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The Learning of Toraja Language Variations: The Students' Attitudes, Attendance, Activity Change, and Learning outcomes in Ke'te' Kesu' Toraja Tourism Site Context Shilfani, Shilfani; Taulaâ€™biâ€™, Nilma; Sudarsi, Elim Trika; Girik Allo, Markus Deli; Kristanto, Kristanto
Jurnal Pendidikan Indonesia Vol 11, No 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v11i1.28622

This study aims at investigating on how students' attitudes, attendance, and activity change in the learning of Toraja language variations for elementary school students and describe the results of students learning the Toraja language variations in elementary school students. In this study, researchers applied mixed-method. The Research design applied for qualitative is descriptive qualitative and for quantitatively applied pseudo-experiment. The respondents to this study were elementary school students. The research sample selection technique used is purposive sampling. The techniques for analyzing data used in this study are thematic analysis and statistic techniques. In qualitative data analysis, researchers applied thematic analysis techniques, and in quantitative data, researchers tabulated the data, then calculated the average scores, then described the criteria and categories of student learning outcomes.Â This study showed that In general, the results achieved by students after the implementation of the learning process of teaching Variations of Toraja Language in elementary school children in Ke'te' Kesu' Toraja tourism location could provide improvement both from changing student attitudes, activeness, attention, and motivation in completing tasks. Student learning results on learning variations of Toraja language in elementary school students at Ke'te' Kesu' Toraja tourism location is a good category, as evidenced by an average score of 74.16In applied linguistics, this study provides new vocabulary related to social context. In literary works, this study provides local oral literature as the insight for the students to broaden their knowledge.

The learners’ needs on local cultural contents of reading professional context textbook at English program study Markus Deli Girik Allo; Nilma Taula’bi; Elim Trika Sudarsih
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 2 (2019): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i2.39

Curriculum development comprises a process to meet learners’ needs leading to learners’ learning improvement. For that reason, curriculum developers should gather as much information as possible toward the learners’ needs. This study aims to reveal the learners’ needs on local cultural based-textbook in learning Reading Professional Context at the English department of Universitas Kristen Indonesia (UKI) Toraja, South Sulawesi, Indonesia. This study employed qualitative with survey design. One-hundred-and-fifty-five learners of English program study of UKI Toraja participated in this study. The instruments used in this study are questionnaire and semi structured-interview. The technique of analyzing data applied in this research is descriptive analysis in the form of calculation and percentage, and in analyzing the qualitative data (interview), we used cyclical data analysis. This study showed that the students’ need a learning objective to understand beliefs, norms, values, and social practices in Toraja for maintaining Torajan Culture and avoiding misunderstanding across the culture. This study also indicates that the students’ need themes about the cultural pattern in Toraja for learning materials include beliefs, values, norms, and social practices in Toraja. Besides, this study revealed that students’ need learning strategies and evaluation. Learning strategies are rooted in activities/exercises on the material content and the number of students. On-time evaluation is necessary during the process and at the end of the lesson.

THE STUDENTS' PRIORITY SKILL OF ENGLISH NEEDS BY THE ELEVENTH GRADE STUDENTS AT SMK TORAJA WISATA Markus Deli Girik Allo; Herni Pabisa
Al-Lisan: Jurnal Bahasa Vol 3 No 1 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (981.588 KB)

The objective of the research is to find out the student's priority skill of English needs by the eleventh grade students of SMK Toraja Wisata. This research employed non-experimental design. The population of this research was the eleventh grade students of SMK Toraja Wisata academic year 2015/2016, there were 20 students as a population and divided into two department are Perhotelan and Kesehatan department, the sample of the research was the students of Perhotelan department, the researcher used random sampling technique with the numbers of sample was 10 students of Perhotelan department from the eleventh grade students and the writer used one only instrument, namely questionnaire. The result of data analysis collected through the questionnaire showed that from the15 items questionnaire, there are 12 items which speaking occupy the first priority with average value: for questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 4.75 were very important. In the questionnaire 7 and 8 speaking not occupy the first priority because listening and reading occupy the first priority with the average value of 4.70 was very important, and questionnaire 8 with average value 4.60 was very important. Then questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 were important. Next questionnaire 13 speaking also not occupy the first priority because listening is occupy the first priority with average value of 4.70 was very important. And the last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 and 4.90 were very important classification. Based on the data analysis above, it is inferred that the student's priority skill of English needs by the eleventh grade students at SMK Toraja Wisata is speaking.

