Academic Journal of Educational Sciences

THE COACHING SYSTEM FOR FOOTBALL ATHLETES AT FLOBAMORATA STATE HIGH SCHOOL FOR SPORTS TALENTS IN KUPANG IN MAINTAINING SPORTSMANSHIP

2024-12-30T14:57:14+00:00

This paper provides information about the coaching system for football athletes at Flobamorata State High School for Sports Talents in Kupang in maintaining sportsmanship during matches. The coaching system is implemented at the school, dormitory, and training grounds. The research uses a qualitative method, employing triangulation techniques through participatory observation, interviews, and documentation studies. The sample sources were determined purposively and through snowball sampling, including the principal, student affairs coordinator, curriculum coordinator, dormitory manager, coaches, and football athletes. Data were analyzed using the Miles and Huberman narrative descriptive method. Based on the research results, the implementation of the coaching system at the school, dormitory, and training grounds in various ways helps to develop the character of SKO NTT football athletes to maintain sportsmanship during matches. The research found that physical strength, character, and psychology can influence a football athlete’s sportsmanship during matches.

Local Languages: Why and How Should They Be Maintained

2025-01-16T14:53:56+00:00

In this paper, I argue that local languages used by linguistic minority groups of a multilingual/multicultural countries be taught as a means of instruction in the first years of a primary school, including early childhood education centres for the following reasons: 1. to build up students’ self-confidence of their original cultures/languages; 2. to acknowledge students’ rich knowledge before starting their formal education; 3. to preserve students’ language and culture (linguistic and cultural maintenance); 4. to improve not only students’ usage of their second language, but also their academic understanding of other subjects they learn in schools; and, 5. to strengthen national unity. In other words, it is argued here that building up students’ self-confidence of their original cultures/languages, acknowledging their rich knowledge at the very start of their formal education, maintaining and/or preserving minority students’ languages and cultures, improving their usage of their second language, and strengthening unity of a multilingual nation can be done by using minority language(s) as a means of instruction in their lower level of education years. By doing this, students’ mastery of their own language(s) and cultures can be improved and, in turn, their mastery of the courses being taught and learned can also be better even when their “second language”, in this context their national/official language, is used as a means of instruction in their later levels of education.

IMPROVEMENT OF READING COMPREHENSION OF GRADE 10 STUDENTS AT SMA DEZ DE DEZEMBRO, COMORO, DILI, TIMOR-LESTE THROUGH THE USE OF GRAPHIC ORGANIZERS

2024-12-30T14:57:15+00:00

This study aims to improve the reading comprehension of grade 10 students at Dez de Dezembro High School, Comoro, Dili, Timor-Leste, through the application of graphic organizers. Carried out during the 2024 academic year, this study involved a sample of 30 students. Data collection methods include observation checklists used during classroom action research, as well as preliminary and final tests. The findings from this two-cycle study show that the use of graphic organizers significantly improves students' reading comprehension. When integrated with skimming and scanning strategies, as well as communicative reading activities, this approach substantially enriches the teaching and learning process. Reading activities become more interactive and engaging, facilitating students' understanding of concise information and connections between ideas. As a result, students show noticeable improvement, with focus and active participation in the lesson. In addition, they become proficient in implementing various reading strategies, resulting in more effective and efficient reading comprehension.

CONCEPTUALISATION OF SUMBA PEOPLE IN INTERPRETING NUKKU ZARA IN RITUAL SPEECH OF PANGADI NGA'A PABENUDI WE'E MARAPU

2024-12-30T14:57:15+00:00

The purpose of this research is to identify and describe the cultural practice of conceptualisation of Sumba people in interpreting Nukku Zara in the ritual speech of Pangadi Nga'a Pabenudi We'e Marapu. The research method used is qualitative research with an ethnographic approach. The collection techniques were observation, interview, and document study. Data analysis begins with data reduction, data presentation, and conclusion drawing. The results show that the Sumbanese conceptualisation of the existence of Marapu and Nuku Zara is always placed in the realm of the existence of the divine creating the universe and the life of all creatures. The role of Nuku Zara in the Social and Religious Structure plays a central role as a divine entity that is the main purpose of all forms of respect and rituals. The symbolism in the Pangadi Nga'a Pabenudi We'e Marapu Ritual is Betel nut and areca nut in Sumba culture symbolise the unity of communication between humans and ancestral spirits and the Gods, in addition, rice and water symbolise life and fertility. The shift in meaning in the contemporary context due to the pressure of advancing modernisation causes most of the local wisdom with noble values in it to be increasingly degraded and eroded in meaning and the lack of awareness of the younger generation to maintain and preserve local wisdom.

