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ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY Menggo, Sebastianus
Journal of Psychology and Instructions Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

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The aim of communicative language teaching is enable learners to communicate in the target language. A learner is sued to perform the micro and macro components in each utterance produced. Consequently, students need to know the linguistics forms, meanings and functions of that target language. They need to know that many different forms can be used to perform a function and also that single form can often serve a variety of functions. Students must be able to choose from among these the most appropriate form, given the social context and manage the process of negotiating meaning with their interlocutors. However, knowing learnerâs English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward speaking achievement. The aim of this study is to know and describe the English learning motivation affecting studentsâ speaking ability of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and studentsâ speaking document. Result shows that motivation is significantly affecting studentsâ speaking ability.

THE EFFECT OF DISCUSSION TECHNIQUE AND ENGLISHLEARNINGMOTIVATIONTOWARD STUDENTSâ€™ SPEAKING ABILITY Menggo, Sebastianus
Jurnal Pendidikan dan Kebudayaan Missio Vol 8 No 1 (2016): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : STKIP Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2016/45

Abstract: The Effect Of Discussion Technique and English Learning Motivation Toward Studentsâ€™ Speaking Ability. The aim of this study is to investigate (1) whether there is a difference in the speaking abilitybetween students who are taught by usingdiscussion technique and those taught by using the conventional technique; (2) an interactional effect between the speakingtechniques applied and English learning motivation toward studentsâ€™ speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion techniqueÂ and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 124 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and studentsâ€™ motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique.Â Keywords:Â discussion technique,motivation, speaking abilityÂ Abstrak: Pengaruh Teknik Diskusi dan Motivasi Belajar Bahasa Inggris Terhadap Kemampuan Berbicara Bahasa Inggris. Tujuan dari penelitian ini adalah untuk mengetahui(1) apakah ada perbedaan kemampuan berbicara bahasa Inggris antara siswa yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan menggunakan teknik konvensional; (2) apakah ada interaksi antara teknik yang digunakan dan motivasi belajar bahasa Inggris terhadap kemampuan berbicara siswa; (3) perbedaan kemampuan berbicara bahsa Inggris antara siswa dengan motivasi tinggi yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan menggunakan teknik konvensional; dan (4) perbedaan kemampuan berbicara bahasa InggrisÂ dengan motivasi rendah yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan menggunakan teknik konvensional.Penelitian ini menggunakan desain faktorial 2X2 dengan total sampel penelitiannya124 siswa. Data diperoleh melalui angket dan tes kemampuan berbicara lalu dianalisis dengan menggunakan ANOVA dua jalur. Hasilnya menunjukan bahwa (1) ada perbedaan yang signifikan kemampuan berbicara bahasa Inggris antara siswa yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan teknik konvensional; (2) ada interaksi antara teknik yang diterapakan dan motivasi siswa terhadap kemampuan berbicara bahasa Inggris ; (3) ) ada perbedaan kemampuan berbicara bahasa Inggris antara siswa dengan motivasi tinggi yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan menggunakan teknik konvensional; dan (4) ada perbedaan kemampuan berbicara bahasa Inggris antara siswa dengan motivasi rendah yang diajarkan dengan menggunakan teknik diskusi dan siswa yang diajarkan dengan menggunakan teknik konvensionalÂ Kata kunci: teknik diskusi, motivasi, kemampuan berbicara

Phonology Acquisition at The Holophrastic Stage. Menggo, Sebastianus
Jurnal Pendidikan dan Kebudayaan Missio Vol 9 No 1 (2017): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : STKIP Santu Paulus Ruteng

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The aim of this preliminary research is to know and describe the phonology acquisition toward early childhood on 15 until 20 months age old in Santo Paulus Preschool, Singaraja, Bali which altogether 7 children. Purposive procedure was applied in this study. Then data were collectedthrough observation, field note, and natural recorded when the respondents were playing and interacting each other in school park. Data collection were done during four days and only certain utterances of those respondents wererecorded. The utterances recorded are expected to be representative of the whole 7 childrenâ€™s phonology acquisition. Utterances repeated by students were recorded precisely by the researcher. The result showed that, children on 15 until 20 months old age generally have acquired vocal phonemes (u, i, e, o). Then, the structure of utterances by this age from easy to difficult phonemes. The distinction of phonem difficulty referenced to the how child articulated the total of distinction feature of each phonem. Vocal phonemes acquisition of 15 until 20 months age old have already completely acquired. There was no vocal phonem change or created a new vocal phonem. Meanwhile, consonant acquisition for the children of this stage, the researcher found that 4 children still have the problem of certain consonants such as r, s, k, j and t. The children articulated those phonemes were different from adultâ€™s production but those differences indicated to the equality of semantic perspective with adult.

FACTORS HINDERING THE ACHIEVEMENT OF ENGLISH COMMUNICATIVE COMPETENCE Menggo, Sebastianus; Suparwa, I Nyoman; Astawa, I Gede
Aksara Vol 31, No 1 (2019): AKSARA, Edisi Juni 2019
Publisher : Balai Bahasa Bali

English communicative competence is one of the prime preferences for learners in this current century, including tourism academy students. As the consequence, learners are equipped by relevant skills including how to articulate English communicative competence insight effectively. Learners are encouraged to fulfill the of micro and macro components of English communicative competence and minimize the factors hindered to be a competent English speaker. The aims of this research were to analyze the factors hindering communicative competence and disclose the micro and macro component problems of English communicative competence at the fourth semester of hotel department students enrolled in three-year diploma program in Denpasar tourism academy. This was descriptive-quantitative study and involved 30 students and one English lecturer as respondents at this college. Data were collected through in-depth interview, questionnaire, field observation, and students’ English communicative competence document. Then, data were analysed by using software program, Excel Chart Data Series. The result indicates that internal factors were more affecting than external factors and micro components were more complicated than macro components in the students’ English communicative competence.

