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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Esteem Journal of English Study Programme Journal of Language, Literature, and Teaching Journal of English Language and Education Jurnal Abdimas Kartika Wijayakusuma
Bajo, Simforianus Mario
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SURFACE LINGUISTIC ERRORS IN ORAL PRESENTATION: A CASE STUDY OF SECONDARY STUDENTS IN 3T REGION KUPANG TIMUR Bajo, Simforianus Mario; Lomi, Aplonia Nelci Ke; Lake, Floribertha
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19296

Abstract

This study examines the types and frequency of surface linguistic errors in English oral storytelling by junior high school students from the 3T (frontier, outermost, disadvantaged) region of Kupang Timur. Using a quantitative approach, data were collected from 15 students and analyzed through Dulay et al.’s Surface Strategy Taxonomy, with error analysis following Ellis’s framework: identification, description, explanation, and evaluation. The results show that omission errors were most frequent (47%), followed by addition (27%), misformation (20%), and misordering (6%). Frequent mistakes included the omission of “to be” verbs and possessive apostrophes, indicating limited mastery of basic English grammar in spoken form. These findings highlight the specific grammatical challenges faced by learners from remote, under-resourced areas. The study offers valuable implications for English language instruction, suggesting the need for targeted teaching strategies and curriculum development that address the unique needs of students in 3T regions. By focusing on an underrepresented group in Indonesian educational research, this study provides new insights into how linguistic background and educational access shape oral language proficiency, advocating for more inclusive and context-sensitive language teaching practices.
ANALYSING THE ALIGNMENT OF LOTS AND HOTS IN SUMMATIVE ASSESSMENTS WITHIN THE MERDEKA CURRICULUM Bajo, Simforianus Mario
Journal of Language, Literature and Teaching Vol 7, No 1 (2025): APRIL - JULY 2025
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v7i1.37-46

Abstract

This study examines the alignment of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in summative assessments within the context of the Merdeka curriculum at SMP Amore Prime School. The research utilizes a descriptive quantitative approach, analyzing English assessment items for grade 8 students in the 2024-2025 academic year. Data was collected from 51 summative test items, categorized according to Bloom’s revised taxonomy, with a focus on the distribution of LOTS and HOTS. The findings reveal a dominance of LOTS-based items (70.6%) over HOTS-based items (29.4%), indicating a gap in the ideal implementation of the Merdeka curriculum, which emphasizes critical thinking, creativity, and independent learning. Although the assessment items reflect an attempt to integrate both cognitive levels, the imbalance suggests that traditional rote-learning practices still prevail, particularly in assessing foundational knowledge. This study highlights the need for greater emphasis on HOTS in language assessments to fully align with the goals of the Merdeka curriculum and support the development of students' critical thinking and problem-solving skills.
SURFACE LINGUISTIC ERRORS IN ORAL PRESENTATION: A CASE STUDY OF SECONDARY STUDENTS IN 3T REGION KUPANG TIMUR Bajo, Simforianus Mario; Lomi, Aplonia Nelci Ke; Lake, Floribertha
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19296

Abstract

This study examines the types and frequency of surface linguistic errors in English oral storytelling by junior high school students from the 3T (frontier, outermost, disadvantaged) region of Kupang Timur. Using a quantitative approach, data were collected from 15 students and analyzed through Dulay et al.’s Surface Strategy Taxonomy, with error analysis following Ellis’s framework: identification, description, explanation, and evaluation. The results show that omission errors were most frequent (47%), followed by addition (27%), misformation (20%), and misordering (6%). Frequent mistakes included the omission of “to be” verbs and possessive apostrophes, indicating limited mastery of basic English grammar in spoken form. These findings highlight the specific grammatical challenges faced by learners from remote, under-resourced areas. The study offers valuable implications for English language instruction, suggesting the need for targeted teaching strategies and curriculum development that address the unique needs of students in 3T regions. By focusing on an underrepresented group in Indonesian educational research, this study provides new insights into how linguistic background and educational access shape oral language proficiency, advocating for more inclusive and context-sensitive language teaching practices.
Dari Improvisasi ke Terstruktur: Pengembangan Kurikulum untuk Pembelajaran Bahasa Inggris Nonformal Bajo, Simforianus Mario; Hornay, Priscilla Maria Assis; Erfiani, Yohanes P. F.
Jurnal Abdimas Kartika Wijayakusuma Vol 6 No 4 (2025): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v6i4.1130

