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Louisa Sarah Kamanasa
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Kampus PSDKU Unpatti-MBD, Gedung A, Lt.1 Jl. Kampung Babar, Kota Tiakur, Kecamatan Moa 97442, Indonesia
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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 49 Documents
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Students’ Perception on Extensive Listening at English Study Program PSDKU Maluku Barat Daya Marsel Meikudy; Sophia Binnendyk; Fredi Meyer
KOLI JOURNAL Vol 5 No 1 (2024): 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/koliv5i1p27-32

Abstract

This research addresses a significant gap in language learning research by investigating students' perceptions of extensive listening, a crucial yet understudied component of language learning. Despite its proven effectiveness in improving listening skills, more is needed to know about students' experiences and attitudes toward extensive listening. This study filled this gap by exploring students' perspectives at Pattimura University's campus in Southwest Maluku. By using a quantitative method and Likert scale questionnaires, the research revealed a positive student attitude toward extensive listening classes and activities. These findings have important implications for language learning practices, highlighting the need to consider students' perceptions in designing practical, extensive listening activities. This study contributed to bridging the gap between theory and practice, in enhancing our understanding of extensive listening' role in language learning.
Students’ Strategies to Overcome Anxiety in Speaking English at The Second Grade Students Of SMK Negeri 6 MBD Dominggas Tetrapoik; Rosina F. J. Lekawael; Dian S. Tiwery
KOLI JOURNAL Vol 3 No 1 (2022): 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/koliv3i1p21-31

Abstract

This study aimed to (a) find out kinds of the Students Strategies used to overcome their anxiety in speaking English; and (b) find out the factors that influence students’ anxiety in speaking English. The data was collected from second-grade students at SMK Negeri 6 Maluku Barat Daya as the subject. This study used a mixed method. The instruments used were interviews and questionnaires. The interview was distributed to 6 students based on students' grades, for the highest, the middle, and the lowest two students consisting of the Department of Agriculture, livestock, and Fisheries. The questionnaire was adapted from Horwitz and Cope’s (1986) which contained 15 statements. The questionnaire used was a Likert scale. Based on the questionnaire, the students preferred to resignation strategy to overcome their anxiety in speaking English. The percentage of resignations was 73%. The second strategy was preparation there were 66%. The third strategy was positive thinking, there were 65%. The fourth strategy was peer seeking, there were 45%. And the lowest strategy was relaxation, there were 33%. The result of the interview showed that the frequent of students’ strategies to overcome anxiety was caused by two factors; unfamiliarity, and attention from others.
A Survey on the Teachers' Strategies in Teaching Vocabulary at The Seventh Grade Students of SMP Level in Letti Island Ram Satiawy; Karolis Anaktototy; Fredi Meyer
KOLI JOURNAL Vol 3 No 2 (2022): 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/koliv3i2p54-60

Abstract

This study was aimed at investigating teachers’ strategies in teaching vocabulary at the seventh grade of junior High Schools in Letti Island. The subject of the research was two English teachers at a Junior High school in Letti Island. The research explored the data about the strategies in teaching vocabulary implemented by English teachers at the Seventh grade SMP level in Letti Island.This quantitative research was conducted by using survey method in which the data were collected through interview and questionnaire.The finding in this study showed that the teachers applied several strategies in teaching vocabulary in the classroom, such as listen and do, listen and repeat, question and answer, substitution, listen and identify, concept mapping, spot the difference, and label the picture. The teachers strongly agree that vocabulary strategy can help the students to be more proactive and make them learn English more easily. The teachers also believed that vocabulary strategy could attract students’ interest in learning English vocabulary so they could perform better in front of the class when expressing their ideas and be more creative in learning vocabulary. The teachers also positively perceived the use of teaching vocabulary strategies for promoting foreign language acquisition.
Implementing PQRST Strategy To Improve Students’ Reading Comprehension At The Tenth Grade Of SMA Negeri 13 Maluku Barat Daya Fransika S Laka; Rosina F. J. Lekawael; Renata C. G. V. Nikijuluw
KOLI JOURNAL Vol 3 No 1 (2022): 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/koliv3i1p11-20