THE EFFECT OF DISCUSSION TECHNIQUE AND ENGLISH LEARNING MOTIVATION TOWARD STUDENTSâ€™ SPEAKING ABILITY Menggo, S.; Ketut, Seken,; Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT The aim of this study is to investigate whether there is (1) a difference in the speaking ability between students who are taught by using discussion technique and those taught by using the conventional technique; (2) an effect of interaction between the speaking techniques applied and English learning motivation toward students? speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion technique and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 96 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and students? motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique. Key words: discussion technique, motivation, speaking ability

Empowering Studentsâ€™ Writing Skill through Performance Assessment Suastra, I Made; Menggo, Sebastianus
International Journal of Language Education Vol. 4, No. 3, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i3.15060

It is quite common to our understanding that classroom assessment outcomes are not sensitive to the goal of teaching and learning language skills. More specifically, the assessment cannot allow the students to present what they know and what they are supposed to do. The purpose of classroom assessment is to inform teaching and to improve learning. Performance assessment gives the students a chance to demonstrate their knowledge and absorb a wide variety of information on language teaching and learning activities. This study aims to analyze the implementation of performance assessment in improving students' writing skills and disclosing the students' psychological factors on implementing performance assessment in the writing learning process. This is a descriptive qualitative study that was carried out for three months, namely October-December 2018. The participants of the research were 28 English department students of Udayana University. The instruments used were writing rubric, questionnaires, and interviews.Â These data were analyzed with the assistance of the excel chart data series software program and then followed by qualitative interpretation. The questionnaire data were displayed in the form of a percentage, while the data from the interviews were narrated in detail based on students' responses. The findings of the study reported a positive impact on students' writing skills (the mean post-test result = 78), boosts students' interest and awareness (92,85%), self-esteem (85,71%), and their motivation (78,57%). The practitioners are expected to implement performance assessment in enhancing students to be a competent English writer.

PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Menggo, Sebastianus; Par, Leonardus; Gunas, Tobias; Guna, Stanislaus
JURNAL WIDYA LAKSANA Vol 10, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers.Â The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.

PELATIHAN BAHASA INGGRIS PARIWISATA DI DESA WISATA MELER Menggo, Sebastianus; Su, Yosefina Rosdiana; Taopan, Rizki Adiputra
JURNAL WIDYA LAKSANA Vol 11, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Village tourism objects offer valuable assets that can be utilized by the village government in accelerating the welfare of the village community. The utilization of these assets cannot be separated from English communication competence. English competence has an effect on the quality of tourist services, particularly for foreign visitors. This service activity aims to improve communication skills in the English language of tourism and awareness of the essence of hospitality toward twenty-five persons in Meler village tourism. The service was carried out at the traditional house of Meler village and Meler tourist village cottage for four months (March - June 2021), once a week. The methods used to achieve this goal are lectures, question and answer, discussion, role-playing, demonstrations and personal presentation. The results show that the training participants understand the role of hospitality in tourism services and increase the fluency of communicating English in the tourism field.

FACTORS HINDERING THE ACHIEVEMENT OF ENGLISH COMMUNICATIVE COMPETENCE Sebastianus Menggo; I Nyoman Suparwa; I Gede Astawa
Aksara Vol 31, No 1 (2019): AKSARA, Edisi Juni 2019
Publisher : Balai Bahasa Provinsi Bali

English communicative competence is one of the prime preferences for learners in this current century, including tourism academy students. As the consequence, learners are equipped by relevant skills including how to articulate English communicative competence insight effectively. Learners are encouraged to fulfill the of micro and macro components of English communicative competence and minimize the factors hindered to be a competent English speaker. The aims of this research were to analyze the factors hindering communicative competence and disclose the micro and macro component problems of English communicative competence at the fourth semester of hotel department students enrolled in three-year diploma program in Denpasar tourism academy. This was descriptive-quantitative study and involved 30 students and one English lecturer as respondents at this college. Data were collected through in-depth interview, questionnaire, field observation, and students’ English communicative competence document. Then, data were analysed by using software program, Excel Chart Data Series. The result indicates that internal factors were more affecting than external factors and micro components were more complicated than macro components in the students’ English communicative competence.

Speaking for Academic Purposes Course: An Analysis of Language Functions Sebastianus Menggo; I Made Suastra; Made Budiarsa; Ni Nyoman Padmadewi
e-Journal of Linguistics Vol 13 No 2 (2019): e-jl-July
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Speaking as the most demanding skill to be mastered in the ESL/EFL teaching context. This is caused by the prime priority of students who want to study English in order to be able to use English for communicative purposes. Knowledge of language functions has a vital role in supporting a speaker to be more involved in the real interaction. The aim of this study is to analyze the use of language functions in the speaking for academic purposes course. This study conducted at the English department students which altogether 33 persons in STKIP Santu Paulus Ruteng, Indonesia. Then data were collected through observation, field note and natural recorded when the respondents were doing the English speaking exercises at the speaking for academic purposes course. Data collection were done during eight meetings and only language functions utterances of those respondents were analyzed. The utterances recorded are expected to be representative of the whole the language functions. Utterances produced by respondents were recorded precisely by the researchers. The result showed that there are five types of language functions found, namely interactive function, informative function, manipulative function, motivative function and directive functions. Those functions are reciprocal. Speaking practitioners are suggested to provide the knowledge of language functions in the speaking learning process.

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