Abstract

Program pengabdian masyarakat ini berfokus pada pengembangan kurikulum Bahasa Inggris yang terstruktur dan sistematis bagi lembaga pendidikan non-formal “Learning and Piety” di Kupang, Nusa Tenggara Timur. Program ini dilaksanakan melalui beberapa tahap utama, yaitu observasi, diskusi, perancangan kurikulum, sosialisasi, dan evaluasi. Hasil kegiatan menunjukkan bahwa ketiadaan kurikulum terstruktur sebelumnya menyebabkan ketidakkonsistenan dalam materi ajar dan proses penilaian. Setelah implementasi kurikulum baru dan pelatihan microteaching, para fasilitator menunjukkan peningkatan yang signifikan dalam konsistensi pengajaran, pengelolaan kelas, serta keterampilan evaluasi. Peserta kursus juga melaporkan pengalaman belajar Bahasa Inggris yang lebih menarik, efektif, dan sesuai dengan tingkat kemampuan mereka. Keberhasilan program ini terletak pada pendekatan kolaboratif antara tim akademik dan lembaga mitra yang memastikan kurikulum disusun sesuai kebutuhan nyata peserta. Namun, beberapa tantangan tetap muncul, seperti keterbatasan pengalaman pedagogis fasilitator dan waktu pelaksanaan yang singkat sehingga evaluasi jangka panjang belum optimal. Secara keseluruhan, program ini menegaskan pentingnya pengembangan profesional berkelanjutan dan penyusunan kurikulum terstruktur untuk memperkuat kualitas pendidikan Bahasa Inggris non-formal, khususnya di wilayah dengan keterbatasan sumber daya seperti Kupang.
Strategi penulisan artikel ilmiah terindeks SINTA bagi guru SMP Negeri 16 Kupang Erfiani, Yohanes Paulus Florianus; Djehatu, Maria Goreti; Bajo, Simforianus Mario
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 1 (2026): February (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i1.37877