Abstract

This research aimed to learn how to implement the “PQRST Strategy” in English class successfully and to find out the responses of the tenth-grade students of SMA NEG 13 MBD toward implementing the PQRST strategy in English class. This study was action research and covered two cycles. Generally, both cycles consist of planning, acting, observing, and reflecting. In collecting the data, this study used quantitative and qualitative methods. The qualitative is related to the observation checklist and questionnaire. The qualitative data were acquired from the pre-test and post-test. The result of the research showed the PQRST strategy has an important role in increasing students’ reading comprehension in the tenth grade of SMA NEG 13 MBD. It can be said that this strategy was easier and helped students in the teaching-learning process of the English class activity. It could be proved by raising the students’ reading comprehension test scores. The average score on the pre-test was 16,87; on the post-test, it was 63,67, which became 77,91. The PQRST strategy in reading (narrative text) could increase students’ reading comprehension skills. Based on the results of the discussion above, it can be concluded that applying the PQRST strategy to the tenth-grade students could be improved. On the other hand, this strategy was effective and an alternative way for the students, even the local teacher, to add their strategy to the teaching-learning process because it interested students in learning and remembering what they learned. It could also be seen from the result after cycle I, which was 43,75%, and then cycle II, where 84,37% of students achieved KKM
The Use of ‘Know What Learned’ Strategy (KWL) to Improve Student’s Reading Comprehension at the Second Grade of SMA Negeri 14 Maluku Barat Daya Alika Laumaly; Sophia Binnendyk; Fredi Meyer
KOLI JOURNAL Vol 3 No 2 (2022): 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/koliv3i2p61-71

Abstract

The research explores how the Know What Learned (KWL) strategy improves students' reading comprehension in the second grade of SMA Negeri 14 MBD. It also examines the students' responses to implementing the Know What Learned strategy in reading comprehension in the Second Grade of SMA Negeri 14 MBD. The research method was Classroom Action Research (CAR), which consisted of two cycles. The data was collected through tests, questionnaires, and observation checklists as instruments. The result of the first (1) cycle showed that all students played actively in class, but students' participation was only 65%, and students experienced an increase in cycle two (2) of 100%. Based on the explanation above, the Know What Learned strategy improved students' reading comprehension in the Second grade of SMA Negeri 14 MBD.
Using Short Story To Improve Students’ Reading Skill At VIII Grade Of SMP Negeri 1 Pulau-Pulau Babar Rosanthy Etwiory; Rosina F. J. Lekawael; Fredi Meyer
KOLI JOURNAL Vol 3 No 2 (2022): 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/koliv3i2p72-80

Abstract

Short stories can be effectively used in classroom reading activities, as demonstrated by a Classroom Action Research study conducted at SMP Negeri 1 Pulau-Pulau Babar. This study aimed to determine how short stories improve reading skills among eighth-grade students and to gauge their responses to this method. The research involved two cycles, each comprising four meetings that included planning, action, observing, and reflecting. Data was collected through tests, questionnaires, and observations, with the involvement of an English teacher from the school. The results indicated that incorporating short stories significantly enhanced students' reading skills, as evidenced by their increased engagement and enthusiasm. In Cycle I, 60% of students met the minimum competency standard (KKM), and this figure rose to 90% in Cycle II.
An Analysis Of Students’ Errors In Writing Procedure Text At SMA Negeri 9 Maluku Barat Daya Narsi Teroci Tutupahar; Rosina F. J. Lekawael; S. J. Hukom
KOLI JOURNAL Vol 3 No 1 (2022): 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/koliv3i1p32-41

