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Integrating 21st-century skills in English material development: What do college students really need? Sebastianus Menggo; Sabina Ndiung; Hendrikus Midun
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10889

Abstract

The 21st-century education emphasizes a number of indicators that teachers, students, parents, and other education stakeholders should completely understand. English teachers should be encouraged to be able to integrate the intended 21st-century competency indicators into instructional materials that are preceded by a needs analysis stage. Needs analysis is crucial in designing English materials as it serves as a valuable tool for practitioners to create English materials aligned with students' target and learning needs. As a consequence, needs analysis is seen as a necessary component of the teaching practice. The purposes of this study are to examine and reveal the numerous types of students' target needs and learning needs for English material development. This study examined two English lecturers and 206 students enrolled in the primary education department. The data collection instrument was a questionnaire and the data were analyzed using a software program, namely an excel chart data series. Findings indicated that the students' target needs included necessities, lacks, and wants, whereas learning needs included input, procedure, setting, learner's role, and lecturer's role in the teaching-learning process. Students' target and learning needs emphasized the importance of developing English materials that boosted 21st-century education skills. English materials should be adjusted to meet the needs of students' future careers, with a particular emphasis on the eleven sub-skills of 21st-century education.
BLENDED LEARNING IN ESL/EFL CLASS Sebastianus Menggo; Hieronimus Canggung Darong
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022 Publication in progress...
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.4159

Abstract

Blended learning requires digital technology transformation for lecturers and students, up-to-date teaching methods, flexible learning processes, the effectiveness of time, space, budget, learning motivation, learning autonomy, all of which contribute to improving student learning achievement. However, current empirical research results do not support the claim that blended learning improves students' English proficiency and learning autonomy. Evidence shows that the blended learning has an effect on students' English competence, learning autonomy, motivation, and ICT literacy. For this article, the effect of blended learning in ESL/EFL was investigated and defined. This study is a quantitative explanatory research type with a pre-test and post-test design. The research participants were 198 students from the Department of Primary School Teacher Education, Universitas Katolik Indonesia Santu Paulus Ruteng. Seventy-four participants were chosen as samples using a random sampling method. Data was taken by test and non-test, and data was then analysed by a software program called SPSS 22.0. Twelve blended learning sessions, including six sessions in face-to-face settings and six sessions, are done virtually through the Zoom application. The results show that blended learning strengthens English student competence (the mean score on the post-test = 82.57), learning autonomy (88.57%), learning motivation (80%), and ICT literacy (71.43%).
Pelatihan Penyusunan Rencana Pelaksanaan Pembelajaran Model 1 Lembar Versi Menteri Nadiem bagi Guru Sekolah Dasar Sabina Ndiung; Sebastianus Menggo; Mariana Jediut; Eliterius Sennen; Arnoldus Helmon
Jurnal Pengabdian Pada Masyarakat Vol 5 No 4 (2020)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/002.202054.472

Abstract

TRAINING FOR CONSTRUCTING OF THE MINISTER NADIEM’S VERSION OF ONE-SHEET LESSON PLAN FOR ELEMENTARY SCHOOL TEACHERS. Learning planning is a system that refers to the objective to be achieved because it is the basis of work in carrying out all activities in learning. A system is a unit consisting of a number of components that are interconnected and interact with one another in an effort to achieve the goal. At present, elementary school teachers have difficulty in conducting the Minister Nadiem’s new policy as stipulated in a circular letter No. 14 of 2019 concerning the simplification of the administration of learning, especially related to the implementation of lesson plan of the 2013 curriculum becomes one-sheet lesson plan model. Simplifying the components of the 2013 curriculum learning lesson plan to adapt the model developed by Glaser which is the basic model in constructing lesson plan with the scope of its components, namely objective, learning procedure, and assessment. Thus, this training focuses on mentoring for teachers in developing a one-sheet lesson plan in accordance with the needs of SDN Ules, South Lembor sub-district, West Manggarai regency which is oriented toward increasing teacher creativity and innovation in learning. This training includes four stages, namely (1) needs analysis of the participants (teachers) of the training activities; (2) workshop on constructing of one-sheet lesson plan of the Minister Nadiem’s version; (3) construction and presentation of activities result, and (4) evaluation. The outcome of this activity is the availability of lesson plan model which is ready to be used by teachers in the learning process of academic year of 2020/2021, equipped with portfolio and project assessment guidelines according to subject to achieve meaningful learning goals.
Strengthening Student Character with Local Cultural Metaphors: Messages Exploration from the Tiba Meka Dance Sebastianus Menggo; Pius Pandor; Sabina Ndiung
Lingua Cultura Vol. 15 No. 2 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i2.7340