Abstract

AbstrakPelaksanaan Kegiatan Pengabdian Kepada Masyarakat (PKM) ini diterapkan dengan tujuan untuk meningkatkan pengetahuan, pemahaman, dan kemampuan para guru di lingkungan SMP Negeri 16 Kupang tentang strategi penulisan artikel ilmiah terindeks SINTA. Dalam menyukseskan kegiatan PKM ini, maka metode pengabdian yang tepat untuk digunakan adalah metode sosialisasi, diskusi, dan bimbingan. Metode sosialisasi dilaksanakan sebagai prosedur awal untuk pengenalan dan pendekatan bersama para guru. Metode kedua adalah diskusi yang dilakukan ketika kegiatan sosialisasi berlangsung. Metode ini dilakukan untuk mengetahui pemahaman para guru tentang strategi penulisan artikel ilmiah. Sementara itu, metode pelatihan dilaksanakan untuk memberikan pengarahan dan pelatihan bagi para guru agar mampu menguasai strategi penulisan artikel ilmiah. Metode keempat adalah metode bimbingan yang dilakukan untuk melatih para guru dalam menerapkan strategi penulisan artikel ilmiah dengan mengintegrasikan hasil penelitian yang telah dilakukan oleh para guru. Selain itu, kegiatan PKM ini melibatkan 56 guru. Hasil pengabdian menunjukkan adanya perubahan dan peningkatan yang signifikan sebesar 30 % dari hasil pre tes dan pos tes yang telah diberikan oleh tim pelaksana pengabdian melalui kuesioner. Hasil pre tes menunjukkan nilai rata-rata yang diperoleh adalah 60 %. Sedangkan, hasil pos tes menunjukkan nilai rata-rata yang diperoleh adalah 90 %. Berdasarkan hasil analisis data dan observasi, dapat disimpulkan bahwa kegiatan PKM ini telah dilaksanakan dengan baik sesuai dengan rancangan kegiatan yang telah dibuat. Kesimpulan lain menyangkut substansi dari topik materi yang telah diberikan adalah para guru memiliki pemahaman dan konsep mengenai strategi penulisan artikel ilmiah terindeks SINTA. Kata kunci: strategi; penulisan; artikel ilmiah; terindeks SINTA. Abstract The implementation of this Community Service Program was carried out with the objective of enhancing the knowledge, understanding, and skills of teachers at SMP Negeri 16 Kupang regarding strategies for writing scientific articles indexed in SINTA. To ensure the success of this program, several appropriate methods were employed, including socialization, discussion, training, and mentoring. The socialization method was conducted as an initial procedure to introduce and establish engagement with the teachers. The discussion method took place during the socialization activity and aimed to identify the teachers’ understanding of scientific article writing strategies. Meanwhile, the training method was implemented to provide guidance and practical instruction so that teachers could master effective strategies for writing scientific articles. The mentoring method was carried out to assist teachers in applying those strategies by integrating the results of their previous research into scientific writing. This community service activity involved a total of 56 teachers. The results demonstrated a significant improvement of 30% between the pre-test and post-test scores obtained through questionnaires administered by the implementation team. The average pre-test score was 60%, while the average post-test score increased to 90%. Based on data analysis and observations, it can be concluded that the PKM activity was successfully implemented in accordance with the planned design. Furthermore, the findings indicate that the participating teachers have developed a clear understanding and conceptual grasp of the strategies for writing scientific articles indexed in SINTA. Keywords: strategy; writing; scientific article; SINTA index
A Study of Formative Assessment Implementation through Classroom Interactional Competence: Discourse Analysis in English Classes at Lalian Atambua Seminary Senior High School Bajo, Simforianus Mario; Hornay, Priscilla Maria Assis; Erfiani, Yohanes P. F.
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2160

Abstract

This qualitative case study investigates the role of teachers’ Classroom Interactional Competence (CIC) in the implementation of formative assessment in English lessons at a senior high school located in Indonesia’s 3T (frontier, outermost, and disadvantaged) region. While previous Indonesian studies have primarily relied on survey and self-report data, little attention has been paid to how formative assessment is enacted through naturally occurring classroom interaction, particularly in marginalised contexts. Using Classroom Discourse Analysis informed by Conversation Analysis principles, two complete lessons taught by one experienced teacher, purposively selected as an information-rich case, to Grade XI students (N = 52) at SMA Seminari Lalian Atambua, Belu Regency, East Nusa Tenggara, were audio-recorded and transcribed to capture recurring interactional patterns through detailed, turn-by-turn analysis. Findings reveal that classroom interaction was heavily dominated by the traditional IRF/E pattern, with display questions comprising 23.8% of teacher turns and advanced CIC practices (referential questions, extended wait time, clarification requests, confirmation checks, and scaffolding) accounting for only 8.7%. In 24 identified formative assessment episodes, 83.3% of feedback moves were evaluative or effusive praise that closed sequences without guiding improvement, while scaffolded, suggestive feedback occurred only once (4.2%) yet produced immediate and extended student uptake. The results confirm that, in this severely under-resourced context, limited CIC transforms potentially formative moments into ceremonial, teacher-centred checks, thereby constraining the effectiveness of formative assessment. The study highlights CIC as a critical equity issue in marginalised regions and calls for discourse-focused professional development to enable teachers to create genuine “space for learning” even under significant contextual constraints.
Co-Authors Erfiani, Yohanes P. F. Hornay, Priscilla Maria Assis Ke Lomi, Aplonia Nelci Lake, Floribertha Maria Goreti Djehatu Yohanes Paulus Florianus Erfiani, Yohanes Paulus Florianus