PARALU TU MURI MADA (PERLU UNTUK HIDUP): METAFORA KONSEPTUAL NYANYIAN DI ATAS POHON LONTAR (Paralu Tu Muri Mada (Need it for Life): The Conceptual Metaphor of Songs on the Lontar Tree)

The oral singing tradition on the Lontar Tree while tapping the flowers of the Lontar Tree in Sabu Island is interesting to be investigated from its metaphorical language use – employing the Conceptual Metaphor Theory by Lakoff and Johnson. Therefore this study investigated (1) the conceptual metaphor mapping; (2) the cultural-historical and social situation that triggers the metaphorical language; and (3) the local wisdom values reflected in the songs. A qualitative approach with ethnography design was applied to the interview, observation, and documentation of six farmers on the Island of Sabu. It found (1) eight conceptual metaphor mappings, namely people are plants, plants are people, people are animals, social relations are containers, happiness is cold river, people are machine, manner is taste, and marriage is a sea journey; (2) contextual factors: history and belief of the local people, flora and fauna from daily life, a sea community of people, and people who travel; (3) local wisdom values: normative values: advice for love and family relation, respect and care for the Lontar Tree, and historical values.  Tradisi menyanyi di atas Pohon Lontar ketika menyadap nira di Pulau Sabu menarik untuk diteliti dari sisi penggunaan kata-kata dalam syair lagu secara metaforis – dengan Conceptual Metaphor Theory Lakoff dan Johnson. Penelitian ini menelisik (1) pemetaan metafora konseptual; (2) latar kultural-historis dan sosial penggunaan metafora konseptual; dan (3) nilai-nilai kearifan lokal yang muncul dalam syair lagu. Desain Etnografi dalam Pendekatan Kualitatif dilakukan dengan wawancara, observasi dan dokumentasi terhadap enam subjek  penyadap nira di Pulau Sabu. Ditemukan (1) pemetaan 8 metafora konseptual yakni manusia adalah tanaman, tanaman adalah manusia, manusia adalah binatang, relasi sosial adalah wadah, kebahagiaan adalah sungai yang dingin, manusia adalah mesin, perilaku adalah cita rasa, dan pernikahan adalah perjalanan laut; (2) Latar penggunaan metafora konseptual: sejarah dan kepercayaan masyarakat, flora dan fauna dalam kehidupan keseharian, kehidupan yang dekat dengan laut, dan masyarakat yang merantau; (3)nilai-nilai kearifan lokal: nilai normative nasihat seputar percintaan dan keluarga, menghargai dan merawat Pohon Lontar, dan nilai historis.

English as a Foreign Language for Students of Stakn Kupang: A Study of Learners’ Needs

The process in identifying the situation analysis of a target language is called Needs Analysis or Needs Assessment (NA). To be effective and efficient in learning process in English classroom at STAKN Kupang, this analysis is considered important. NA is divided into two parts of analysis namely present situation analysis and target situation analysis. A quantitative approach was used in this research with a survey method. The findings show: 1) In general, the English proficiency of the students of Study Program Christian Religious Education in academic year 2018-2019 was beginner (basic); 2) There were several reasons why they stopped learning English such as the materials used were not applicable on daily basis, their teachers did not use good teaching method, or the materials was not interesting and challenging; 3) Students thought that learning grammar and the differences between Bahasa Indonesia and English is important to be covered in textbooks; 4) Students preferred their teachers to explain the grammatical theories before giving them practice activities; 5) Even though students admitted that English is a difficult language, they agreed that English is very important to be mastered and it has become a language widely used for international occasions

Analisis Tingkat Kesiapan Organisasi untuk Berubah (Transformasi Menuju IAKN Kupang)

Higher Education Transformation has become a trend among colleges under the Ministry of Religious Affairs. The organizational readiness for change in status and function is not merely about an individual readiness, but the readiness of all of the organization. This research aimed at finding how high the readiness level in the transformation of STAKN Kupang to IAKN Kupang was. A quantitative approach was used by using a survey method. The questionnaire used was the Organizational Readiness for Implementing Change (ORIC) by Weiner which measures two dimensions of readiness named change efficacy and change commitment to face an organizational change. A sample of 50 people was taken out of the population of 200. The result of One Sample T-test shows tcount= 5,738, which compared to the value of ttable=0,67964. Since the t-count > t-table, H0 is accepted which means the readiness level in the institution transformation becoming IAKN Kupang is greater than or equals to 75% as expected (H0:m ≥ 75 %). Even though, STAKN Kupang is categorized into a high readiness level group, there are five factors to be considered in the future for the sake of its continuity and sustainability: organizational climate and culture, interpersonal relationship, leadership, past habit and mindset, and techonolgy implementation.  AbstrakTransformasi pendidikan tinggi di Indonesia telah menjadi tren di lingkup per-guruan tinggi di bawah Kementerian Agama. Kesiapan organisasi untuk beralih status dan fungsi tidak semata-mata berbicara mengenai kesiapan individu dalam organisasi melainkan kesiapan organisasi secara menyeluruh. Penelitian ini bertujuan untuk menemukan seberapa tinggi tingkat kesiapan dalam transformasi pendidikan tinggi dari STAKN Kupang menjadi IAKN Kupang. Pendekatan penelitian kuantitatif dengan metode survey digunakan dalam penelitian ini. Kuesioner yang digunakan adalah kuesioner Organizational Readiness for Implementing Change (ORIC) oleh Weiner yang mengukur dua dimensi kesiapan yakni keyakinan dan komitmen untuk berubah. Sampel penelitian yang digunakan adalah 50 orang dari total populasi 200 orang. Dari hasil uji One Sample t-test ditemukan harga t= 5,738, harga t tersebut selanjutnya dibandingkan dengan har-ga t-tabel =0,67964. Karena t-hitung lebih besar dari t-table atau jatuh pada penerimaan H0 (5,734>0,67964) maka H0 diterima sebagaimana dikatakan bahwa tingkat kesiapan transformasi Pendidikan Tinggi menuju IAKN Kupang adalah lebih besar atau sama dengan 75 % dari yang diharapkan (H0:m ≥ 75 %). Meskipun STAKN Kupang masuk dalam kategori siap bahkan sangat siap, namun terdapat lima faktor yang perlu diperhatikan untuk menjamin keberhasilan dan keberlangsungan transformasi di masa yang akan datang: iklim dan budaya organisasi, dinamika hubungan interpersonal dalam organisasi, kepemimpinan, kebiasaan dan pola pikir lama, dan penguasaan teknologi.   Kata kunci: kesiapan; organizational readiness for implementing change; transformas

