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<![CDATA[MENGUKUR KEMAMPUAN SISWA DALAM MENGGUNAKAN PREPOSISI WAKTU ]]>
<![CDATA[Kamlasi, Imanuel]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 2 (2018): BÉBASAN Edisi Desember 2018 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v5i2.104
<![CDATA[The use of preposition of time (at/on/in) still becomes problems for junior high school students. Therefore; it is important to conduct the research on the ability of using preposition of time. This study aims at finding out the students‘ level of ability and describing the problems faced by the students in using preposition of time. The descriptive qualitative method was applied in this research. The instrument was a test. The subject was the second class students of SMP Kristen Kefamenanu. In data analyses, there were four steps; categorizing, tabulating, analyzing and describing. The result showed that the students‘ average score in preposition of time is 67.33 at average level. The highest number of students is at average level and between 60-69 with the total student is twelve. The data showed that the students‘ average score in preposition AT is 66 at average level. The students‘ average score in preposition ON is 68.5 at average level. The students‘ average score in preposition IN is 67.5 at average level. It indicates that the preposition of AT is very difficult for students while preposition ON is more easy for them.]]>
<![CDATA[ANALYZING THE POSITIVE VERBAL REINFORCEMENT OF STUDENT TEACHER IN EFL CLASSROOM ]]>
<![CDATA[Kamlasi, Imanuel]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 7, No 2 (2020): BÉBASAN EDISI DESEMBER 2020 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v7i2.134
<![CDATA[AbstractThe objective of the study was to find out the types of positive verbal reinforcement that used by English student teacher in EFL classroom. The study used a qualitative method. This study involved an English teacher and students as the participants. The researcher used Tape Video recording to get the data. She used transcription and codifying techniques to analyze the data. The result showed that the teacher used three types of verbal reinforcement namely words, phrases, and sentences. The researcher found out 27 words, 22 phrases, and 10 sentences of verbal reinforcement that used by teacher in EFL classroom.Keywords: positive, verbal, reinforcementAbstrakTujuan penelitian adalah untuk menemukan jenis-jenis kata penguatan yang digunakan oleh guru PPL dalam kelas. Penelitian ini menggunakan metode kualitataif. Penelitian ini melibatkan seoarang guru PPL Bahasa Inggris dan siswa sebagai subjek penelitian. Peneliti menggunakan teknik rekaman vidio untuk mengumpulkan data. Peneliti menggunakan teknik transkripsi dan pengkodean untuk menganalisa data. Hasil penelitian menujunkan bahwa guru PPL Bahasa Inggris menggunakan tiga jenis penguatan yaitu kata, frase dan kalimat. Data menunujkan bahwa terdapat 27 kata, 22 frase dan 10 kalimat penguatan yang digunakan oleg guru PPL Bahasa Inggris di dalam kelas.Kata kunci: positif, kata, penguatan]]>
<![CDATA[A Study on the Ability in Using Preposition of Place in Speaking Performance ]]>
<![CDATA[Manu, Detilda]]>;
<![CDATA[Kamlasi, Imanuel]]>
<![CDATA[ Journal of Teaching of English Vol 7, No 1 (2022): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v7i1.24925
<![CDATA[The objectives of the research were to find out students’ level ability in using prepositions of place in speaking performance and to find out the difficulties prepositions of place for students in speaking performance. This study used descriptive qualitative method to analyze and describe data. The instrument was oral test. The sample of the study was purposive sampling of second semester students of English Study Program of Timor University. The total students were 25 participants. The result showed that from the twenty-five students who did the speaking test, 23 students passed the test, 2 did not pass the test. The higher score was 100, lowest score was 62. Students’ average score was 83. The students’ level ability is good. It means they were able in using prepositions of place in speaking performance. This due to the score gained. The score reveals that about, of, above, among and for were the difficulties prepositions of place.]]>
<![CDATA[Students’ Ability and Difficulties in Reading Narrative Text in SMA Kristen Petra Kefamenanu ]]>
<![CDATA[Soares, Aurelia Erica B. A.]]>;
<![CDATA[Kamlasi, Imanuel]]>;
<![CDATA[Yulita, Delti]]>
<![CDATA[ Indonesian Educational Research Journal Vol. 1 No. 1 (2023): Education and Learning Strategies in Various Contexts ]]>
