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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AL ISHLAH Jurnal Pendidikan ELS Journal on Interdisciplinary Studies in Humanities Ganaya: Jurnal Ilmu Sosial dan Humaniora Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Sains dan Edukasi Sains Randwick International of Education and Linguistics Jurnal Basicedu Journal of Language Education, Literature, and Culture
Nenotek, Seprianus A.
Universitas Kristen Artha Wacana
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Errors of Written English on the Outdoor Signs in Kupang City, Indonesia: Linguistic Landscape Approach Nenotek, Seprianus A.; Beeh, Norci; Benu, Naniana N.
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 7 No 1 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v7i1.3116

Abstract

English is an international language familiar to everyone, relating to various social aspects. It can be found and easily seen or read in public spaces, such as on billboards or banners, and business names, such as shops, hotels, restaurants, transportation, and others. English is used in varied lingual forms and even the possibility of writing and grammatical errors. This research deals with the written English on outdoor signs in Kupang City, focusing on language errors and their causing factors. This research applied a qualitative analysis to explore the type of language errors found in written English in the outdoor signs, the outdoor signs that contain written English language errors, and the factors that cause language errors. The data for this study are the outdoor signs in Kupang City, East Nusa Tenggara, Indonesia that contain language errors in written English. All data are collected using photographic techniques using a digital camera. The next step is to transcribe the written English containing language errors and analyze the data qualitatively. The result of the study shows that the main errors are due to the spelling system, namely, deleting a sound and replacing the English sound with Indonesian. The analysis of the language errors also revealed that they are caused by English language competence and supported by the interference of the author or sign producers’ first language. This study may contribute significantly, especially for language learners, since English on outdoor signs can be used as authentic material for learning and English teaching and learning in schools.
The Use of Code Switching in Efl Classroom Kana, Irma Nirmala; Benu, Naniana Nimrod; Nenotek, Seprianus Arwadi; Beeh, Norci
Jurnal Basicedu Vol. 7 No. 4 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i4.5953

Abstract

This article discusses code-switching used by teachers during the teaching and learning of English as a foreign language in the classroom. This is the result of a case study at a junior high school in Lembata, East Nusa Tenggara which aims to reveal the types and reasons for code-switching used by teachers in teaching. Data was obtained by observation and interviews with three English teachers who teach in six classes. The research results show that teachers use three types of code-switching, namely inter-sentential, intra-sentential, tag code-switching, and inter-participant code-switching. The use of these types depends on the teaching and learning situation in the classroom. The use of code-switching is based on the reason that it is used as a translation, to increase vocabulary, explain difficult words or topics, change topics, clarify subjects, avoid boring situations, and provide information. The use of code-switching helps teachers to teach and students to learn English, especially for new learners
The CORRELATION BETWEEN MORPHOLOGICAL AWARENESS AND VOCABULARY MASTERY OF FOURTH-SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT ARTHA WACANA CHRISTIAN UNIVERSITY Poilema, Evandertus; Hambandima, Erni Selfina Nggala; Nenotek, Seprianus Arwadi
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.52

Abstract

The correlation between morphological awareness and vocabulary mastery is a crucial area of investigation within language education. Understanding this relationship is important because it can inform effective teaching strategies that enhance vocabulary acquisition among students. Research shows a general link between morphological awareness and vocabulary mastery but lacks focus on specific educational stages. This study addresses that gap by examining fourth-semester students in the English Education Study Program at Artha Wacana Christian University, who have just completed their morphology course, to see how well they apply this knowledge to improve their vocabulary. Thus, the researcher formulate the research problem as follow: Is there any correlation between morphological awareness and vocabulary mastery of fourth-semester students of the English Education Study Program at Artha Wacana Christian University? The research utilized a quantitative approach with a correlation study design. Morphological awareness tests and vocabulary level tests were administered to a sample of 20 fourth-semester students. The findings revealed a correlation coefficient (rxy) of 0.802, which exceeds the 5% and 1% levels of significance, indicating a very high correlation between the two variables. These results suggest that enhancing morphological awareness could be an effective strategy for improving vocabulary mastery. Therefore, educators should consider incorporating morphological awareness activities into their teaching practices to support vocabulary development in their students
Implementing Deep Learning in the EFL Classroom: Strategies for Fostering Mindful, Meaningful, and Joyful Language Learning Benu, Naniana N.; Beeh, Norci; Nenotek, Seprianus A.
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.64

Abstract

This article explores the application of the deep learning approach in learning English as a Foreign Language (EFL) at the secondary school level, focusing on integrating mindful learning, meaningful learning, and joyful learning. This study uses a descriptive-analytical theoretical study method by reviewing literature from various scientific sources. The analysis results reveal that the basic principles of deep learning include deep cognitive engagement, contextual connections, and metacognitive reflection, which complement each other to create a deep and meaningful learning experience. In addition, the three learning concepts, mindful, meaningful, and joyful learning, contribute to a holistic approach to language learning, enhancing students' linguistic abilities and building emotional resilience and cultural awareness. The proposed adaptation strategies include the implementation of project-based assignments, gradual scaffolding with affective support, cross-curricular theme integration, and the use of responsive technologies. However, challenges such as exam-oriented curriculum, student resistance to reflective methods, and limitations in teacher training need to be addressed to support the effective implementation of this approach. The theoretical implications of this study pave the way for the recontextualization of constructivist theory and the development of holistic assessment models in language education. This article provides new insights into how innovative approaches can improve the quality of EFL learning and its relevance in facing the challenges of an increasingly complex global world.
Co-Authors Agus Maramba Meha Beeh, Norci de Haan, Arly Elisabeth Maria Elisabeth Lindimara Frengky Neolaka Hambandima, Erni Selfina Nggala Herry A. Manubulu Kana, Irma Nirmala Lusia L Nifu Maria Melania Riyani Sani Melkias Manggoa Naniana N. Benu Poilema, Evandertus Snae, Alfred Tunliu, Adriana Zuvyati Aryani Tlonaen