This study attempted to examine the EFL students’ Basic English Pronunciation (BEP) at the first semester of the English study program, the State University of Timor. It was aimed at finding out the mastery of the students’ ability towards the Basic English Pronunciation (BEP), to what extent do the students still find difficulties to pronounce the basic English words, and to what level do the students' mastery level of pronunciation categorized? The method applied in this research was a descriptive quantitative method that employed the syntax of mathematical operation to investigate the properties of data collection (Walliman, 2005). The instrument was a list of 24 numbers of groups of Voice Consonants and Unvoiced Consonants of Basic English Pronunciation taken from “Improve Your English Pronunciation and Learn over 500 Commonly Mispronounced Words”, meanwhile, 26 students were chosen from the freshmen students of English Study Program (ESP) to be the subject of this present study. The result showed that the students’ ability in pronouncing the Basic English words was fair. Particularly, the students mostly had the ‘Enough’ level of ability at the four elements of supra-segmental as such: stress, intonation, voice quality and gesture. Specifically, at this ‘Enough level’, there were 16 students (61.5%) of ‘Stress’ element, 17 students (65.3%) of ‘Intonation’ element, 13 students (50.0%) of ‘Voice Quality’ and ‘Gestures’ as part of Segmental element was 16 students (61.5%). Meanwhile, at the ‘Rhythm’ element, most students (53.8% = 14 students) showed the ‘Less’ ability in this element and only 12 (46.1%) categorized at the level of ‘Enough’’. Otherwise, there were no students in the ‘Bad’ level category. However, few students still encountered difficulties in Segmental element (Voice Quality) and Supra-segmental parts such as words’ stressing, intonation, rhythm, and gestures respectively.
Blended learning dianggap sebagai model pembelajaran yang tepat untuk diterapkan di Unimor karena dalam pelaksanaannya memungkinkan adanya perpaduan antara pertemuan tatap muka di kelas dengan komponenkomponen pembelajaran daring. Penggunaan berbagai teknologi daring juga diidentifikasi dengan memperhatikan kebutuhan pemelajar untuk mengembangkan keterampilan sesuai keahlian di bidangnya. Pelaksanaan blended learning dapat mendukung mahasiswa untuk memperoleh kualitas hasil belajar yang lebih baik. Kajian konseptual mengenai pengembangan mata kuliah blended learning ini dimulai dengan memaparkan prinsip-prinsip blended learning yang dapat diterapkan di Unimor, kemudian dilanjutkan dengan identifikasi manfaat pelaksanaannya pada mata kuliah Bahasa Inggris. Rancangan konseptual pada tulisan ini selanjutnya akan digunakan sebagai landasan teori untuk mendukung penelitian pengembangan mata kuliah blended learning Percakapan dan Mendengarkan Bahasa Inggris di Unimor.
Menulis sitasi merupakan salah satu komponen terpenting dalam rangka meningkatkan kualitas karya tulis ilmiah mahasiswa. Mendeley desktop adalah platform yang menyediakan berbagai jenis kutipan dalam penulisan ilmiah standar. Namun seringkali dalam penulisan kutipan, siswa masih menggunakan cara manual dengan menyortir nama penulis dari sumber yang diambil dan judul baik penomoran maupun abjad. Untuk itu perlu diadakan kegiatan pengabdian masyarakat melalui pelatihan penggunaan Mendeley dalam penulisan proposal dan skripsi bagi mahasiswa Bahasa Inggris FIP-Unimor. Kegiatan ini berlangsung selama 1 hari di Aula FIP-Unimor. Peserta yang mengikuti kegiatan pelatihan ini sebanyak 124 orang, dengan rincian semester 2 sebanyak 57 mahasiswa; semester 4 sebanyak 36, dan semester 6 sebanyak 31 siswa. Metode yang digunakan dalam pelatihan ini adalah ceramah, praktik, dan diskusi. Dampak dari pelatihan ini mahasiswa memiliki pemahaman dan keterampilan dalam mengoperasikan aplikasi Mendeley untuk pengelolaan referensi daftar pustaka. Disarankan agar kegiatan ini tidak hanya pelatihan tetapi dapat ditindaklanjuti dengan berbagai workshop lainnya dan diseminasi dapat menggunakan aplikasi Mendeley untuk mengerjakan berbagai bentuk penulisan ilmiah, jurnal, proposal, dan tesis.
Accepting and declining invitations bridges the speakers and hearers involved in direct communication to get mutual understanding. In a classroom context, the knowledge of accepting and declining invitations is essential since both teachers and students should be able to create a dialogical relationship. Therefore, this study aims to determine whether the eleventh-year students of SMK Negeri Nibaaf, Kefamenanu, have mastered accepting and declining the invitation, describe their difficulties, and categorize their level of mastery. To describe the whole process, the researchers applied a quantitative method. To get the data, this study used an oral test given to eleven students learning English in the 2020/2021 school year. This study used mobile phones to record the oral test. Their performance was analyzed using the parts of accepting and declining an invitation and four aspects of speaking: fluency, vocabulary, grammar, and pronunciation. The result shows that their average score is 89.5. It indicates that their dexterity is categorized as very good, and their level of mastery is excellent. However, they made 109 (48%) right and 23 (8%) wrong answers. They also faced pronunciation difficulties (11 (or" 4%) right and 55 (or: 20%) wrong answers) and grammar20 (or: 7%) right and 46 (or: 17%) wrong answers). It implies that teaching speaking should pay more attention to accepting and declining an oral invitation.
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