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Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions Ekalia, Yulian Juita; Selamat, Ely Heldydiana; Jemadi , Fransiskus; Jelimun, Maria Olga; Setiawan, Anjelus A.
English Education:Journal of English Teaching and Research Vol 7 No 1 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i1.17823

Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this research is to figure out the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book. Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions. Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy

Lexicogrammatical Analysis of Narrative Texts Written by First Semester Students at Unika ST. Paulus Ruteng Jelimun, Maria Olga; Suarnajaya, I Wayan; Sri Adnyani, Ni Luh Putu
Journal of Education Reseach and Evaluation Vol 4 No 1 (2020): February
Publisher : LPPM Undiksha

This research conducted a qualitative investigation of the transitivity structure, language use and mood structure of narrative texts written by first semester students at UNIKA St. Paulus Ruteng. The data sources of this study were narrative texts written by students on the English study programme. The researchers investigated the dominant transitivity process and analysed the mood structure of the students’ narrative texts using Miles and Huberman’s interactive model. The researchers collected data from the curriculum documentation and by interviewing and giving exercises to the students. Furthermore, the instrument was the researchers and the students’ worksheets. The findings showed that six transitivity processes were applied in the students’ writing. The processes were the material process, mental process, verbal process, behavioural process, relational process and existential process. The dominant process used was the material process, since the texts written by the students mostly contained action verbs describing the characters’ physical actions. The second most common process was the relational process, which was followed by the mental process with 34.15%. The verbal process accounted for only 7.41%. The other processes contained in the texts were the behavioural process and the existential process, and affect, status and contact were as mood aspect.

The Investigation How Students’ Team Achievement Development Strategy Improves the Students' Interest in Speaking English Jelimun, Maria Olga
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 2 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4007

This research aimed to investigate how Student Teams-Achievement Divisions (STAD) technique was able to improve the students’ interest in speaking English. This research is a quasi-experimental where the data collection is done by using tests, namely pre tests and post tests. In order to conclude the data, researchers analyzed them statistically. The participants comprised students enrolled in the eleventh grade Language Program, totaling 32 individuals, inclusive of 13 male and 19 female students of SMAN 1 Poco Ranaka, East Manggarai, Flores NTT. The pre- and post-test results of the 19 students who were looking at the impact of Student Teams Achievement Divisions (STAD) are shown in Table 3's descriptive statistics. With a standard deviation of 10.096, the pre-test mean score was 67.579. The pre-test scores yielded a standard error (SE) of 2.316 and a coefficient of variation of 0.149, which represents the relative variability of the scores. In a similar vein, the post-test results showed a significantly higher mean score of 77.579, suggesting that performance had improved after the intervention. The post-test scores had a standard deviation of 10.394 and a standard error of 2.385. With a coefficient of variation of 0.134, the post-test scores had a somewhat lower coefficient of variance than the pre-test results. The accuracy, variability, and central tendency of the pre- and post-test scores are all well-represented by these descriptive statistics. The rise in the average score between the pre- and post-tests indicates that the STAD intervention had a beneficial effect on students' performance..

FORMAL CODE-SWITCHING IN EFL SPEAKING COURSE Jelimun, Maria Olga
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10983

This study aims at determining the types, functions, and frequency of formal code-switching use in EFL Speaking course classrooms by second-year students of English Language Education Study Program students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researcher used Hoffman's theory to find the types of code-switching and Gumperz's theory to find the functions of code-switching. This research was done through the descriptive mix method, using observation, documentation, and recording to collect data. This research result showed five types of code-switching used by second year students, particularly in formal interaction setting speaking class. The use of those five types of code-switching has shown different percentages. 21% Intra-sentential switching has been used, 32% inter-sentential switching has been used. Moreover, 5% establish continuity with the previous speaker has been used. 37% emblematic switching was used, and a change in pronunciation features was only 5%. Furthermore, based on the data findings, the researchers found that students frequently used emblematic switching in formal interaction when speaking.

