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Louisa Sarah Kamanasa
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Koli Journal: English Language Education
Published by Universitas Pattimura
ISSN : -     EISSN : 27459055     DOI : https://doi.org/10.30598/koli
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
KOLI Journal is an international peer-reviewed and open-access language education journal published biannually in June and December. The aim is to publish theoretical and empirical articles investigating the use of the English language in pedagogy and the daily encounter with language in education. All articles should be in English. The scope of the journal includes: - English Language Teaching and Learning - English Language curriculum and development - English Language Testing and Assessment - Multiculturalism and language education - Technology Enhanced Language Learning - English Applied Linguistic - English Language Acquisition - Discourse Analysis
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol 2 No 1 (2021): KOLI Journal of English Language Education" : 5 Documents clear
Implementation of Teaching Factory to Improve Entrepreneurial Competence of Vocational High School Students Rita Fransina Maruanaya; Kalvin Karuna; Wilhemina Ascaria Tuhumena; Greghar Juan Tjether Maruanaya
KOLI JOURNAL Vol 2 No 1 (2021): KOLI Journal of English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koliv2i1p1-10

Abstract

According to data from the Central Statistics Agency (BPS), the unemployment rate in Indonesia in 2020 is still high at 9.77 million people or around 6.26% of the total productive age or labor force. When it was viewed from the level of education, it turned out that vocational high school graduates occupied the top position as a contributor to the unemployment rate in Indonesia, it was 13.55%. This high number of unemployed because the competence possessed by Indonesian human resources was still low or because there were not enough job opportunities to accommodate all graduates of the workforce. To overcome this, the government through the Ministry of Education and Culture, the Directorate of Vocational High School Education (SMK) was trying to find solutions to overcome these problems. This paper discussed a literature review about the teaching factory program in Vocational High Schools as one of the programs suggested by the government to be implemented in Vocational High Schools. Teaching factory was a learning activity where students directly carried out production activities in the form of goods and services in the school education environment, with the aim of training work competencies and having competencies for entrepreneurship. With the implementation of this program, it was expected that Vocational High School graduates were able to create jobs and at the same time opened up job opportunities for others and thus the unemployment rate in Indonesia could be suppressed
Translation Techniques and Acceptance Level of Indonesian Traditional Art Culture Articles Wilhemina Ascaria Tuhumena; Rita Fransina Maruanaya; Wilma Akihary; Sundary Warandy
KOLI JOURNAL Vol 2 No 1 (2021): KOLI Journal of English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koliv2i1p11-17

Abstract

This research aimed to identify the translation techniques used in translating Indonesian traditional art terminology from the source language into the target language, it was from Bahasa into English and to assess the translation quality in terms of the acceptability of Indonesian traditional art terminology. The research was conducted using a qualitative descriptive method. The data were analyzed using Spradley’s theory which consisted of domain, taxonomy, and componential analysis. The results showed that there were three groups of traditional art terminology translated in online articles with the title Indonesian Traditional Art Culture, including music, dances and theatre. It was found that from 7 identified terminology, there were only two techniques used in the translation, they were description and borrowing techniques, especially pure borrowing. Furthermore, it was found that there were 4 terminology whose translation was acceptable and 3 terminology data that was less acceptable
Representing Intersemiosis in An English Language Teaching Textbook: A Systemic Functional Multimodal Discourse Approach Reza Yanuar; Soni Tantan Tandiana; Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Yuyus Saputra
KOLI JOURNAL Vol 2 No 1 (2021): KOLI Journal of English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koliv2i1p18-34

Abstract

In recent decades, multimodality has played pivotal roles in communication and language pedagogy. Conversely, limited studies have emphasized how intersemiosis is represented in English Language Teaching textbooks (hereafter, ELT textbooks), notably in the Indonesian EFL context. To fill this gap, this study examined how intersemiosis contribute to the process of meaning-making in an Indonesian ELT textbook. A selected chapter containing rich verbal and visual relations was selected as a corpus. The corpus was analyzed through Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings revealed that the contributions of intersemiosis were represented by the meaning-making process in verbal and visual texts. This relationship enables students to comprehend the messages communicated by the texts. Pedagogically speaking, the effective design of intersemiosis in an ELT textbook potentially helps students not only understand the delivered teaching materials but also sharpen their multimodal literacy
Lesson Learned from Applying Simplified Debate for Critical Thinking and Speaking in Kids Class Helena Magdalena Rijoly; Freyna Gian Benedict Tentua
KOLI JOURNAL Vol 2 No 1 (2021): KOLI Journal of English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koliv2i1p35-44

Abstract

An advance Kids English level is created for young learners of elementary school age who have an above average command of English. They have actively used English in real life and in classroom interaction. They are proficient in basic English grammar and the four integrated skills (reading, writing, listening, and speaking). Therefore, the class at LEAP Language Study Centre needed to apply an alternative strategy to enhance and enrich their learning experience. This paper is a descriptive report on the application of simplified debate for Advance Kids Class. The simplified debate application was aimed to achieve three goals: 1) to provide a space for them to continuously and actively practice and use their English under the supervision of the teacher, and 2) to introduce critical thinking. The Advance Kids English C Class adapted a simplified classroom debate to be used for kids aged 11-12 years old currently in 5th and 6th grade of elementary school. This paper presented the result on using debate for kids’ level, detailing how the debate is used in the classroom and the benefit of using the debate in the classroom
Strategies Used in Teaching Speaking: A case of six EFL Teachers at Junior High Schools in Moa Island Vecky Lekusa; Christian Albert Lewier; Fredi Meyer
KOLI JOURNAL Vol 2 No 1 (2021): KOLI Journal of English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koliv2i1p45-52

Abstract

Speaking is one of four basic skills which signifies the level of mastery in English language learning. A foreign language teacher can be considered as fully capable in his journey of teaching when he can enable his learners to speak the language satisfactorily. Thus, his strategies for teaching this language skill is pivotal. Teachers have to choose the appropriate strategies to be applied in speaking class in order to motivate the students as well as promote the acquisition of speaking ability. The present study was designed to find out types of strategies commonly used by EFL teachers and how do these teachers perceive the use of each strategy they were applying in teaching speaking. The teachers apparently teach students who notably restricted by some prohibiting factors to language learning development. In collecting the data a case study was used as an approach to describe the condition. Six EFL teachers at Junior High schools in Moa Island were observed and were asked to fill the questionnaire and were involved in an interview. The results of this study show that the teachers applied several strategies in teaching speaking such as story telling, picture describing, role play, games, and drilling. From those strategies, role play was perceived to be the most common strategy and frequently used by the EFL Moa Island teachers in teaching speaking. All in all, these teachers strongly agree that speaking strategies contributed greatly in improving the students’ speaking ability and so attractive to the students' interest in learning English especially speaking. Class dynamic was significantly high when various strategies were applied in speaking learning activities

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