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THE TEACHING AND LEARNING OF WRITING IN INDONESIAN: A CASE STUDY OF A PRIMARY SCHOOL Tans Feliks; Agustinus Semiun; Hilda M Nalley
Academic Journal of Educational Sciences Vol 2 No 1 (2019): AJES - Academic Journal of Educational Sciences
Publisher : Postgraduate School, Universitas Nusa Cendana

This case study is about the teaching of writing in an Indonesian state primary school, that is, in Kupang, East Nusa Tenggara Province. It aims at finding out: 1) how writing in Indonesian is taught in the research school; 2) how competent the students are in writing in Indonesian as the results of their teachers’ teaching of writing in Indonesian; 3) proper teaching teachniques done in order to better the athmosphere of the teaching and learning of writing in the research school. The method used was a case study with the school as a research object and the teachers teaching Indonesian writing in the school and their students from grade I to grade VI learning to write in Indonesian as reseach subjects. This study was done from July to November 2017. The data collected through interviews, observations, and documentary studies were analyzed descriptively. It was found that the teaching and learning of writing in the school was traditionally done, that is, it was not to improve students’ writing in Indonesian, but to improve other skills like reading, speaking, and listening. Despite such a traditional method in the teaching and learning of writing in Indonesian, it was found that the students could write generally well in Indonesian. The teachers in the school believe that they need to do some changes in order to ensure that their students can write well in Indonesian like: “joining more courses/trainings on the teaching and learning of writing for publication;” continuing their formal study/degree; providing more teaching facilities so that it is much easier for them to teach writing, to revise, to edit, and to publish their students’ writings; and, working hand in hand with fellow teachers to improve their students’ writing competence.

AN ANALYSIS OF EFL WRITING DEVELOPMENT OF UNDERGRADUATE ENGLISH EDUCATION DEPARTMENT STUDENTS: AN INDONESIAN CONTEXT Tans Feliks; Agustinus Semiun; Hilda M Nalley
Academic Journal of Educational Sciences Vol 3 No 2 (2019): Vol. 3, No. 2, Dec (2019): AJES-Academic Journal of Educational Sciences
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v3i2.1912

This research aims at finding out: 1) kinds of English-as-a-foreign-language (EFL) essays written by the fourth semester students of the Undergraduate English Education Department, School of Teachers Training and Educational Sciences, Nusa Cendana University; 2) how the students develop as EFL student writers; 3) elements of EFL writing that the students can produce well; and, 4) elements of EFL writing that the students fail to produce well. This research using desctiptive-qualitative method was conducted from March to September, 2019. Its research subjects were the fourth semester students of the department. Since the department has four classes, the researchers chose two classes purposively as their research subjects. The instruments used to get the data were writing tests conducted twice, that is, the first one on 18 March and the second one on 18 September, 2019. In doing the first test, the students were each asked to individually handwrite an essay whose topic was free for an hour. In writing their essays, the students were not allowed to use any dictionary and they were not allowed to discuss it with their friends. After it was written, the researchers collected the essays, asked the students for clarrification on their unclear hand writings. Six months later, that is, on 18 September, 2019, the same essays were handed back to be revised/edited by their relevant writers. The time used to edit/revise each essay by each relevant writer was an hour and they were not allowed to use a dictionary or to discuss it with their friend(s). In addition to these writing tests, the researchers also studied the students’ curriculum document to have an insight into any courses they join that could have influenced their writing development. The focus of the researchers’ documentary study was on subjects related to EFL writing. The data were analyzed descriptively focussing on four major elements of EFL writing, namely: content; organization; word choice, sentence structures, and paragraph structures; and, mechanics of writing (i.e. punctuations and spelling). The data collected were analysed descriptively. It is found that students produced three major kinds of written products, that is, informative, expressive, and a combination of both, but none was included in creative writing. The students had two distinctive ways of development, that is, good and poor development in terms of content; organization; word choice, sentence structures, and paragraph structures; and, mechanics of their writings (i.e. punctuations and spelling). The elements of EFL writings that develop well and/or poorly vary among the research students: some develop well, for example, in relation to content, but poor on word choice and other elements of EFL writing.

MAKING TEACHING AND LEARNING MORE EFFECTIVE DURING COVID-19 PANDEMIC AND BEYOND Tans Feliks; Hilda M Nalley; Yohanes Bhae
Academic Journal of Educational Sciences Vol 5 No 1 (2021): AJES-ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v5i1.4617

In this article, we acknowledged that it is formal teaching and learning that has contributed much in creating a great civilization as we have it in the last few centuries. Yet, we argue that teaching and learning activities in our formal schools in general, during this Covid-19 pandemic in particular, are no longer that effective as shown by such facts as students who are not active in learning, who drop out of our school system, and who fail in schools and beyond. To overcome this problem, we insist that the following concepts be implemented in schools: 1. teaching should be no longer seen as transferring knowledge, skills, and values, but it has to be viewed as facilitation of students’ learning so that they can be indepent, healthy, and socially and environmentally great; 2. learning should not also be seen as memorizing what teachers teach, but to a process of real development within students themselves so that they can be independent with great characters in and after schooling; 3. dialogical education should be the basis of our formal education; 4. students’ potentials, interests, and needs should be the focusses of our formal education ; and, 5. educational evaluation should be more comprehensively done, that is, it should focus on students’ cognition, skills, and affection, rather than on their cognitive aspect alone.

