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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

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

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

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

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

Pelatihan Pembuatan Nugget Ikan Untuk Peningkatan Nilai Tambah Produk Perikanan Di Desa Otan Kecamatan Semau Kette, Soleman; Beeh, Norci; Kette, Arlindo U. S.; Benu, Naniana N.
Jurnal Pengabdian Masyarakat Bangsa Vol. 2 No. 8 (2024): Oktober
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v2i8.1498

Pelatihan pembuatan nugget ikan di Desa Otan, Kecamatan Semau, bertujuan untuk meningkatkan nilai tambah produk perikanan melalui diversifikasi olahan ikan. Kegiatan ini melibatkan masyarakat setempat, terutama para nelayan dan ibu rumah tangga, yang selama ini mengandalkan hasil tangkapan ikan sebagai sumber pendapatan utama. Melalui pelatihan ini, diharapkan masyarakat desa Otan dapat memanfaatkan ikan segar menjadi produk olahan bernilai ekonomi lebih tinggi. Hal ini akan mampu meningkatkan pendapatan keluarga dan memberikan kontribusi terhadap kesejahteraan masyarakat. Artikel ini membahas proses pelatihan, metode yang digunakan, dan dampak yang dihasilkan bagi peserta pelatihan. Untuk mendukung keberlanjutan program ini, diperlukan dukungan dari berbagai pihak, termasuk pemerintah, sektor swasta, dan lembaga pemberdayaan masyarakat.

A Correlation Study Between Listening And Pronunciation Skills of Efl Learners: English Snae, Alfred; Beeh, Norci; Nenotek, Seprianus A
Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Vol. 6 No. 2 (2023): Juli
Publisher : Universitas Persatuan Guru 1945 NTT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70942/ciencias.v6i2.101

This article aimed in finding out the correlation between studentsâ€™ scores in listening and pronunciation tests, the degree of the correlation, and the contribution of listening towards pronunciation and vice versa. It is a correlational study to find out the correlation between listening and pronunciation and chose 25 students of first semester as the representative subjects in conducting this research. The result shows that there is a correlation between listening and pronunciation skills, which are shown by the index of correlation, that are 0, 008 and 0, 031 as the results of both tests given. These results are classified as a slight correlation. So, there is no significant contribution for both variable.

The Challenges of teaching English pronunciation in multicultural classroom: the voice of EFL teachers Kamengko, Daniel Frengky; Beeh, Norci; Ludji, Ifoni; Meha, Agus Maramba
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2024): 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.10.1.2024.1-10

This study aims to examine the obstacles faced by English EFL teachers when teaching pronunciation in a multicultural classroom setting. Employing a qualitative case study design, data was collected through observations and interviews with two senior English teachers from SMP Negeri 10 Kota Kupang. The analysis was conducted using vivo coding. Key challenges include lack of confidence, knowledge, and training, as well as time constraints and the low prioritization of pronunciation in the curriculum. Teachers expressed apprehension about making pronunciation errors, which undermined their confidence in teaching pronunciation. Additionally, they reported inadequate knowledge of English pronunciation, contributing to their lack of confidence. Moreover, teachers were uncertain about the significance of pronunciation in English teaching and faced difficulties in finding sufficient time to cover all required syllabus topics, leaving little room for pronunciation practice. The dearth of teaching materials and resources tailored to individual student needs further exacerbated these challenges. The study concludes that addressing these challenges necessitates the support of educational authorities. Recommendations include providing targeted training sessions to enhance teachers' pronunciation teaching skills and incorporating pronunciation into English school assessments. By addressing these needs, educational institutions can better support teachers and enhance pronunciation instruction in multicultural classrooms.

THE INFLUENCE OF BINGO GAME ON SEVENTH - GRADE STUDENTS’ VOCABULARY MASTERY AT SURYA MANDALA JUNIOR HIGH SCHOOL Yowa, Mersiana Tanggu; Beeh, Norci; Snae, Alfred
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): 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.v1i1.7

The title of this research is the influence of bingo games on seventh-grade students' vocabulary mastery at Surya Mandala Junior High School. The research problem: Does bingo games influence seventh-grade students' vocabulary mastery? This research aimed to determine whether the Bingo game's use improves students' vocabulary at Surya Mandala Junior High School. This research method was a pre-experimental design with treatment held in three meetings, 2x40 minutes in each meeting. The writer took 15 students from the VII class as a sample in this research. The research design of this research was one group pre-test and post-test design. The population of this research was Seventh Grade Students of Surya Mandala Junior High School, and the sample was one class. In collecting the data, the writers used tests. The writers used the test instrument in the form of multiple choice and essay tests. For analyzing the data, the writer used Pre-test. The data analysis found that the result of the Pre-Test was 26.67 % of 4 students and post-test 1 was 60% of 9; after applying the bingo game, the last post-test retreatment and playing the game was 100% of 15 students. This result is consulted to the score of the value significant generated Sig. Therefore, H0 is rejected, and Ha is accepted. There is a significant influence of using bingo games on students' vocabulary mastery.

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

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.

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