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Overcoming Initial Deficiencies in Confidence and Classroom Management of English Education Students at Teaching Practicum Nurteteng, Nurteteng; Nursalim, Nursalim; Fergina Lengkoan
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i1.10067

This study investigates the challenges faced by English Education students at Universitas Pendidikan Muhammadiyah Sorong due to deficiencies in foundational English skills, focusing on their confidence and classroom management during teaching practicums. The research has three primary objectives: to identify specific challenges, analyze the impact of these deficiencies on students' confidence and classroom management abilities, and propose effective interventions. Utilizing a quantitative research design, data were collected from sixth-semester students through structured surveys and self-report questionnaires, which assessed perceived challenges, confidence levels, and classroom management skills. The findings revealed significant difficulties in vocabulary (72%), grammar (65%), pronunciation (58%), listening comprehension (60%), and speaking fluency (70%), compounded by limited exposure to English-speaking environments. A strong correlation was found between low English proficiency and decreased self-confidence, with 68% of respondents feeling unprepared to manage classrooms effectively. To address these challenges, the study proposes targeted interventions, including enhanced language support programs, peer mentoring, simulation activities, regular feedback mechanisms, and workshops on classroom management. These recommendations aim to improve the teaching practicum experience for English Education students, ultimately fostering their professional development and effectiveness as future educators.

Academic Writing Training for High School Students: Pelatihan Akademik Writing Bagi Siswa SMA Paula Audry Rombepajung; Trully Christien Haenny Wungow; Yapi Hendrik Wongkar; St. Nur Aima Fatima; Nindy N. Ganap; Fergina Lengkoan; Amirudin Ais; Awaludin Rizal
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/

Academic Writing Training for high school students is a program designed to improve students' ability to write good and correct academic papers. This program consists of several steps that can be taken, including an introduction to the concept of academic writing, developing writing skills, using references and sources, developing editing skills, using technology, developing presentation skills, developing peer review skills, developing writing skills for various disciplines, developing writing skills for various purposes, and developing writing skills for various sources. This training has several objectives, such as improving clear and logical writing skills, improving students' ability to organize ideas and structure their writing, improving students' ability to use effective and efficient language, improving students' ability to develop strong and logical arguments, and improving students' ability to develop effective communication skills. This training can be conducted using several effective and interactive methods, such as writing workshops, brainstorming, peer review, and others. In writing workshops, high school students are divided into groups and each group is given a specific topic to write about. After completing their writing, the groups will present their writing and receive feedback from teachers and classmates. In brainstorming, high school students are assisted by teachers to gather relevant ideas and analyze them critically. In peer review, high school students are divided into groups and each student is given a classmate's writing to monitor and provide feedback. Through this Academic Writing training, high school students can improve their ability to write good and correct academic papers, as well as enhance their skills in using technology and various disciplines. This training is crucial for several reasons, such as improving writing skills, critical thinking skills, organizing ideas, using references, editing skills, communication skills, becoming an independent learner, improving academic assignment skills, and developing character.

Ethnolinguistic Study of Tontemboan Language Expressions in Sende'eng Traditional Cooking by The Lower Tombasian Village Community Jusuf Daniel Ondang; Fergina Lengkoan; Tirza A. Kumayas; Fivy A. Andries; Anas Irwan
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/

This activity explores the ethnolinguistic aspects of Tontemboan language expressions in cooking sende'eng in the community of Tombasian Bawah Village. Using a qualitative ethnolinguistic approach, this activity reveals that variations in ingredients, cooking methods, and food presentation are not only culinary choices, but also carry linguistic meanings that reflect the mindset and cultural identity of the community. These findings demonstrate how traditional cooking practices serve as a means to preserve and convey cultural heritage. This activity also emphasizes the importance of language in expressing the cultural values and traditions of the community. By documenting these linguistic expressions, this activity provides insight into the cultural significance of sende'eng and its role in the community of Tombasian Bawah Village. In addition, this activity highlights the importance of maintaining minority languages through documentation and research such as this. In the context of cooking sende'eng, Tontemboan language expressions play a key role in communicating cooking techniques, ingredients, and philosophies that are passed down from generation to generation. This activity contributes to a deeper understanding of the relationship between language, culture, and food, showing how traditional cooking practices serve as a medium to preserve and convey cultural heritage.

Overcoming Initial Deficiencies in Confidence and Classroom Management of English Education Students at Teaching Practicum Nurteteng, Nurteteng; Nursalim, Nursalim; Fergina Lengkoan
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i1.10067

This study investigates the challenges faced by English Education students at Universitas Pendidikan Muhammadiyah Sorong due to deficiencies in foundational English skills, focusing on their confidence and classroom management during teaching practicums. The research has three primary objectives: to identify specific challenges, analyze the impact of these deficiencies on students' confidence and classroom management abilities, and propose effective interventions. Utilizing a quantitative research design, data were collected from sixth-semester students through structured surveys and self-report questionnaires, which assessed perceived challenges, confidence levels, and classroom management skills. The findings revealed significant difficulties in vocabulary (72%), grammar (65%), pronunciation (58%), listening comprehension (60%), and speaking fluency (70%), compounded by limited exposure to English-speaking environments. A strong correlation was found between low English proficiency and decreased self-confidence, with 68% of respondents feeling unprepared to manage classrooms effectively. To address these challenges, the study proposes targeted interventions, including enhanced language support programs, peer mentoring, simulation activities, regular feedback mechanisms, and workshops on classroom management. These recommendations aim to improve the teaching practicum experience for English Education students, ultimately fostering their professional development and effectiveness as future educators.

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