DISTANCE LEARNING OF ENGLISH LANGUAGE AT HIGH SCHOOLS IN FRONTIER, OUTERMOST AND LEAST DEVELOPED REGIONS IN TIMOR NTT DURING COVID-19 PANDEMIC John Wem Haan; Marcelinus Akoli; Hilda Nalley; Mawar Bere Laka
Academic Journal of Educational Sciences Vol 5 No 2 (2021): AJES-ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES 5 (2) DECEMBER 2021
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v5i2.5923

Corona virus pandemic which hit the world soon after the launching of school digitalization policy in Indonesia, has forced teachers and students to teach and learn from home, hence from a distance, including teachers and students in frontier, outermost and least developed regions (Daerah 3T) such as those in TTU, Malaka and Belu of NTT Province of Indonesia. This research, therefore, is designed to investigate how English language teachers at high schools in the three regencies managed distance learning during covid 19 pandemic, the effectiveness of the distance learning, problems encountered and the solution: and the potentiality for future enhancement of distance learning. Descriptive method is employed in this research and data obtained were analyzed qualitatively throughout identification, classification, and validation stages. The result shows that English language teachers at high schools in the three regencies generally ran two types of distance learning: digital and non-digital; but both were not effective because of such problems as: the limited access to the internet, electricity supply and lack of skill of both teachers and students in digital learning platforms and education apps. It is to overcome these problems that, teachers also ran non-digital learning. Possibility for digital distance education to be developed and enhanced in the future is obvious because teachers have very strong willingness to collaborate with teachers, also to let their students be able to collaborate with students, from other schools through digital schooling in this era of education freedom (merdeka belajar).

ONLINE ENGLISH SENTENCE CONSTRUCTIONS BY UNDERGRADUATE STUDENTS OF THE ENGLISH EDUCATION DEPARTMENT, NUSA CENDANA UNIVERSITY Tans Feliks; Hilda M. Nalley; John Bhae
Academic Journal of Educational Sciences Vol 5 No 2 (2021): AJES-ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES 5 (2) DECEMBER 2021
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v5i2.5933

This research aimed at finding out: 1. kinds of sentences constructed by semester VI undergraduate students of the English Education Department, School of Teachers Training and Educational Sciences, Nusa Cendana University; 2. their strengths and weaknesses in constructing those sentences; and, 3. solutions to their weaknesses in constructing English sentences. To achieve those aims, this research used descriptive-qualitative research paradigm. The phenomenon to be investigated is how students joining TEFL course constructed certain sentences in communicating with their lecturer or in doing their tasks. The research was done at the English Department of Nusa Cendana University from March 2021 to October, 2021. The instruments used to collect the data were students’online documents and interviews. The data were analysed descriptively based on English grammatical accuracy. It was found that, first, kinds of sentences the students constructed were simple, complex, compound and compound-complex sentences including sentences which are discursive on their own, that is, sentences as complete discourses themselves like “Thank you, Sir!”. Second, the students’ strengths varied: they used various sentence patterns with various words, tenses, structures, and mechanics. Third, their weaknesses were sentence structures, tenses, vocabulary, and mechanics which were not always correctly used. Some sentences, for example, had no subjects or verbs. Fourth, to solve their weaknesses, they say, for example, that they must study harder, memorize English structure, and be more active in reading, writing, speaking and listening in English.

SOME STRATEGIES TO SUCCESSFULLY LEARN AND MASTER EFL Feliks Tans; Hilda M. Nalley
Academic Journal of Educational Sciences Vol 6 No 1 (2022): ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i1.7578

In this article, we argue that mastering a language or more than one language is something that can be successfully achieved by everyone in general, language students in particular, by implementing such strategies as: (1) learning harder; (2) problem-based learning; (3) having good imagination of your future; (4) regular and more intensive practices of English; (5) positive thinking; (6) keeping in touch regularly with great people; (7) writing, publishing, and speaking at academic meetings as often as possible; and, (8), last, but not least, being healthy by thinking well, having good food, having regular exercises, and trying not to smoke. By implementing, among other things, those strategies, language learners, we believe, can indeed be fluent in using the language(s) they are learning, including English as a foreign language (EFL) in the context of this article.

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