Abstract

The research aimed to analyze the metaphor constructions and pedagogic values in the tiba meka dance. Students’ character building through metaphor construction in traditional dance had not been widely investigated; meanwhile, the metaphors used in this dance contain great values for encouraging students’ positive attitudes. Metaphor construction had a fundamental role for the students to have creative thought and deepen their understanding of its nature and role as a real communication language. The proper metaphor’s construction encouraged a student to be a catalyst in cross-cultural communication and appreciated the values contained in the metaphor delivered. The research was carried out between February and December 2019 and involved 30 respondents. The instruments used in collecting data were a set of stationery, questionnaire, interview, documentation, field notes, and recordings. These data were analyzed qualitatively through the phenomenological method. The findings show that the tiba meka dance is inseparable from the use of metaphors, namely bird, vegetation, body, sun, and water metaphors that have great pedagogic values, such as honesty, responsibility, and disciplin that contribute to the character building for students. The ideologies that underline tiba meka dance are morals, identity, and economy. 
The Verbs with the Notion of Eating in Manggaraian Language: Natural Semantic Metalanguage Analysis Tobias Gunas; Sebastianus Menggo; Yosefina Helenora Jem
RETORIKA: Jurnal Ilmu Bahasa Vol. 7 No. 2 (2021)
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (359.447 KB) | DOI: 10.22225/jr.7.2.3826.191-200

Abstract

The aim of this research is to explicate and account for the verb of eating in Manggaraian language. There are some verbs denoting the meaning of eating, such as hang, lompong, jumik, mboros, takung, la’ur, alas, pongo mu’u. The qualitative research method was applied to unveil and explain the explication of meaning in the given verbs respectively. Field-observation and recording were the techniques used to gather the data from the natural speakers utterances as well as part of the data were based on the researchers’ intuitive knowledge as the native speakers. The data were analyzed through the theory of Natural Semantic Metalanguage (NSM). The results of the analysis reveal that Manggaraian language has the inventory of verbs designating the meaning of eating such as hang, jumik, lompong, mboros, takung, raci, alas, pongo mu’u. In terms of semantic prime, the verbs are under the category of the action verb. Comparing to the other verbs, the verbs jumik, lompong, pongo mu’u have more delicate meaning of eating. Furthermore, those verbs are classified into generic and specific category of meaning. The verbs “hang, jumik, mboros” are generic in meaning while the verbs lompong alas,racik, pongo mu’u, takung are specific in meaning. The verbs are categorized into non-compositional polysemy. Regarding the explication of meaning, the verbs reveal the action and the process of eating involving certain parts of body (hands and mouth) as well as specific tools (plate, spoon, bowl).
PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Sebastianus Menggo; Leonardus Par; Tobias Gunas; Stanislaus Guna
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

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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. 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 Sebastianus Menggo; Yosefina Rosdiana Su; Rizki Adiputra Taopan
JURNAL WIDYA LAKSANA Vol 11 No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.827 KB) | DOI: 10.23887/jwl.v11i1.34908

Abstract

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.
Pelatihan Pembuatan Website Desa Wisata Di Desa Wisata Meler, Kabupaten Manggarai, NTT Sebastianus Menggo; Yosefina Rosdiana Su; Rizki Adiputra Taopan
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2022): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v6i1.7551

Abstract

Natural charm, cultural attractions and agro-tourism are the main objects of Meler tourism village. These tourism objects not only provide a wonderful natural persona (rice field spider web terrace) but also a variety of traditional dances that contain historical, educational and humanistic values that are universally applicable. These advantages can be utilized to boost the economy of rural communities. However, tourism village administrators must be digitally literate in order to maximize the economic impact of these tourism assets. The outcome target of this community service is to improve the digital literacy skills of the seven Meler tourist village administrators. This community service was carried out at the Meler village office for two months (May – June 2021), twice a week. A number of methods have been applied to meet the intended outcome targets, namely lecturing, questions and answers, discussions, demonstrations and presentations. The results indicate that the training participants have understood and applied the concept of digital literacy in managing tourism villages.
Empirical Evidence of Blended Learning in Indonesian EFL Class Sebastianus Menggo; Hieronimus Canggung Darong
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.554 KB) | DOI: 10.30762/jeels.v9i1.3957

Abstract

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).
Think-Aloud Protocol Analysis: Revealing The Student's Problem in Reading Comprehension Ni Wayan Krismayani; Sebastianus Menggo
VELES Voices of English Language Education Society Vol 6, No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.5782

Abstract

Readers should integrate information from the text they are reading with their existing knowledge since reading is a process of building meaning and language expansion. Without improving reading abilities, it is hard to succeed in the teaching and learning process and develop a more thorough understanding, a perceptive attitude, and creative thinking to reach reading achievement. The purpose of this study is to outline the issues that cropped up while reading. In this descriptive-qualitative study, the researchers identified, analyzed, and characterized the readers' mental processes for reading comprehension. Thirty students were taken randomly from three classes enrolled in the Intermediate Reading Course of the English Language Education Study Program, Universitas Mahasaraswati Denpasar. The finding showed that the students encountered four main problems: Inability to understand word, phrase, and sentence processing (78.1%); having weak syntactic parsing (83.3%), less inference (81.7), and inadequate self-monitoring (84%). The reading lecturers are suggested to determine the student’s reading comprehension needs and employ relevant tips in the reading course, such as creating good connections, making predictions, visualizing, making inferences, self-questioning, and summarizing. The results are expected to give a useful contribution to strengthen reading theory and the lecturers in analyzing students’ reading comprehension problems.