Publisher : <![CDATA[CV. Samuel Manurung and Co ]]>
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DOI: 10.56773/ierj.v1i1.15
<![CDATA[The purpose of this study was to examine students’ ability and difficulties in reading narrative text in SMA Kristen Petra Kefamenanu. It develops a way of reading English narrative texts through short stories as a medium of learning for students. This research used classroom action research. This classroom action research was carried out in 2 cycles. Each cycle consists of four steps, namely planning, action, observation, and reflection. This research technique uses a short story test consisting of multiple choices. The test consisted of cycle I and cycle II. This study analyzed the average score of each test to determine the increase in students' vocabulary in the short story narrative text after the action is taken. The results showed that narrative texts could improve students' vocabulary, which was seen in the results of the student's average score in Cycle I was 92 and in Cycle II was 92. It is concluded that teachers chose short story narrative texts to learn and teach vocabulary as one of the techniques to improve students' reading skills.]]>
<![CDATA[Exploring Candidates’ Response Strategies to Oral Questioning in the EFL Thesis Defenses: A Celce-Murcia’s Framework Approach ]]>
<![CDATA[Kamlasi, Imanuel]]>;
<![CDATA[Pratama, Hendi]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Bahri, Seful]]>
<![CDATA[ The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025) ]]>
Publisher : <![CDATA[The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) ]]>
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<![CDATA[The thesis defense examination (TDE) is a high-stakes academic interaction in which candidates must communicate effectively and persuasively to demonstrate their understanding of the subject matter. Understanding response strategies is vital to establishing effective communication within a thesis defense. This study analyzed candidates’ response strategies in the EFL thesis defenses using Celce-Murcia’s framework. The data collection involved observing eight thesis defenses and recording oral interactions, which were then transcribed for analysis. To ensure the credibility of the data analysis, an inter-coder agreement was calculated, resulting in a Cohen’s kappa value of κ = 0.82, indicating a high level of agreement between coders. The findings showed that candidates frequently employed expansion strategies when answering examiners’ questions. Confirmation strategies also appeared with relatively high frequency. Repetition and reduction and repair strategies were used with moderate frequency, whereas rephrasing and rejection were rarely employed. This study reveals that EFL candidates often add more information to their responses and confirm their answers during interaction in the thesis defenses.]]>
<![CDATA[The Analysis of English Test Items Based on Revised Bloom's Taxonomy ]]>
<![CDATA[Tamelab, Febriana]]>;
<![CDATA[Kamlasi, Imanuel]]>;
<![CDATA[Emanuel, Ulu]]>
<![CDATA[ Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): Jurnal Edulanguage: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor ]]>
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DOI: 10.32938/edulanguage.v1i2.1653
<![CDATA[The objectives of this study were to reveal the types of English test items categorized in revised Bloom’s taxonomy and to know the presentation of applying revised Bloom’s taxonomy in the English test. This study applied a qualitative descriptive method to meet the objectives of the study. The English test was documented after getting permission from the English teacher of SMPN 1 Kefamenanu. Then, the English test items were analyzed based on revised Bloom’s cognitive taxonomy. There were six levels of revised Bloom’s cognitive taxonomy namely remembering level, understanding level, applying level, analyzing level, evaluating level, and creating level. The findings showed that there were four out of six levels of revised Bloom’s cognitive taxonomy in that English test. The test had 26 items (52%) for remembering level, 12 items (24%) for understanding level, 5 items (10%) for applying level, and 7 items or 14% for analyzing level. However, there were no items categorized in evaluating level and creating level.]]>
<![CDATA[STUDENTS’ RESPONSE TO SIMPLE ENGLISH INSTRUCTIONS USING TOTAL PHYSICAL RESPONSE (TPR) METHOD IN EFL CLASSROOM ]]>
<![CDATA[Luruk, Yulita]]>;
<![CDATA[Kamlasi, Imanuel]]>;
<![CDATA[Lasi, Febronia]]>
