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All Journal Language Circle : Journal of Language and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Edumaspul: Jurnal Pendidikan REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies MATAI: International Journal of Language Education Koli Journal: English Language Education
Karolis Anaktototy
English Education Study Program, Universitas Pattimura Ambon
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Students’ Argumentative Writing Skill through Rubric and Group Feedback Anaktototy, Karolis
Language Circle: Journal of Language and Literature Vol 14, No 1 (2019): October 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v14i1.20687

Abstract

This study intends to gain comprehensive understanding about the implementation of rubric and group feedback and to know students’ argumentative writing achievement. This study was conducted at the fourth semester students of English education study program of Teacher College Pattimura University in Ambon academic year 2015/2016. Action research method was used in this study. Data collection instruments used were students writing assessment rubrics, questionnaires, and record / field observation sheets of both observer and researcher. Descriptive statistics was used in analyzing data. The results shows that the synergy of rubric and group based feedback have improved students’ argumentative writing skills. In pre cycle the average score of the students was 66.26 while in cycle I the average score was 72.09. In cycle II the students’ average score rose to 78.00. Overall, more than 70% of the students have acquired good score for their argumentative writing. Rubric and group feedback strategy in fact has improved students’ argumentative writing skill.
Improving EFL Students’ Reading Comprehension and Critical Thinking Skill through Directed Reading Thinking Activity Karolis Anaktototy; Inggrid Lesnussa
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.27711

Abstract

Abstract. Reading comprehension and critical thinking skills are pivotal skills which can trigger academic achievements of students in the English Foreign Language Learning. This study was conducted to improve those students’ reading comprehension and critical thinking skills by implementing Directed Reading Thinking Activity (DRTA). The researcher conducted the study by following the classroom action research approach that consists of four steps in each of its cycles consisting of planning, action, observation, and reflection. The researcher used pre-test, post-test, and questionnaire to collect the data. The data from the result of tests were analyzed quantitatively while the observation results were analyzed qualitatively. The study results show that the implementation of DRTA can improve students' reading comprehension and critical thinking skills. DRTA can improve students reading skills and critical thinking because the DRTA strategy focuses on student engagement with the text. Hence, students have to predict and prove when the students read, and it makes the learning process more interactive and the students more active. Thus, the researcher recommends DRTA for those teachers who find similar problems in improving students’ reading comprehension and critical thinking. Keywords: Critical Thinking, Directed Reading Thinking Activity, Reading Comprehension
Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom Karolis Anaktototy; Mathilda Huwae
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 2 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v4i2.12532

Abstract

This study was aimed at finding out kinds of pre-reading activities commonly used, and teachers’ perceptions on the use of pre-reading activities. Survey method was used as research method. To collect data, questionnaire and observation checklist were used as research instruments. There were 33 English teachers from 11 Junior High Schools as participants. The result of the study revealed that pre-reading activities were used by English teachers to engage students in reading activities. Pre-reading activities such as asking questions, identifying text structure, previewing, showing picture, brainstorming, and making prediction were the preferable activities applied by teachers. The teachers believed that the use of pre-reading activities in teaching reading is an effective way to improve students’ reading comprehension.
Portraying English Teachers’ Obstacles in Applying 2013 Curriculum for High School Level Karolis Anaktototy
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.14957

Abstract

Abstract. Curriculum is an essential part in education. Every change occurs in the national curriculum requires readiness of teachers to cater the demand of the new curriculum.  This research was aimed at portraying the obstacles encountered by high school English teachers in Ambon city in applying the new Indonesian national curriculum known as Curriculum  2013. Survey method was used as research method. Questionnaire was used as the instrument in collecting data needed in this study. Data collected were analyzed using descriptive statistics. There were 20 English teaachers from 10 high schools as participants. From the analysis results, this study confirms that most teachers understand the Curriculum  2013 . However, some teachers are still facing some difficulties. These difficulties include the use of learning technology, the availability of learning resources, and the allocation of learning time. The results of this study can be used as a consideration in developing training program for the Curriculum  2013  implementation to be more effective and follow the needs of teachers. Keywords: Curriculum  2013 , teaching English, teachers’ perception
A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course Karolis Anaktototy
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 2 (2022): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v4i2.9476

Abstract

Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.
Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers Karolis Anaktototy
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.9994

Abstract

The importance of integrating reading and writing activities in ESL/EFL classes cannot be overstated, especially in Indonesia where low literacy levels and reading interest present a challenge for teachers. This study conducted a literature review of 120 articles and books over the last 10 years taken from ZLibrary and Google Scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including Indonesia. It was found that exposing students to various English text structures through these activities can greatly enhance their writing skills. By examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in ESL/EFL classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. Teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. In conclusion, it is clear that integrating reading and writing activities in ESL/EFL classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like Indonesia. Future research should explore additional effective strategies for integrating these activities.
An Analysis of EFL Teacher-Made Tests Rice Pesiwarissa; Karolis Anaktototy; Hendrik Jacob Maruanaya
MATAI: International Journal of Language Education Vol 2 No 1 (2021): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v2i1.5485

