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All Journal JURNAL PENDIDIKAN TAMBUSAI Journal of Innovative and Creativity
Genoveva Dua Eni
Nusa Nipa University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis Of The Function And Meaning Of Tama Benu Kesa Lakang Tradition For The Community In Sikka Regency Genoveva Dua Eni
Jurnal Pendidikan Tambusai Vol. 7 No. 1 (2023): April 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.14 KB)

Abstract

Penelitian ini bertujuan untuk menganalisis fungsi dan makna tradisi Tama Benu Kesa Lakang bagi masyarakat di Kabupaten Sikka. Metode penelitian yang digunakan adalah penelitian kualitatif. Teknik pengumpulan data menggunakan observasi dan wawancara. Penelitian ini dilakukan di Kabupaten Sikka. Subyek dalam penelitian ini adalah masyarakat Kabupaten Sikka yang meliputi tokoh adat, tokoh masyarakat, dan orang-orang yang biasa menjadi juru bicara (ata du’a mo’an) dalam urusan adat. Hasil penelitian ini menunjukkan bahwa tradisi Tama Benu Kesa Lakang berhubungan dengan mahar (belis) dalam perkawinan. Besaran mahar tidak sama, tergantung keinginan keluarga pihak perempuan yang harus disesuaikan dengan kemampuan keluarga laki-laki. Tanggung jawab mahar tidak hanya dirasakan oleh laki-laki tetapi hampir seluruh keluarganya termasuk orang tua, kerabat, sahabat, tetangga, dan masyarakat lainnya. Makna dari Tama Benu Kesa Lakang adalah budaya gotong royong atau sistem gotong royong antar anggota masyarakat yang berfungsi memberikan dana, barang, dan hewan untuk proses pertunangan hingga perkawinan. Fungsi lain dari tradisi ini bagi masyarakat Kabupaten Sikka adalah untuk saling membantu dan menjadi ajang untuk mempererat hubungan persaudaraan. Kesimpulannya, tradisi ini dilakukan secara turun-temurun, yang memiliki fungsi dan makna tersendiri dalam kehidupan bermasyarakat.
Employing Running Dictation for Developing Students’ Vocabulary Mastery for the Tenth-Grade Students of SMAN 1 Nita Sesilia Selvina; Marselus Yumelking; Genoveva Dua Eni
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6014

Abstract

Click here and insert abstract your text. Insert an abstract of 200-300 words, giving a brief account of the most relevant aspects of the paper. The study purpose was The study purpose was to improve students’ vocabulary mastery, particularly in writing skills, through the implementation of the Running Dictation technique. Vocabulary is a fundamental component in English language learning because it enables students to construct sentences, express ideas, and convey meaning effectively in written communication. However, based on preliminary observations at SMAN 1 Nita, many tenth-grade students experienced difficulties in vocabulary mastery, low motivation to write, lack of confidence, and limited participation in English learning activities. These problems resulted in poor writing performance and minimal engagement during classroom activities. Therefore, an active and cooperative learning strategy was needed to enhance students’ vocabulary development and writing ability. Materials and methods. This study employed a Classroom Action Research (CAR) design consisting of three cycles, each involving planning, action, observation, and reflection stages. The participants were 18 tenth-grade students of Class X-C selected through purposive sampling. Data were collected using vocabulary writing tests (pre-test and post-test), observation sheets, interviews, and field notes. Qualitative data were used to describe students’ learning behavior, motivation, and classroom interaction, while quantitative data were analyzed to measure improvements in vocabulary mastery after the implementation of the Running Dictation technique. Results. The findings indicated a significant improvement in students’ vocabulary mastery across the cycles. The mean score increased from 62.35 in Cycle I with 22.22% mastery, to 77.26 in Cycle II with 77.78% mastery, and reached 87.44 in Cycle III with 100% mastery. Students also showed higher motivation, better cooperation, and greater confidence in writing. Conclusions. The study concludes that the Running Dictation technique is effective in improving students’ vocabulary mastery and writing skills by creating an active, enjoyable, and meaningful learning environment.
Employing Running Dictation for Developing Students’ Vocabulary Mastery for the Tenth-Grade Students of SMAN 1 Nita Sesilia Selvina; Marselus Yumelking; Genoveva Dua Eni
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7686

Abstract

The objectives of the study were to improve the students’ vocabulary mastery in writing skills, to implement the Running Dictation Technique, and to determine the students’ responses toward the use of running dictation. The method of the research employed a Classroom Action Research (CAR) with the subjects of the research were 18 tenth-grade students of Class X-C selected through purposive sampling. Data were collected using vocabulary writing tests, observations, interviews, and field notes. The results indicated that the mean score improved from 62.35 in Cycle I, with 22.22% class percentage, to 77.26 in Cycle II, with 77.78% class percentage, and reached 87.44 in Cycle III, with 100% class percentage. The results of observation showed that the running dictation technique was implemented through the following stages: first, the researchers posted 5 sheets. Then, the teacher divided the students into 5 groups. Next, the teacher gave the students the opportunity to choose the first runner and writer in each group. Before the game started, the researchers explained the rules of the game and informed the students of the duration of the game. When the game began, the runners and writers had enough time to remember and comprehend the text before dictating it to their partners in order to minimize mistakes. The researchers repeatedly reminded each group to understand the texts using the pictures and to write the Indonesian translation after the English sentences. The researchers also reminded the students to rotate roles within the group until the entire text was completed. The results of the winning group were also announced to provide recognition and reward for the students’ efforts. The results of students’ responses were that the students became more enthusiastic in playing; they were also able to translate the texts more quickly and simply before submitting them.
Co-Authors Marselus Yumelking Sesilia Selvina