Lexical Strings in EFL Textbooks: SFL Analysis and Teaching Implications Darong, Hieronimus Canggung; Susanto, Indra; Selamat, Ely Heldy Diana; Ekalia, Yulian Juita; Jelimun, Maria Olga
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.33742

Textbooks play a crucial role in the teaching-learning process by offering students a well-organized and thorough source of information. They function as an essential educational resource, motivating pupils to attain fluency in the desired language. This qualitative study examines the lexical string pattern of two English as a Foreign Language (EFL) textbooks using Systemic Functional Linguistics (SFL). By focusing on lexical strings, it aims to uncover how vocabulary is sequenced and contextualized within the texts, providing insights into the coherence and cohesion strategies employed. As their capacity to disclose social and cultural aspects of language use, as well as their authenticity, intertextuality, interactive quality, and communicative roles, reading passages samples from the textbooks were selected and modified into clauses for analysis. The results show repetitive, synonymous, and meronymic counts provide insights into language usage and contribute to the overall texture and structure of the analysed texts. On the other hand, higher counts of lexical strings and lexical relations suggest a higher level of diversity and complexity. The results have pedagogical implications for effective EFL teaching. In this respect, teachers can improve vocabulary retention and coherence in language instruction by using strategic approaches based on their awareness of the dominance of repetition and short lexical strings. Thus, this study gives a significant contribution to the field of EFL teaching by providing teachers to create more contextually appropriate and successful language teaching resources that will accelerate students' development of language proficiency. For students, it offers enhanced learning materials tailored to their needs, promoting faster and more effective language acquisition.

Masalah Pemahaman Mendengarkan Yang Dihadapi Oleh Mahasiswa Semester III Program Studi Pendidikan Bahasa Inggris Jemadi, Fransiskus; Bergita Verlin; Maria Olga Jelimun
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.299

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

Masalah Pemahaman Mendengarkan Yang Dihadapi Oleh Mahasiswa Semester III Program Studi Pendidikan Bahasa Inggris Jemadi, Fransiskus; Bergita Verlin; Maria Olga Jelimun
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.839

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

Pendampingan Pembuatan Media Pembelajaran Menggunakan Canva Kepada Para Guru SMP Jelimun, Maria Olga; Selamat, Ely Heldydiana; Anung, Matilda Saputri; Jumat, Helena Indriyani; Darma, Benedicto Cahya
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): Volume 4 Nomor 2 Tahun 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v4i2.4073

. The fundamental problems in this Community Service activity are (1) the teacher's ability to utilize technology as a learning medium. (2) Teachers tend not to use technology in designing learning media. The method used in implementing PKM is the empowerment model. This activity aims to assist the teachers to design interactive technology based learning media. This model is implemented using the following steps: 1) Observations are carried out to obtain joint agreement regarding the mechanism for mentoring activities. 2) holding a workshop which aims to explain and provide general knowledge regarding learning media and the Canva application. 3) The pretest is carried out to obtain comparative scores before mentoring and after mentoring. 4) Assistance in creating learning media using Canva. 4) The post test was carried out to see the teacher's skills and achievements in creating learning media using Canva. The scores obtained in the two tests created were analyzed statistically using the JAPS application. The scores between the two tests are different from each other. The median value of the pre-test results received a score of 55.0 which is categorized as "Low". Meanwhile, the median value from the post-test results received a score of 80.0 and was categorized as "Good". From these results, it can be concluded that the highest median value was obtained by the post-test value. Apart from that, the mean score obtained by students also varies based on each test given. From the pre-test score obtained by students received a score of 55.33 which is categorized as a "Low" score. Meanwhile, the post-test score obtained was 77.77 which was categorized as "Good". From these results, it can be concluded that the mean post-test score was higher than the pre-test score. It means that the teachers are able to use Canva in designing their learning media.

Evaluating The Effectiveness of Buddy Reading Strategy for Reading Comprehension in Inclusive Education Maria Olga Jelimun
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6129

This study examines the effectiveness of the Buddy Reading strategy in improving reading comprehension within an inclusive English classroom at SMPN 2 Langke Rembong, Manggarai. With English functioning as a global language, inclusive education requires instructional methods that support diverse learners, including students with special needs. Buddy Reading, a peer-assisted technique in which students alternate as reader and listener, is considered beneficial for promoting literacy skills, cooperation, and social interaction. A quantitative experimental design was applied involving two eighth-grade classes: an experimental group using Buddy Reading and a control group receiving conventional instruction. Both groups completed pre-tests and post-tests containing 25 multiple-choice items measuring reading comprehension. Data were analyzed using SPSS 24 through descriptive statistics, normality and homogeneity tests, and an independent samples t-test. Results showed that the experimental group achieved a higher post-test mean score (70.48) than the control group (60.51). Students with special needs in the experimental class also demonstrated clear progress. The t-test results (Sig. 0.000 < 0.05) confirmed that Buddy Reading had a significant positive impact on students’ reading comprehension. Overall, the study concludes that Buddy Reading is an effective strategy for inclusive classrooms, supporting academic improvement, vocabulary development, and positive peer interaction.

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