THE STUDENTS' PRIORITY SKILL OF ENGLISH NEEDS BY THE ELEVENTH GRADE STUDENTS AT SMK TORAJA WISATA Markus Deli Girik Allo; Herni Pabisa
Al-Lisan: Jurnal Bahasa Vol 3 No 1 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (981.588 KB)

The objective of the research is to find out the student's priority skill of English needs by the eleventh grade students of SMK Toraja Wisata. This research employed non-experimental design. The population of this research was the eleventh grade students of SMK Toraja Wisata academic year 2015/2016, there were 20 students as a population and divided into two department are Perhotelan and Kesehatan department, the sample of the research was the students of Perhotelan department, the researcher used random sampling technique with the numbers of sample was 10 students of Perhotelan department from the eleventh grade students and the writer used one only instrument, namely questionnaire. The result of data analysis collected through the questionnaire showed that from the15 items questionnaire, there are 12 items which speaking occupy the first priority with average value: for questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 4.75 were very important. In the questionnaire 7 and 8 speaking not occupy the first priority because listening and reading occupy the first priority with the average value of 4.70 was very important, and questionnaire 8 with average value 4.60 was very important. Then questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 were important. Next questionnaire 13 speaking also not occupy the first priority because listening is occupy the first priority with average value of 4.70 was very important. And the last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 and 4.90 were very important classification. Based on the data analysis above, it is inferred that the student's priority skill of English needs by the eleventh grade students at SMK Toraja Wisata is speaking.

Figurative Languages by the Lecturers in Teaching English at English Study Program of FKIP UKI Toraja markus deli girik allo
Teaching English as a Foreign Language Overseas Journal Vol. 1 No. 1 (2015): volume 1. Issue 1, September - December
Publisher : UKI TORAJA

The research aims at finding out (1) the kind of the Figurative Languages used by the lecturers (2) the ways of using Figurative Languages by the lectures (3) the reasons of using Figurative Languages by the lectures, and (4) the students’ perceptions toward the use of Figurative Languages by the lecturers. The researcher in this study employed the qualitative research design. The subjects of this research were Lecturers and students at English Education Study Program of FKIP UKI Toraja. The results of the research revealed that (1) the kinds of the Figurative Languages used by the lecturers are: Simile, metaphor, Personification, Rhetoric, Litotes, Paradox, Metonymy, Hyperbole, Repetition, (2) The ways of Using Figurative Languages by the lecturers are by making comparative, contradictive, correlative and repetitive statements that related to students’ life, culture and habit with the material in teaching English, (3) The reasons of using Figurative Languages are: Introducing language and culture, as a feedback to improve students’ understanding on the lessons, to help students’ understanding the lessons, to motivate students in learning process, enhancing the language (language style), and to train students’ critical thinking, and (4) The students’ perceptions toward the use of Figurative Language are: in association the material with the real world the students easily absorbed it because it was closer with their environment. The students who did not like and understand it because they needed the lecturers explained it directly the intended point.