Abstract

Teacher-made tests became a common practice in school to assess the students’ mastery of the content knowledge and skills. In the development of the test, multiple-choice test form is frequently a preferred option among the teacher. This study examines the content knowledge, cognitive and authentic evidence of teacher-made multiple-choice tests in EFL learning context in Junior High school. The English midterm-test document for grade 7 as the source of data. The test consists of 25 multiple choice items. The analysis showed that test items functioned primarily at the content knowledge of linguistic competence (52%), discourse competence (24%), and interactional competence (24%). The cognitive functioning level is C1 (4%), C2 (32%), C3 (32%) and C4 (32%), while the authentic functioning level is 16%. However, there are 84% items that are considered less authentic with the result of the analysis showing the mean score of the raters is 2.69. Regarding the findings of this study, the teacher needs to develop the authentic tasks in the test.
Assessing The Interference of Mother Tongue Towards Students’ Spoken English Ability at SMPN 39 SBT Armayanti Rumalutur; Karolis Anaktototy; Petrus Jacob Pattiasina
MATAI: International Journal of Language Education Vol 2 No 1 (2021): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v2i1.5486

Abstract

This research was conducted through descriptive qualitative research with the aim of the study are to find out kinds of phonological interference in the spoken English by students at SMPN 39 SBT and to describe factors which affecting the phonological interference in the spoken English by students at SMPN 39 SBT. The study taken a place in SMPN 39 SBT which located in desa Mida, Kec. Pulau Gorom. The subject of this study were eleven students of second grade at SMPN 39 SBT which spoken Bahasa Gorom as their mother tongue. The data were collected by using video recording, field not and interview. The researcher uses the content analysis which focuses on analyzing kinds of phonological interference by Uriel Weinrich, and the factors which affecting the phonological interference Rod Ellis. The result shown that there are 4 kinds of phonological interference found in the students’ utterances. Those are; 1). Under-differentiation of Phonemes. 2). Over-differentiation of Phonemes. 3). Reinterpretation of Distinction. 4). Actual Phone Substitution. The factors which include internal and external factors found in this study. They are; a). Motivation. b). Language Learners’ Attitude. c). Learners’ Personality. d). Teacher’s Behavior. e). Learning Environment.
Beyond Linguistics: Exploring the Cognitive and Motivational Barriers to Essay Writing for Tertiary Students Karolis Anaktototy; Mansye Sekawael; Muhammad Ridha Anugrah Latief; Wagdi Rashad Ali Bin-Hady
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.37070

Abstract

In higher education, developing strong writing skills is crucial for students' academic and career success. Unfortunately, this important aspect of education has been somewhat neglected in the context of Maluku province. Therefore, this study, serves the crucial purpose of shedding light on the multifaceted factors that underpin the deficiencies in writing skills. The primary aim of this study is to explore the fundamental factors contributing to the deficiencies in tertiary students' writing skills. To accomplish this, we conducted a quantitative survey, selecting a random sample of 70 Moluccan local students out of 120 who were enrolled in an essay writing class. Results indicate that cognitive factors play the most pivotal role in contributing to deficiencies in writing skills, boasting a remarkably high path coefficient value of 0.846. Linguistic factors and motivational aspects closely follow, with values of 0.556 and 0.528, respectively. The deficiency in writing skills among students can be attributed to a lack of internal motivation for learning, and inadequate opportunities provided by teachers for real-life observation and learning. For effective improvement in writing abilities, students need both an intrinsic motivation to learn and consistent guidance and stimulation from educators. The process of writing not only involves linguistic capability but also a deep cognitive understanding, emphasizing the need for students to process and present their thoughts comprehensively and appealingly. Improving tertiary students' writing skills require a comprehensive approach that addresses cognitive, linguistic, and motivational factors. Implementing these implications can result in more effective teaching methods and improved writing outcomes for students.
The Importance of Emotional Intelligence in Education: Preparing an Emotionally Resilient Generation Karolis Anaktototy; Samsudin Samsudin; Muhamad Sopyan; Tri Mulia Herawati; Meriyati Meriyati
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7680

Abstract

Education is an important foundation in shaping individuals to face the complex dynamics of life. However, the focus on academic achievement often ignores the emotional aspect. In this case, emotional intelligence (EQ) emerges as a key factor in preparing the younger generation to face life's challenges. This research explores the importance of emotional intelligence in education, with the aim of preparing an emotionally resilient generation. The research method used is a qualitative type with descriptive and comparative studies. This research collects data from various sources, including literature reviews and relevant documents. Qualitative and comparative analysis was carried out to understand the concept of emotional intelligence and its implementation in education.The research results show that the integration of emotional intelligence in the educational curriculum strengthens students' social skills and helps them cope better with stress. The role of parents and the school environment in supporting students' emotional development is also highlighted. Students with good emotional intelligence tend to achieve better academic results, emphasizing the positive impact of EQ development in education. Thus, this research provides insight into the importance of strengthening emotional aspects in learning. This not only improves academic performance, but also prepares students to face life's challenges with strong confidence and fortitude.
Co-Authors Armayanti Rumalutur Hendrik Jacob Maruanaya Inggrid Lesnussa Jeny Lekatompessy Mansye Sekawael Mathilda Huwae Mira Magelang Muhamad Sopyan Muhammad Ridha Anugrah Latief Petrus Jacob Pattiasina Rice Pesiwarissa Samsudin Samsudin Tri Mulia Herawati Wagdi Rashad Ali Bin-Hady