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Metacognitive Learning Strategies for EFL Autonomous Learning Talok, Damianus; Erom, Kletus; Djehatu, Maria Goreti; Panis, Isabel Coryunitha
Jurnal Komunikasi Pendidikan Vol 7 No 1 (2023): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v7i1.2641

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.

PERAN GURU BIMBINGAN KONSELING DALAM MENGATASI PERILAKU BULLYING PADA PESERTA DIDIK KELAS IV DI SDK SANTO TARSISIUS LEWOLEBA LEMBATA Imakulata Siba Erap, Maria; Kaluge, Agapitus Hengki; Talok, Damianus
Jurnal Pendidikan Dasar Flobamorata Vol. 5 No. 2 (2024): Jurnal Pendidikan Dasar Flobamorata
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jpdf.v5i2.1394

Penelitian ini bertujuan untuk mengetahui: (1) Bentuk-bentuk bullying yang terjadi pada peserta didik di SDK Santo Tarsisius Lewoleba Lembata; (2) Peran guru kelas IV di SDK Santo Tarsisius Lewoleba Lembata terhadap bullying; (3) Cara mengatasi bullying pada peserta didik di SDK Santo Tarsisius Lewoleba Lembata; (4) Hambatan yang dialami guru dalam mengatasi kasus bullying pada peserta didik di SDK Santo Tarsisius Lewoleba Lembata. Penelitian ini termasuk dalam penelitian deskriptif kualitatif, informan penelitian ini adalah kepala sekolah, guru kelas IV, pelaku dan korban. Teknik pengumpulan data wawancara mendalam, observasi, dokumentasi dan catatan lapangan. Data dianalisis iteraktif dengan cara reduksi data, penyajian data, kemudian menarik kesimpulan.Teknik pemeriksaan keabsahan data dengan menggunakan trianggulasi. Hasil penelitian menunjukan: (1) Bentuk-bentuk bullying yang terjadi pada peserta didik kelas IV yaitu bullying verbal dan fisik; (2) Peran guru terhadap bullying pada peserta didik kelas IV sebagai orang yang membimbing atau yang memberi nasehat dan mengarahkan serta membina siswa sehingga dapat mengatasi kasus atau masalah yang terjadi; (3) Cara mengatasi bullying yaitu memanggil peserta didik, meminta menceritakan apa yang terjadi, memberi nasehat, dan memberikan sanksi atau hukuman; (4) Hambatan yang terjadi, mudahnya peserta didik mengulangi perilaku bullying, orang tua peserta didik merasa anaknya benar, peran aktif orang tua masih kurang.

Pengaruh Faktor Internal dan Eksternal Terhadap Prestasi Belajar Peserta Didik Kelas XII “Kompetensi Keahlian Usaha Perjalanan Wisata” pada SMK Negeri 1 Kupang Monika Sinlae, Lisjatim; Hendrikus Kaluge, Agapitus; Manafe, Henny A.; Talok, Damianus; Sia Niha, Simon; Yasinto, Yulius
Jurnal Ilmu Manajemen Terapan Vol. 4 No. 3 (2023): Jurnal Ilmu Manajemen Terapan (Januari - Februari 2023)
Publisher : Dinasti Review Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/jimt.v4i3.1340

Tujuan kajian ini ialah guna mengetahui 1). Gambaran motivasi berprestasi, kedisiplinan belajar, pengalaman PKL, kinerja guru, sarana prasarana, dukungan orang tua maupun prestasi belajar siswa Kelas XII kompetensi keahlian usaha perjalanan wisata pada SMK Negeri 1 Kupang; 2) Faktor internal maupun eksternal dalam memengaruhi signifikan bagi prestasi belajar siswa kelas XII kompetensi keahlian usaha perjalanan wisata pada SMK Negeri 1 Kupang. Data yang terkumpulkan melalui angket dan mempergunakan program SmartPLS 3.0. Hasil analisis statistik inferensial memperlihatkan: 1) Motivasi belajar dalam memengaruhi prestasi belajar (0,163) dan signifikan (0,036 ? 0,05); 2) Kedisiplinan belajar memengaruhi positif prestasi belajar (0,233) dan signifikan (0,006 < 0,05); 3). Pengalaman PKL terhadap prestasi belajar tidak memengaruhi positif (-0,030) dan tidak signifikan (0,443 > 0,05); 4) Kinerja memengaruhi positif prestasi belajar positif (0,182) dan signifikan (0,003 < 0,05); 5) Sarana maupun prasarana memengaruhi positif (0,236) dan signifikan (0,000 < 0,05); 6) Dukungan orang tua terhadap prestasi belajar memengaruhi positif (0,269) dan signifikan (0,002 < 0,05). Kontribusi motivasi belajar, disiplin belajar, pengalaman PKL, kinerja guru, sarana dan prasarana dan dukungan orangtua sejumlah 85,06%. Kemudian, tersisa 14,94% terpengaruh oleh variabel lainnya di luar kajian ini.

