjukkan bahwa SMPK Sta Theresia Kupang sudah menerapkan manajemen pendidikan yang menunjang karakter peserta didik secara konsisten, baik dalam perencanaan, pengorganisasian, koordinasi, pelaksanaan dan pengawasan ata evaluasi.

LEARNING STRATEGIES ACROSS CULTURES OF EFL LEARNERS RESIDING IN EAST NUSA TENGGARA PROVINCE Talok, Damianus; Erom, Kletus; Panis, Isabel Coryunitha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14038

EFL learners employ a set of learning strategies in their learning of English. Learning strategies are claimed to be “internal mental drive” which EFL learners have in mind. Learning strategies are the internal power which enables EFL learners to acquire the so called language knowledge and language skills. It has been assumed that learning strategies are influenced by cultures of EFL learners. Consequently, EFL learners may employ different learning strategies, provided that EFL learners come from different cultures. This current research aims to disclose that each of EFL learners from the East Nusa Tenggara Province (NTT) employs learning strategies, as in fact that in NTT lives many cultures. Specifically, this research treated six EFL learners who are from different cultures. Two learners came from the inland area of Ende (Flores); other two students were from the inland area of Timor and two others were from the city of Kupang, the capital of Kupang Municipality. The results of the research show that these EFL learners use the same learning strategies entailing Metacognitive, cognitive and social mediation strategies. The outstanding discovery of this study is that EFL learners, in their learning, are very much influenced by the so called “instructional learning”. Learning does take place for there is instruction from their teachers. Autonomous learning, as far as data are concerned, still does not take place. Thus culture, in this study, has no influence to EFL learners in terms of the use of learning strategies among EFL learners with different cultural background.

Bridging the Gap : Aligning Teachers’ Pedagogical Beliefs with Learners’ Preferences of English Language Learning in The Adaptive Learning Era Assis Hornay, Priscilla Maria; Talok, Damianus; Erom, Kletus
Jurnal Paedagogy Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.12082

This study aims to investigate the differing viewpoints of teachers and students regarding classroom participation, material delivery, teaching media, and assessment methods in the adaptive learning era. The study employs quantitative method, which involves the systematic collection and analysis of numerical data through statistical techniques. This study includes 10 teachers and 50 EFL undergraduate students from two universities in Indonesia, using a Likert scale questionnaire to collect data on various aspects of English language learning. The data were analysed using a t-test to find the mean, standards deviation, and p value of the responses in order to ascertained significant differences between the teachers and the students. The results reveal significant disparities between teachers' and students' perceptions across different dimensions of learning. While teachers prioritize delivery strategies and assessment methods, students focus more on delivery modes and traditional assessment types. However, both groups acknowledge the importance of autonomous learning and the effectiveness of diverse teaching media in enhancing engagement and motivation. The findings underscore the need for a balanced approach to learning that integrates both teacher preferences and student needs. Ultimately, understanding and addressing these discrepancies is essential for promoting meaningful and inclusive educational experiences in the adaptive learning era.

GRAMMATICAL MARKERS OF NOUN IN MANGGARAIAN LANGUAGE: CULTURAL LINGUISTIC PERSPECTIVES Erom, Kletus
Sapientia Humana: Jurnal Sosial Humaniora Vol 1 No 01 (2021): Vol 1 No 01 (2021)
Publisher : Universitas Katolik Parahyangan

Manggaraian Language (ML) is the main local language spoken by Manggaraian Language Speakers (MLS) in three Manggarai Regencies: Manggarai Regency, West Manggarai Regency, and East Manggarai Regency. ML has many unique verbal symbols. Among other things is Grammatical Markers of Nouns (GMN). The data were obtained through observation and interview. Data analysis applied Theory of Cultural Linguistics of Palmer resulting in identifying Verbal Symbols in forms GMN of ML and Cultural Imagery of MLS that motivates them to construct GMN. Seven verbal symbols of ML are found. The GMN functioning as the Grammatical Subject and Verb Complement. The GMN functioning as the Passive Agent. The GMN functioning as the Possessor of a possessed thing. The GMN functioning as the Host of a Verb. The GMN functioning as the Target of a Verb. The GMN functioning as Conjunction to the Second Nouns of the five grammatical functions. It is also found the derivation processes of the GMN. Three cultural imageries of MLS are found. Dividing Nouns into Common Noun and Proper Noun and Fastening different GM to them implies that Nouns are important in cultural imagery of MLS. Fastening different GM to CN and PN implies that CN and PN are different in cultural imagery of MLS. Fastening only one form of GM to CN but two forms of GM to PN implies that PN is important in cultural imagery of MLS.

LEARNING STRATEGIES ACROSS CULTURES OF EFL LEARNERS RESIDING IN EAST NUSA TENGGARA PROVINCE Talok, Damianus; Erom, Kletus; Panis, Isabel Coryunitha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14038

EFL learners employ a set of learning strategies in their learning of English. Learning strategies are claimed to be “internal mental drive” which EFL learners have in mind. Learning strategies are the internal power which enables EFL learners to acquire the so called language knowledge and language skills. It has been assumed that learning strategies are influenced by cultures of EFL learners. Consequently, EFL learners may employ different learning strategies, provided that EFL learners come from different cultures. This current research aims to disclose that each of EFL learners from the East Nusa Tenggara Province (NTT) employs learning strategies, as in fact that in NTT lives many cultures. Specifically, this research treated six EFL learners who are from different cultures. Two learners came from the inland area of Ende (Flores); other two students were from the inland area of Timor and two others were from the city of Kupang, the capital of Kupang Municipality. The results of the research show that these EFL learners use the same learning strategies entailing Metacognitive, cognitive and social mediation strategies. The outstanding discovery of this study is that EFL learners, in their learning, are very much influenced by the so called “instructional learning”. Learning does take place for there is instruction from their teachers. Autonomous learning, as far as data are concerned, still does not take place. Thus culture, in this study, has no influence to EFL learners in terms of the use of learning strategies among EFL learners with different cultural background.

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