More than Words: Metaphor in Foreign Language Lecturers’ Talk markus deli girik allo
Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL
Publisher : UKI TORAJA

The research aims to investigate the metaphor used in Foreign Language Lecturers’ Talk.The subjects of this research were Lecturers at English Education Study Program of FKIPUKI Toraja. The results of the research revealed that the metaphor used in Foreign LanguageLecturers’ Talk are: a)That's where the name of the price of ink, b) going to the bamboo trees everySunday, c) Why are you looking for disease?”, d) “I asked to delete it, replaced the previous study, ifyou're exactly similar with it means you have cheated, beautiful playing, you have to play beautifully,e) Then creating a definition not like this model, set good example, there are several definitions ofwriting they are, then if your model like that, this is a direct fire!, f) "Why there are researchers do nothave a name, sightings”, g) Ok, this fish is you, so if you are on the water how are you feeling?

A STUDY OF TEACHER TALK IN INTERACTIONS INEFL CLASSES markus deli girik allo
Teaching English as a Foreign Language Overseas Journal Vol. 4 No. 1 (2016): EDUCATION, TOURISM AND LOCAL WISDOM ISSUES ,SEPTEMBER - DECEMBER
Publisher : UKI TORAJA

Teacher talk plays an important role in provoking interactions between teachersand students. Therefore, lecturers should try to understand what languages wouldbe more efficient in creating an environment in which students feel morecomfortable and more confident and become more involved in interactiveactivities in the language classroom. This study investigated kinds of teacher talkby lecturers and the most employed of kinds of teacher talk by the lecturers inteaching English. It was found that: the kinds of teacher talk by lecturers are:Initiation such as: questioning, invitation, and direction, follow up in term of to noand incorrect answer such as: inform, prompt, encouragement, criticizing, andignoring, follow up in term of to correct answer such as: acknowledgement, andcomment. In ways of initiation, questioning (65%) as the most employed by thelecturers. In term of follow up in purpose to no and incorrect answer, inform(30%) as the most employed, and in purpose to correct answer, acknowledgement(60%) as the most employed by the lecturers.

Intercultural Communication in EFL Classrooms Markus Deli Girik Allo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 5 No. 2 (2018)
Publisher : Universitas Cokroaminoto Palopo

Intercultural communication is an important aspect in EFL classrooms since EFL classrooms are one of the learners’ environments to learn the culture and intercultural communication. The researcher employed the quantitative research with survey design. This study investigated the place of culture and intercultural communication in Torajan EFL classrooms and Torajan students’ perceptions on Imperatives for studying Intercultural Communication. It is found that: Students needed for the new cultural and intercultural knowledge in EFL classrooms and hoped that curriculum can meet their needs on intercultural communication competence, and students are aware and hope to institutional and EFL lecturers to create intercultural environment and encourage effective intercultural dialogue in EFL classrooms in order to achieve: pedagogical, personal development, peace, economic, demographic, and ethical imperatives of intercultural communication.

THE CULTURAL VALUES OF THE BULANGAN LONDONG SEMBANGAN SUKE BARATA RITUAL OF THE INDIGENOUS PEOPLE OF TORAJA Markus Deli Girik Allo; Nilma Taula’bi; Elim Trika Sudarsih; Eka Prabawati Rum
Patanjala: Journal of Historical and Cultural Research Vol 13, No 2 (2021): PATANJALA VOL. 13 NO. 2 OKTOBER 2021
Publisher : Balai Pelestarian Nilai Budaya Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30959/patanjala.v13i2.798