Pengaruh Kompetensi Pedagogik, Kompetensi Sosial, dan Penilaian Kinerja Terhadap Kinerja Guru Smp di Kabupaten Kupang Dengan Etos Kerja Sebagai Variabel Intervening Dua Karangora, Wilibrordus; Sia Niha, Simon; Hendrikus Kaluge, Agapitus; Talok, Damianus; Yasinto, Yulius
Jurnal Ilmu Manajemen Terapan Vol. 4 No. 3 (2023): Jurnal Ilmu Manajemen Terapan (Januari - Februari 2023)
Publisher : Dinasti Review Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/jimt.v4i3.1403

Kajian ini bermaksud guna mencari tahu 1) persepsi guru SMP di Kabupaten Kupang tentang kompetensi pedagogik, kompetensi sosial, penilaian kinerja guru, etos kerja, dan kinerja; 2) Signifikansi kompetensi pedagogik, kompetensi sosial, dan penilaian kinerja dalam memengaruhi kinerja guru SMP di Kabupaten Kupang; 3) Signifikansi etos kerja dalam memengaruhi kinerja guru SMP di Kabupaten Kupang; 4) Signifikansi kompetensi pedagogik, kompetensi sosial, penilaian kinerja dalam memengaruhi etos kerja guru SMP di Kabupaten Kupang; 5) signifikansi kompetensi pedagogik, kompetensi sosial maupun penilaian kinerja dalam memengaruhi kinerja guru SMP di Kabupaten Kupang melalui etos kerja sebagai variabel intervening. Kajian ini termasuk kajian deskriptif kuantitatif. Sampel pada kajian ini ialah 80 tenaga pendidik SMP binaan di Kabupaten Kupang. Peneliti memperoleh data melalui penggunaan angket dan dikaji mempergunakan statistik deskripttif, serta statistik inferensial dengan menerapkan Smart PLS 3.0. Hasil analisis statistik deskriptif memperlihatkan bila persepsi guru SMP di Kabupaten Kupang terhadap kinerja guru tergolong baik (80.48%), etos kerja baik (74.97%), kompetensi pedagogik baik (82.78%), kompetensi sosial baik (81.78%), penilaian kinerja baik (79.53%). Hasil analisis statistik inferensial menunjukkan adanya 1) Nilai (0,359) dan (0,004<0,05) memperlihatkan bila etos kerja memengaruhi positif maupun bermakna bagi kinerja guru; 2) pengaruh positif (0,557) dan bermakna (0,000<0,05) kompetensi pedagogik terhadap etos kerja; 3) pengaruh positif (0,412) dan bermakna (0,000<0,05) kompetensi pedagogik terhadap kinerja guru; 4) pengaruh negatif (-0,015) dan tidak signifikan (0,893>0,05) kompetensi sosial terhadap etos kerja; 5) pengaruh positif (0,094) dan tidak bermakna (0,202>0,05) dari kompetensi sosial terhadap kinerja guru 6) pengaruh positif (0,304) dan bermakna (0,004<0,05) penilaian kinerja bagi etos kerja 7) pengaruh positif (0,140) dan tidak bermakna (0,083>0,05) penilaian kinerja bagi kinerja guru 8) pengaruh negatif (-0,005) dan tidak signifikan (0,891>0,05) kompetensi sosial bagi kinerja guru melalui etos kerja yang menjadi variabel intervening 9) pengaruh positif (0,200) maupun bermakna (0,001<0,05) kompetensi pedagogik bagi kinerja guru melalui etos kerja sebagai variabel intervening 10) pengaruh positif (0,109) maupun bermakna (0,028<0,05) penilaian kinerja bagi kinerja guru. Kontribusi kompetensi pedagogik, kompetensi sosial, dan penilaian kinerja terhadap etos kerja sebesar 62,7% sedangkan tersisa 37,3% dipegaruhi oleh variabel lainnya di luar penelitian ini. Kontribusi kompetensi pedagogik, kompetensi sosial, dan penilaian kinerja terhadap kinerja sebesar 80,3% sedangkan sisanya 19,7% terpengaruh oleh variabel lainnya di luar kajian ini. Berdasar hasil kajian, peneliti sarankan agar para hasil guru SMP di Kabupaten Kupang untuk meningkatkan etos kerja, kompetensi sosial, kompetensi pedagogik, penilaian kinerja demi peningkatan kinerja guru.