Abstract

The purpose of this research is to examine the errors made by Tenth-Grade students in composing procedure texts at SMA Negeri 9 Weet, Maluku Barat Daya. This place was chosen because the school is the place for PPL researchers and based on previous interviews with the English teacher at the school discussing the process of students writing procedure texts. The participants in this research include 16 students in class X MIA. The aims of this study were (1) to identify the types of errors in procedure text writing, and (2) to determine the most dominant errors. This qualitative research employed a descriptive method, utilizing research instruments to collect, identify, and classify errors based on Dulay’s surface strategies taxonomy. It was delineated by four categories of errors namely omission, addition, misformation, and misordering. The findings indicated that the most dominant error was Misformation with the 35 items (52.23%). The second error executed by students Omission with the 19 items (28.35%). The third error executed by students was Misordering with the 8 items (11.94%). The lowest frequency of error was Addition with the 5 items (7.46%).
Using Scattergories Game To Improve Student’s Vocabulary Mastery At The Seventh Grade Of SMP Negeri 2 Tiakur Bertha Unwakoly; Rosina F. J. Lekawael; Fredi Meyer
KOLI JOURNAL Vol 3 No 1 (2022): 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/koliv3i1p1-10

Abstract

The study investigated the effectiveness of the Scattergories game in improving vocabulary mastery among seventh-grade students at SMP Negeri 2 Tiakur through classroom action research. The objectives were to assess the improvement in students' vocabulary and their responses to the game. The data collected through test and questionnaire, and the data analyzed quantitatively. The result showed that initially, students had limited vocabulary knowledge, reflected by low pre-test scores. After implementing the Scattergories game, students showed significant improvement, with post-test scores rising from 65% in the first cycle to 90% in the second cycle. The game helped students understand and memorize new vocabulary easily, and they were enthusiastic and engaged during the learning process. The study concluded that the Scattergories game is an effective method for enhancing vocabulary acquisition and recommended its integration into English teaching practices. Further research is suggested to explore its potential in other areas of English language learning.
An Analysis Of Teacher’s Questioning Strategy During The Classroom Interaction At SMA Negeri 14 MBD Thabita Dorkas Laicerewy; Marcy Ferdinandus; Fredi Meyer
KOLI JOURNAL Vol 3 No 2 (2022): 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/koliv3i2p81-86

Abstract

This research aimed to investigate the questioning techniques employed by teachers during English language instruction and to analyze the purposes served by these questions in classroom interactions. The study utilized a descriptive qualitative method with an English teacher from SMA NEGERI 14 Southwest Maluku (MBD) as the sole participant, selected through purposive sampling. Data collection involved observations and interviews. Analysis revealed various questioning strategies used by the teacher. Furthermore, the study identified that teacher questions were intended to generate interest and curiosity about the topic, promote active learning, encourage students to ask questions, assess comprehension, gather information, and maintain classroom control. In conclusion, this research underscores teachers' dedicated use of questioning techniques to gauge student understanding during English instruction sessions.
The Use Of Canva as Media In Teaching Reading Comprehensions at Seventh Grade Students Of SMP Negeri Tiakur Yulius Adelius Lakburlawal; R. F. J. Lekawael; Fredi Meyer
KOLI JOURNAL Vol 5 No 1 (2024): 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/koliv5i1p33-46

Abstract

The use of the Canva application as Media in teaching reading comprehension proves to be a beneficial tool for seventh-grade students at SMP Negeri Tiakur. The research aimed to investigate how effectively the Canva application could be implemented in the teaching and learning process of reading comprehension among these students. The study used classroom action research, which involved 25 seventh-grade students at SMP Negeri Tiakur and utilized both qualitative and quantitative (reading tests) data analysis methods. The research consisted of two cycles, each with two sessions. Initially, students achieved an average score of 70 % in their reading tests during cycle I, which significantly improved to 90 % above by cycle II, demonstrating substantial enhancement in their reading skills. The effectiveness of the Canva application in teaching reading comprehension is evident and recommended for use during class activities

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