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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

NOMINAL MARKING SYSTEM OF BAHASA MANGGARAI AND ITS INTERRELATION TO NAMING SYSTEM OF ENTITIES: A CULTURAL LINGUISTIC STUDY Kletus Erom; Aron Meko Mbete; Ketut Artawa; Ida Bagus Putra Yadnya
e-Journal of Linguistics Vol. 4. Januari 2010 No. 1
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.179 KB)

This study analyzes the cultural imagery of the Manggaraian SpeechCommunities (MSC) in “Nominal Marking System (NMS) of Bahasa Manggaraiand Its Interrelation with Naming Systems of Entity (NSE): A CulturalLinguistic Study”. The result of the analysis is useful for both the academic worldand the life of the society, especially the MSC.The study conducted in Manggarai Regency, Flores, East Nusa TenggaraProvince, is qualitative. The data were obtained through observation, elicitation,interview, documentation study, listening, and note taking. For this reason, a numberof questions were prepared in a written form. The data obtained were analyzedthrough steps of selection, listing, translation, and interpretation of the formallinguistic meaning and cultural imagery of the MSC. The result of the data analysisis informally reported and verbally described.To analyze the data, the Cultural Linguistic Theory was applied andsupported by the structural and the dynamic theories. To know the chance and toinspire the study, a number of previous studies were reviewed. To easily understand,direct, and limit the discussion of the study, a number of basic concepts weredefined.Syntactically and semantically, there are four kinds of nominal markers(NMs) of BM. NMs in the forms of personal pronouns (PP): hau ‘you SG’, hia/hi‘he/she’, meu ‘you-PLUR’, and ise ‘they’ mark proper nouns (PN) as theSubject/Agent or Object/Patient in a clause bearing the meaning of subject or objectposition of a clause and not common nouns (CN). NMs in the forms of de/ di/ disemark the noun (CN/pronoun or PN) as the possessor of the possessed noun in aclause bearing the meaning of possession. NMs in the forms of le/ li/ lise mark thenoun (CN/pronoun or PN) as the agent diathesis of an action targeted to a noun asthe patient diathesis in a clause bearing the meaning of addition or the target/localityof an action. And NMs in the forms of ge/ gi/ gise mark the noun (CN/pronoun orPN) added to another noun or become the target/locality of an action taking place ina clause bearing the meaning of addition or the target/locality of an action.Beside the four meanings above, NMS of BM also bears a number of themeanings, as stated in the following. The meaning of kinship intimacy is marked bythe PN marking the kinship names. The meanings of individual and grouprepresentations are revealed by the singular PN itself simultaneously by the plural PN. The meaning of priority to a majority group is revealed by the morpheme of theSubject Pronominal Copy fused in one of clause functions (Predicator, Object, andAdverb). The meaning of group of representation is revealed by plural markers onthe singular PN representing other PN that is physically absent from a clause.The NMS of BM has its own phonological and graphological characteristics.Phonology deals with the pronunciation and graphology with the writing of the NMand the noun marked in a clause.The four NMs are grouped into two on the basis of the noun marked, i.e.Common Nominal Markers (CNM), covering de, le, and ge and Proper NominalMarkers (PNM), covering NM in the forms of PP, PNM of possessive di/ dise, PNMof agent diathesis li/ lise, and PNM of combined/targeted gi/ gise. The four PNMsare also grouped into two based on the number of the proper noun (PN) marked, i.ethe singular PNM: hau, hia/ hi, di, li, gi, and the plural PNM: meu, ise, dise, lise,gise.Other linguistic facts in BM seem to appear, such as the common syntacticpattern of BM: Predicator (V) – Object/Patient (N) – Subject/Agent (N), SubjectPronominal Copy, Possessive Pronominal Copy, and nominal repetitions meaningplural in BM are not found.The NSE is given to entities humans, domestic animals: dogs and horses,static objects made by human: cleave and whip, and objects of natural environment:rocks, trees, water sources, and wild animals. The MSC has four kinds of names, i.e.Manggaraian Names (MN), Catholic/Christian Names, Kinship Term Names, andPseudonyms. The interrelation between the NMS and the NSE bears a number ofcultural imageries: differentiation, animacy, honorific, solidarity, identity, prestige,democracy, and work. Initial consonant, especially in proper names, is consideredimpolite, cruel, strong, energetic, while initial vowels polite or gentle.The NMS of BM has undergone significant changed. The change has onlyoccurred on the lexicons, such as changing from BM to BI, even English. The NSEof the MSC has changed significantly. The MN has changed its phonologicalcharacteristics, the number of unit names, the tendency of the children’s namesfollowing their fathers’ names, the decrease in assonance practice in proper namesand some pseudonyms, naming of dogs is not only based on the colour of their fur,the declination of the practice of naming a cleave and a whip, and the PN of theobjects of the natural environment.

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.

The Role of Achievment Motivation in Improving Cognitive Learning Outcomes of Creative Products and Entrepneurship of SMK Negeri 2 Kupang Students Yuliati, Yuliati; Kaluge, Agapitus H; Erom, Kletus; Gaspersz, Vincent
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8266

The purpose of the study was to prove the role of achievement motivation in improving entrepreneurship learning outcomes of students of SMK Negeri 2 Kupang. This research is a quasi-experimental research with Nonequaivalent Control Group Design, which was conducted on a group of 20 students with high achievement motivation and a group of 19 low achievement motivation students in class XI TKR 1 SMK Negeri 2 Kupang, 2023. The analysis requirement test was carried out with normality and homogeneity tests. Data analysis techniques using t test analysis. The results showed that: 1) Student groups with high achievement motivation have the character of trying to do tasks optimally and on time, persistent, like competition and visionary. 2) The group of students with high achievement motivation has higher learning outcomes (mean 75.15) compared to the group of students with low achievement motivation (mean 68.2). Therefore, achievement motivation has a role in improving the cognitive learning outcomes of creative products and entrepreneurship of students of SMK Negeri 2 Kupang

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.

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