The purpose of this study was to investigate the cultural values in the ritual of Bulangan Londong Sembangan Suke Barata as part of the Toraja indigenous people life. The research method used in this study is a qualitative method. Meanwhile, the respondents involved in this study include culturist, linguists, and the Toraja community. The research instruments used in this study were document files, interviews with the subjects, and observations using a video recorder that recorded the ritual process of Bulangan Londong Sembangan Suke Barata. The data analysis technique in this study includes three main steps, namely data reduction, data presentation, and drawing conclusions. The results showed that the cultural values contained in the rituals of the Bulang Londong Sembangan Suke Barata were 'Manuk' which symbolized the value of the work ethic, 'Ussembang Suke Barata' which represented the religious value of bamboo slashed by 'Mina', and 'Kayunan Londong' which personifies the leader's patriotic value.Tujuan dari penelitian ini adalah untuk menyelidiki nilai-nilai budaya dari ritual bulangan londong sembangan suke barata dari masyarakat adat Toraja. Penelitian ini menggunakan metode kualitatif. Responden penelitian ini adalah budayawan, ahli bahasa, dan komunitas Toraja. Instrumen penelitian yang digunakan adalah file dokumen, wawancara dengan subjek, dan pengamatan dengan menggunakan perekam video pada ritual bulangan londong sembangan suke barata. Teknik analisis data mencakup tiga langkah utama, pengurangan data, presentasi data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai-nilai budaya yang terkandung dalam ritual bulangan londong sembangan suke barata adalah manuk yang melambangkan nilai etos kerja, ussembang suke barata yang mewakili nilai religius bambu yang ditebas oleh mina, dan kayunan londong sebagai personifikasi nilai patriotik pemimpin.

Desain Kerangka Silabus Berbasis Tugas pada Mata Kuliah Bahasa Inggris Umum Berdasarkan Analisis Kebutuhan dan Analisis Situasi Mahasiswa Teknik Sipil UKI Toraja Nilma Taulabi; Markus Deli Girik Allo; Elim Trika Sudarsi
Jurnal Studi Guru dan Pembelajaran Vol. 2 No. 3 (2019): September - December
Publisher : Universitas Cokroaminoto Palopo

Tujuan dari penelitian ini adalah menemukan Kebutuhan belajar bahasa inggris umum, dan mendesain kerangka Silabus Berbasis Tugas pada Mata kuliah Bahasa Inggris Umum Berdasarkan Analisis Kebutuhan dan Analisis Situasi Mahasiswa Tehnik Sipil UKI Toraja. Metode yang digunakan dalam penelitian ini adalah metode pengembangan (Research and development/R&D). Responden dalam penelitian ini adalah mahasiswa Tehnik Sipil UKI Toraja sebanyak 60 mahasiswa. Dalam mengumpulkan data dalam penelitian ini, peneliti menggunakan instrumen Angket, dan Wawancara. Teknik analisis data yang digunakan dalam penelitian ini adalah menggunakan tehnik Miles dan Huberman (2002: 16). Teknik analisis data ini meliputi tiga langkah pokok yaitu: 1) reduksi data, 2) penyajian data, 3) penarikan kesimpulan, dan verifikasi. Ketiga langkah ini dilakukan secara terus menerus sejak awal. Untuk menganalisis data angket dari informasi yang sudah dikumpulkan dari responden selanjutnya dianalisis. Teknik analisis yang kami terapkan pada penelitian ini adalah dengan menggunakan persentase dan frekuensi. Hasil dari penelitian ini menunjukkan bahwa Kebutuhan belajar Mahasiswa Tehnik Sipil UKI Toraja yakni: Kegiatan Pembelajaran yang dibutuhkan meliputi Kegiatan Pembelajaran dalam bentuk tatap muka, penugasan terstruktur, kegiatan mandiri tak terstruktur. Kebutuhan mahasiswa tentang metode pengajaran yakni belajar secara berkelompok, belajar secara berpasangan, dan belajar sendiri. Topik pelajaran yang disukai dalam belajar Bahasa Inggris Umum, mahasiswa menyukai materi tentang IPTEKS, materi Bahasa Inggris Umum yang kontekstual, dan materi kegiatan sehari-hari. Desain kerangka Silabus Berbasis Tugas pada Mata kuliah Bahasa Umum Inggris didasarkan pada Analisis Kebutuhan dan Analisis Situasi Mahasiswa Tehnik Sipil UKI Toraja yang merefleksikan Kegiatan Pembelajaran dalam bentuk tatap muka, penugasan terstruktur, kegiatan mandiri tak terstruktur.

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