<![CDATA[ Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): Jurnal Edulanguage: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor ]]>
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DOI: 10.32938/edulanguage.v1i2.1657
<![CDATA[The objective of this study are to what extent do the students face find difficulty to simple English Instruction in using Total Physical Response (TPR) Method and To what level is students’ mastery in using Total Physical Response (TPR) categorized? The method that used in this study is descriptive qualitative method. While to get the data needed the writer used Oral test with the topic classroom interaction and the research was observed and take the video. To analyss the data the writer can observed the students, who students can response and difficult to response on TPR and do the observed the researcher was categorized students into five (5) levels, such as: very good, good, enough, bad, and very bad. Based on research result the The extent do the students’ face find difficulty to simple english instruction using total physical response (TPR) is have 1 number it is number 10 ( take your bag please). And To what level is the student mastery in using Total Physical Response it offered in table 3, shows that there are have 13 students’ whose mastery is categorized to level very good, 2 students categirized to level good, and just 1 student is categorized to level Bad.]]>
<![CDATA[AN ANALYSIS OF THE STUDENTS’ CONVERSATION PERFORMANCE OF EIGHT GRADE STUDENTS OF SMPS KATOLIK AURORA KEFAMENANU ]]>
<![CDATA[Nahak, Kristina D. H.]]>;
<![CDATA[Kamlasi, Imanuel]]>;
<![CDATA[Lasi, Febronia]]>
<![CDATA[ Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 1 (2021): Jurnal Edulanguage: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor ]]>
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DOI: 10.32938/edulanguage.v1i1.2442
<![CDATA[This study concerned speaking, especially in the English conversation. It aims at knowing the students’ speaking English ability in conversation and the students’ difficulties in English conversation. The population of this study is the second-year students of SMPS Katolik Aurora, Kefamenanu and the sample of this study is 20 students. The research design uses a descriptive quantitative method to provide a clear description of students’ speaking ability in conversation. The instrument of this research is a conversation test for students to perform. The result shows that the students’ speaking English ability in conversation is good because the average score is 74.89. The students’ difficulties in English conversation in terms of; vocabulary is 85.25 %, pronunciation is 74 %, fluency is 73.5%, and grammar is 72 %.]]>
<![CDATA[AN ANALYSIS OF INDONESIAN-ENGLISH CODE MIXING USED IN NESSIE JUDGE’S VIDEOS YOUTUBE CHANNEL ]]>
<![CDATA[da costa, rui pedro daos]]>;
<![CDATA[Sahan, Anselmus]]>;
<![CDATA[Kamlasi, Imanuel]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 7 No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v7i2.1878
<![CDATA[Mixing one language with different language, in sociolinguistics is referred to as code mixing. Considered one of social media to share the facts is YouTube. The phenomena of code blending also takes place in certainly one of YouTube channel namely Nessie Judge. Accordingly, this observe focuses on code blending occurs in Nessie decide YouTube channel. The statements of the research trouble in this observe are:(1) What are the forms of code mixing used in Nessie decide YouTube channel? (2) Why are codes mixing utilized in Nessie judge YouTube channel? The objectives of this study are:(1) To discovered the varieties of code mixing that utilized in Nessie Judge YouTube channel, (2) To find out the reasons of code mixing that used in Nessie Judge YouTube channel. In this examine, the researcher used library look at with qualitative research and the researcher as the tool of this have a look at. The item changed into Nessie judge’s YouTube channel. The information of this study changed into all of utterances that include of code mixing. The researcher collects the records use note taking technique. The result of this examine indicates:(1) The kinds of code mixing discovered in the motion pictures of Nessie Judge’s YouTube channel are: intra sentential, intra lexical, and involvement in a alternate of pronunciation, (2) The reason why codes mixing determined in Nessie judge YouTube channel are: talking about specific subject matter, being emphatic approximately something, repetition used for clarification, and expressing organization identity and unity.]]>