IMPLEMENTASI MAKNA FILIPI 2:2 PADA ANAK SEKOLAH MINGGU MELALUI PERMAINAN TRADISIONAL MENARA BOY

Children's ministry at church must be taken seriously by all related parties. Children should be taught to know God through effective Bible teaching. Designing instructional media at Sunday Schools is unavoidable. The purpose of this community service was to help the church use a traditional game, 'Menara Boy', to implement the meaning of Philippians 2:2 concerning teamwork to achieve a common goal and introduce the younger generation to traditional games. The community service was conducted in two phases: Bible teaching and implementation through playing the game. The result taught children to love and help each other as a family of God. This teaching was effectively implemented when playing 'Menara Boy'—based on the reflections at the end of the game, children admitted that their failure in the game was caused by focusing on themselves and failing to work with others as a team. Therefore, the community service team will recommend using other traditional games as instructional media if the game contains positive values according to the truth of God's Word.Pelayanan anak dalam gereja perlu mendapat perhatian yang serius dari semua pihak terkait. Anak-anak harus dididik untuk mengenal Allah melalui pembelajaran Alkitab yang efektif. Peningkatan media belajar di sekolah minggu menjadi kebutuhan yang tidak bisa dielakkan. Tujuan dari kegiatan pengabdian ini adalah menolong mitra memanfaatkan media permainan tradisional Menara Boy untuk mengimplemantasikan makna Filipi 2:2 tentang kerja sama mencapai tujuan bersama dan sekaligus memperkenalkan permainan tradisional pada generasi saat ini. Kegiatan pengabdian dilakukan dalam 2 bentuk yaitu pembelajaran Alkitab dan bermain permainan tradisional sebagai implementasinya. Hasilnya anak-anak sekolah minggu diajar untuk saling mengasihi dan tolong menolong di antara sesama saudara dalam Tuhan. Pembelajaran ini diimplementasikan dengan baik ketika bermain Menara Boy. Berdasarkan refleksi diakhir permainan, anak-anak mengakui bahwa kegagalan dalam permainan diakibatkan karena fokus pada diri sendiri dan gagal menjalin kerja sama sesama anggota kelompok. Dengan demikian tim pengabdi merekomendasikan untuk memanfaatkan permainan tradisional lainnya untuk digunakan sebagai media pembelajaran, tentunya permainan tradisional yang mengandung nilai positif yang sejalan dengan kebenaran Firman Allah

The Use of I and We in Academic Writing: A Corpus-based Study

The use of first person pronouns, I and we, are unlikely to appear in most Indonesian academic articles, account for its risky image of being personal in academic context. The old strict rule, however, has shifted in many English academic writings. This study reflects on the use of I and we in academic texts stored in corpora: (1) How frequent are I and we in the academic texts of American English (AmE) and British English (BrE)? (2) What are the collocations? (3) How can they function to strengthen the writers’ objective perspective? There are three methods in corpus analysis applied here: frequency list, concordance, and collocation. The corpus tools are accessed online on the websites of the Corpus of Contemporary American English (COCA) and British Academic Written English (BAWE) Corpus. This study firstly demonstrates that the frequency of I and we in the corpora is 2,352.6 per million words (PM) for I and we, 2,252.2 PM. In BAWE, the frequency of I is 1,250.00 PM and we, 1,586.10 PM. Secondly, the verbs which are collocates of I are believe, think, get, found and of we are know, reject, see, consider, and give. Finally, I academically portrays the writers’ individual stance on conflicting issues, provides confident arguments, and guides readers. We functions to show collaborative works and the writers’ confidence that their readers also accept the general concept presented. The results of this study encourage Indonesian writers to appropriately use I and we in academic writings

Reviewing Brain Based Learning Principles For Grammar Teaching in English Language Classroom

This article proposes three questions concerning the English grammar teaching which is sometimes thought to be the most difficult part as well as boring classroom activities. They are: (1) how can English teachers provide a natural setting for students to prepare them for more experiences outside the classroom? (2) how to teach grammar more creatively to make it attractive to the students? and (3) how can teachers go further than these activities as mentioned previously and make the grammar learning a meaningful process for the students? By reviewing the principles of the Brain Based Learning and its practices, the answers to these questions are suggested

An Analysis of Students` Learning Styles in English Language Classroom: Is This Still Relevant

The study on students’ learning styles simply means discovering learning mode with which they prefer to use naturally in a learning process. Aside from its controversies among practitioners and researchers, this article reviews two studies on students of STAKN Kupang that were conducted in 2016 and 2017. The former used Learning Style Survey created by Cohen et.al. whereas the latter made use of Kolb’s Learning Style in order to see students’ learning style preferences. Providing information for students concerning their learning styles is as beneficial as for English teachers. This study reflects on whether it is still relevant to teaching practices as well as its implications