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All Journal Journal Of Teaching Of English Jurnal Bébasan Bakti Cendana: Jurnal Pengabdian Masyarakat UNNES International Conference on ELTLT Indonesian Educational Research Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Imanuel Kamlasi, Imanuel
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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MENGUKUR KEMAMPUAN SISWA DALAM MENGGUNAKAN PREPOSISI WAKTU Kamlasi, Imanuel
BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 2 (2018): BÉBASAN Edisi Desember 2018
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.963 KB) | DOI: 10.26499/bebasan.v5i2.104

Abstract

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.
ANALYZING THE POSITIVE VERBAL REINFORCEMENT OF STUDENT TEACHER IN EFL CLASSROOM Kamlasi, Imanuel
BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 7, No 2 (2020): BÉBASAN EDISI DESEMBER 2020
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/bebasan.v7i2.134

Abstract

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
A Study on the Ability in Using Preposition of Place in Speaking Performance Manu, Detilda; Kamlasi, Imanuel
Journal of Teaching of English Vol 7, No 1 (2022): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v7i1.24925

Abstract

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.
Students’ Ability and Difficulties in Reading Narrative Text in SMA Kristen Petra Kefamenanu Soares, Aurelia Erica B. A.; Kamlasi, Imanuel; Yulita, Delti
Indonesian Educational Research Journal Vol. 1 No. 1 (2023): Education and Learning Strategies in Various Contexts
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i1.15

Abstract

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.
Pengembangan Kemampuan Kreatif Produktif Siswa SMA Fides Kefamenanu melalui Pelatihan Jurnalistik Sahan, Anselmus; Sahan, Meylisa Yuliastuti; Kamlasi, Imanuel; Wisrance, Maria Wihelmina; Tenis, Wilfridus; Manu, Hendrik O
Bakti Cendana Vol 7 No 2 (2024): Bakti Cendana: Jurnal Pengabdian Masyarakat
Publisher : LPPM Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/bc.7.2.2024.125-137

Abstract

The implementation of this PkM was carried out using socialization, lecture, training (workshops), and guidance methods. After giving the training, the students were presented with a questionnaire containing 7 questions to find out their perceptions of the benefits of the training for the development of their creative-productive abilities. Their answers were analyzed using descriptive qualitative, namely the number of answers divided by the number of students multiplied by 100%. The results of the data analysis showed that 50 (or: 26%) respondents were very capable, 88 (or; 47%) were able, 47 (or: 25%) were less able and 4 (or: 2%) were unable. This shows that all respondents have benefited from journalistic training which is useful for developing creative-productive critical thinking skills. In addition, there are two digital journalistic skills that they are good at, namely using a laptop/computer (17 answers or 63%) and publishing works via Instagram (15 answers or 56%). This happens because they have been familiar with various digital technology tools and used them well. These results have implications for the use of digital technology facilities in subsequent journalistic training and teaching and learning processes in the classroom.
Exploring Candidates’ Response Strategies to Oral Questioning in the EFL Thesis Defenses: A Celce-Murcia’s Framework Approach Kamlasi, Imanuel; Pratama, Hendi; Wahyuni, Sri; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

Abstract

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.
The Analysis of English Test Items Based on Revised Bloom's Taxonomy Tamelab, Febriana; Kamlasi, Imanuel; Emanuel, Ulu
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): 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.v1i2.1653

Abstract

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.
ASSESSING ABILITY ON SPEAKING ENGLISH OF STUDENTS OF SMPN NEONBAT luruk, maria; Kamlasi, Imanuel; Bouk, Edmundus
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): 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.v1i2.1654

Abstract

The current research was carried out in order to answer the following questions: 1) What are the level of the students’ ability in speaking English and 2) What are the difficult aspects in speaking English. This research was conducted on the students of grade VIIIA of SMP Negeri Neonbat, in North Central Timor Regency. The subject of the research was the eighth grade students consisted of 20 students. A speaking test, observation and documentation were the instruments for collecting the data. The researcher took three topics in speaking test mentioned as: 1) telling short story, 2) telling daily activity and 3) describing people. In analyzing the data, the researcher implemented qualitative method. The data then be analysed following eight steps as follows: 1)playing the record, 2) replaying the record, 3) transcribing, 4) codifying, 5) categorizing, 6) tabulating, 7) analysing and 8) discussing. Based on the result of the data analysis, it was found out that the students’ level of ability in speaking was good and the average score is 79.62. Vocabulary and grammar aspects are still difficult for the students in speaking English since the scores for those two aspects were lower than the aspects of pronunciation and idea. Keywords: assessing, speaking, ability.
THE USE OF YOUTUBE VIDEO TO IMPROVE THE SPEAKING SKILL OF GRADE XI STUDENTS AT SMK CLARENT KEFAMENANU ratu, anggelina; Bouk, Edmundus; Kamlasi, Imanuel
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): 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.v1i2.1655

Abstract

This study tends to identify whether the use of YouTube Video can improve students’ speaking skilland to measure to what extent YouTube Video can improve students’ speaking skill. The method used in this study is classroom action reserach. The research was conducted in two cycles. Every cycle consists of four steps; planning, action, observation, and reflection. The data collected were in the form of qualitative and quantitative. The qualitative data were gained through observation checklist, and questionnaire. While the quantitative data were obtained by conducting a test for cycle one and cycle two, and the data were in the forms of the students’ speaking scores.The results of this research showed that using YouTube video in the teaching and learning of speaking was proved to improve the students’ speaking skills. The students were more enthusiastic in learning speaking. They could actively involve in the speaking learning process. Moreover, the students were more confident and fluent in speaking practices. By comparing the total average scores of the students’ cycle one test and cycle two test, the researcher found that there was improvement from 41.5 to 61.4.
STUDENTS’ RESPONSE TO SIMPLE ENGLISH INSTRUCTIONS USING TOTAL PHYSICAL RESPONSE (TPR) METHOD IN EFL CLASSROOM Luruk, Yulita; Kamlasi, Imanuel; Lasi, Febronia
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 7 No. 2 (2021): 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.v1i2.1657

Abstract

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.
Co-Authors Anselmus Sahan Edmundus Bouk Emanuel, Ulu Fuamuni, Selfiana Hendi Pratama Lasi, Febronia luruk, maria Luruk, Yulita Manu, Detilda Manu, Hendrik O Nahak, Kristina D. H. ratu, anggelina Sahan, Meylisa Yuliastuti Seful Bahri Soares, Aurelia Erica B. A. Sri Wahyuni Tamelab, Febriana Tenis, Wilfridus Wihelmina, Maria Wisrance Yulita, Delti