Pengaruh Motivas Kerja, Pengalaman Magang dan Soft Skill terhadap Kesiapan Kerja Mahasiswa (Literatur Review Manajemen Pendidikan) Barros da Cunha, Adilson; Erom, Kletus; Talok, Damianus
Jurnal Ilmu Manajemen Terapan Vol. 4 No. 6 (2023): Jurnal Ilmu Manajemen Terapan (Juli - Agustus 2023)
Publisher : Dinasti Review Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/jimt.v4i6.1635

This article is a literature review that reviews student work readiness which is influenced by work motivation, internship experience and soft skills. This study was conducted using previous and relevant research which is very useful for research and literature review in scientific work. The purpose of this article is to develop various hypotheses about the effect of variables that can be used in a study. The findings from this research are: 1) Work motivation is important and has a positive impact on student work readiness; 2) Internship experience is important and has a positive impact on student job readiness; 3) Soft skills are important and have a positive impact on student work readiness; 4) Work Motivation, internship experience and Soft Skills are important and have a positive impact on student work readiness.

Pengaruh Motivasi Belajar, Lingkungan Belajar, Literasi Digital, Dan Etos Belajar Terhadap Prestasi Belajar Siswa Kelas IX SMPK Santo Pius X Lewoleba-Lembata Erap, Maria Imakulata Siba; Fernandes, Cosmas; Talok, Damianus
Management Studies and Entrepreneurship Journal (MSEJ) Vol. 5 No. 2 (2024): Management Studies and Entrepreneurship Journal (MSEJ)
Publisher : Yayasan Pendidikan Riset dan Pengembangan Intelektual (YRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/msej.v5i2.6145

Tujuan penelitian ini ialah untuk mengetahui dan menganalisis pengaruh motivasi belajar, lingkungan belajar, literasi belajar dan etos belajar terhadap prestasi belajar. Obyek penelitian adalah siswa SMPK St. Pius X Lewoleba. Populasi penelitian adalah Siswa Kelas IX di SMP Santo Pius X Lewoleba, dengan jumlah sampel penelitian sebanyak 177 responden. Pengambilan sampel menggunakan teknik nonprobability sampling yaitu sampling jenuh (sensus). Teknik pengumpulan data menggunakan kuisioner, wawancara, dan observasi. Jenis data dalam penelitian ini dari sifatnya adalah data kuantitatif dan kualitatif, sedangkan dari sumbernya adalah data primer dan data sekunder. Instrumern penelitian yang digunakan adalah kuisioner yang telah dilakukan pengujian validitas, dan reabilitas terlebih dahulu. Metode analisis yang digunakan dalam penelitian ini adalah analisis statistik deskriptif dan analisis statistik inferensial yaitu regresi linier berganda, pengujian hipotesis, uji t, uji F, dan koefisien determinasi. Hasil penelitian ini menunjukkan bahwa penilaian responden terhadap variabel penelitian berada pada kategori cukup baik dan baik, yakni variabel motivasi belajar sebesar 67.57 dengan kategori predikat cukup baik , variabel lingkungan belajar sebesar 65.08 dengan kategori predikat cukup baik , literasi digital sebesar 68.42 dengan kategori predikat baik, etos belajar sebesar 67.81 dengan kategori predikat cukup baik, dan variabel prestasi belajar sebesar 67.71 dengan kategori predikat cukup baik. Hasil uji t menunjukkan bahwa variabel motivasi belajar (X1), lingkungan belajar (X2), literasi digital (X3), berpengaruh positif dan signifikan terhadap prestasi belajar. Sedangkan variabel etos belajar (X4) berpengaruh negatif terhadap prestasi belajar. Hasil uji F menunjukkan bahwa empat variabel independen secara simultan berpengaruh positif dan signifikan terhadap variabel dependen prestasi belajar. Berdasarkan hasil uji R, diketahui bahwa koefisien determinasi (R Square) sebesar 0,624. Hal ini berarti variabel independen yaitu motivasi belajar, lingkungan belajar, literasi digital dan etos belajar menyumbang 62,4 % terhadap prestasi belajar, sedangkan sisanya 37,6 % disumbangkan oleh variabel lain yang tidak termasuk dalam penelitian ini.

LEARNING STRATEGIES ACROSS CULTURES OF EFL LEARNERS RESIDING IN EAST NUSA TENGGARA PROVINCE Talok, Damianus; Erom, Kletus; Panis, Isabel Coryunitha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14038

EFL learners employ a set of learning strategies in their learning of English. Learning strategies are claimed to be “internal mental drive” which EFL learners have in mind. Learning strategies are the internal power which enables EFL learners to acquire the so called language knowledge and language skills. It has been assumed that learning strategies are influenced by cultures of EFL learners. Consequently, EFL learners may employ different learning strategies, provided that EFL learners come from different cultures. This current research aims to disclose that each of EFL learners from the East Nusa Tenggara Province (NTT) employs learning strategies, as in fact that in NTT lives many cultures. Specifically, this research treated six EFL learners who are from different cultures. Two learners came from the inland area of Ende (Flores); other two students were from the inland area of Timor and two others were from the city of Kupang, the capital of Kupang Municipality. The results of the research show that these EFL learners use the same learning strategies entailing Metacognitive, cognitive and social mediation strategies. The outstanding discovery of this study is that EFL learners, in their learning, are very much influenced by the so called “instructional learning”. Learning does take place for there is instruction from their teachers. Autonomous learning, as far as data are concerned, still does not take place. Thus culture, in this study, has no influence to EFL learners in terms of the use of learning strategies among EFL learners with different cultural background.

Bridging the Gap : Aligning Teachers’ Pedagogical Beliefs with Learners’ Preferences of English Language Learning in The Adaptive Learning Era Assis Hornay, Priscilla Maria; Talok, Damianus; Erom, Kletus
Jurnal Paedagogy Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.12082

This study aims to investigate the differing viewpoints of teachers and students regarding classroom participation, material delivery, teaching media, and assessment methods in the adaptive learning era. The study employs quantitative method, which involves the systematic collection and analysis of numerical data through statistical techniques. This study includes 10 teachers and 50 EFL undergraduate students from two universities in Indonesia, using a Likert scale questionnaire to collect data on various aspects of English language learning. The data were analysed using a t-test to find the mean, standards deviation, and p value of the responses in order to ascertained significant differences between the teachers and the students. The results reveal significant disparities between teachers' and students' perceptions across different dimensions of learning. While teachers prioritize delivery strategies and assessment methods, students focus more on delivery modes and traditional assessment types. However, both groups acknowledge the importance of autonomous learning and the effectiveness of diverse teaching media in enhancing engagement and motivation. The findings underscore the need for a balanced approach to learning that integrates both teacher preferences and student needs. Ultimately, understanding and addressing these discrepancies is essential for promoting meaningful and inclusive educational experiences in the adaptive learning era.

Photo Story-Telling of South Amarasi Folklore: A Strategy to Enhance English-Speaking Skills in Young Learners Ke Lomi, Aplonia Nelci; Talok, Damianus; Jaga, Maria Regina
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.12509

This study investigates the impact of South Amarasi folklore-based photo storytelling on young learners' English-speaking skills and cultural awareness in under-resourced educational settings. Conducted in Sahraen Village, South Amarasi—specifically at Rumah Singgah Sore Oetepas (a non-formal learning center) and SD Inpres Sahraen (a formal elementary school)—this research employs a qualitative approach supported by descriptive statistics. It evaluates how incorporating local folklore into English lessons can enhance language acquisition and student engagement. The study explores several key questions: How effectively is South Amarasi folklore improving English skills among young learners? What factors influence students' progress through photo storytelling, including prior knowledge and classroom dynamics? How do teachers perceive the integration of local folklore in teaching, particularly regarding its impact on language skills and cultural awareness? These questions are thoroughly addressed through classroom observations, interviews, and pre- and post-test assessments. Findings reveal that folklore-based photo storytelling significantly boosts students' English-speaking abilities and engagement, particularly in environments with limited resources. This research contributes to the broader discourse on culturally responsive teaching, highlighting the value of local content in language education and curriculum development

LEARNING STRATEGIES ACROSS CULTURES OF EFL LEARNERS RESIDING IN EAST NUSA TENGGARA PROVINCE Talok, Damianus; Erom, Kletus; Panis, Isabel Coryunitha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14038

EFL learners employ a set of learning strategies in their learning of English. Learning strategies are claimed to be “internal mental drive” which EFL learners have in mind. Learning strategies are the internal power which enables EFL learners to acquire the so called language knowledge and language skills. It has been assumed that learning strategies are influenced by cultures of EFL learners. Consequently, EFL learners may employ different learning strategies, provided that EFL learners come from different cultures. This current research aims to disclose that each of EFL learners from the East Nusa Tenggara Province (NTT) employs learning strategies, as in fact that in NTT lives many cultures. Specifically, this research treated six EFL learners who are from different cultures. Two learners came from the inland area of Ende (Flores); other two students were from the inland area of Timor and two others were from the city of Kupang, the capital of Kupang Municipality. The results of the research show that these EFL learners use the same learning strategies entailing Metacognitive, cognitive and social mediation strategies. The outstanding discovery of this study is that EFL learners, in their learning, are very much influenced by the so called “instructional learning”. Learning does take place for there is instruction from their teachers. Autonomous learning, as far as data are concerned, still does not take place. Thus culture, in this study, has no influence to EFL learners in terms of the use of learning strategies among EFL learners with different cultural background.

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