EXPLORING MULTILINGUALISM IN ADVERTISING SIGNS: A LINGUISTIC LANDSCAPE ANALYSIS AT TIMOR PLAZA, DILI, TIMOR-LESTE

2024-12-31T04:31:02+00:00

This study examines the linguistic landscape (LL) of advertising signs at Timor Plaza in Dili, Timor-Leste, focusing on language usage, the distribution of monolingual, bilingual, and multilingual signage, and the motivations behind language choices. Using a qualitative research approach, data were collected through documentary analysis of 130 advertising signs, semi-structured interviews with shop owners and managers, and photographic documentation. The findings reveal that English (58%) and Tetun (26%) are the dominant languages, with bilingual signs (Tetun and English) accounting for 28.7% and multilingual signs (Portuguese or Bahasa Indonesia) representing only 1.3%. English is primarily used for its global appeal to international customers, while Tetun ensures accessibility for the local population. The occasional inclusion of Portuguese and Bahasa Indonesia reflects Timor-Leste’s historical and regional context. The study concludes that the linguistic landscape at Timor Plaza reflects a strategic balance between globalization and local identity, demonstrating the interplay of economic aspirations and cultural preservation. This study expands the theoretical understanding of multilingualism in public spaces while offering practical implications for language policy in commercial settings within multicultural societies.

Contemporary Geographical Thought Essay

2024-12-30T14:57:16+00:00

Several fundamental and contemplating questions have been evolving in my mind since I decided to devote my education and career path to the geography discipline. These questions are, “What is geography? What makes geography distinct from other disciplines? What can make us geographers survive in this inevitably changing world? And what will we geographers be in the future?”. These questions were not taken for granted; they are manifestations of my reflection of the time I spent as a geography teacher. It is obvious that geography’s existence as a subject in the curriculum system is not as popular as its counterpart in social science subjects such as economics and history. This is a consequence of the terms that Shore and Wright (2017:1, as cited in LahiriDutt, 2018) demonstrate as “academic capitalism” that places the concept of neoliberalisation as university policies. This context of capitalism in higher education led to a catastrophic impact for geography (Castree, 2006, as cited in Lahiri-Dutt, 2018).

Back again to the initial fundamental questions, what is geography? I believe there is no one standardized definition of geography. This is because Geography is a pluralistic and multidisciplinary field of study with no homogenized perspective or one primary philosophical approach because it is a confluent discipline (Colwell, 2004; Mitchell & Murphy, 1991). This plurality has been constructed over time from the beginning geography was declared as a discipline to the contemporary geography. The diversity of subdisciplines in geography was started at the beginning of the twentieth century, when it was divided into two divisions:” physical and culture geography, and regional and systematic geography” (Mitchell & Murphy, 1991, p.58). Similarly, Hanson (2008) demonstrated that during the twentieth century the concept of geography popularised by William Morris Davis: “the impact of the physical (‘‘inorganic’’) environment on the biological (‘‘organic’’) environment” (p.717), which become popular around geographer authors in the earliest Annals of Association of American Geographers (AAG) in the earliest twentieth century, had been challenged by the emergence of economic geography before the end of twentieth century because at this time, human beings was acknowledged as agent who contribute to the development of their physical surroundings. However, as geography knowledge expands, there is a possibility for us to become more specialized. Specialization in geography (physical and human geography) can have positive and negative impacts. Philips (2004) explained, on the one hand, by specialization, we have the opportunity to collaborate with different scientists, which can contribute to the promising advantage. On the other hand, disintegration may lead to ineffective communication within and between specialist groups because there is no such a common thing that can become a core base knowledge.

The next question to answer is what makes geography unique and survive as a discipline? Should we “geographers” disintegrate or integrate? I believe what makes geography distinct to other knowledge is its plurality, however, what makes geography can survive as a plural and diverse subject is the inclusive and collaborative work between physical and human geography. Therefore, I argue that the synergy between physical and human geography is crucial in geography knowledge development. In this essay, I will first demonstrate the history of geography and the key characteristics of human and physical geography which may lead to the integration or disintegration between them. Then, I analyse on how to develop the integration between human and physical geography from a philosophical and institutional perspective.

INSTALLATION INSTALLATION OF LOCAL WISDOM VALUES OF BAJAWA ETHNIC AND SOCIAL ATTITUDES IN SOCIAL STUDIES LEARNING AT SMP NEGERI 3 WEST GOLEWA

2024-12-30T15:05:42+00:00

This research was conducted at SMP Negeri 3 West Golewa and aims to (1) Find out the local wisdom values of the Bajawa ethnic group and the values of social attitudes that can be instilled in social studies learning. (2) what is the strategy for cultivating the local wisdom values of the Bajawa ethnic group and the values of social attitudes in social studies learning. (3) knowing the results of instilling Bajawa ethnic local wisdom values and social attitude values in social studies learning. This research uses descriptive qualitative research to instill the local wisdom values of the Bajawa ethnic group and the social attitude values of students at SMP Negeri 3 West Golewa in social studies learning which were collected through observation, interviews and documentation. Data analysis used the Miles and Huberman model which consists of data collection, data reduction, data display and drawing conclusions or verification. The research results show that (1) the social and cultural values contained in the local wisdom values of the Bajawa ethnic group are reba, zono and kusu bue. The teacher's ability to provide examples of good interaction attitudes to students in the classroom and outside the classroom (2) the relationship between local wisdom values and social attitude values towards SMP Negeri 3 West Golewa social studies material,. (3) The teacher seems to have succeeded in instilling social attitude values in accordance with the indicators that the researchers have described, namely: honesty, courtesy, self-discipline, tolerance in students at West Golewa 3 Middle School.

THE FORMS AND MEANINGS OF THE LELAK LOCE RENDA FOLKSONG IN MANGGARAI LANGUAGE

2024-12-30T15:11:39+00:00

This study describes the relationship of Manggarai language, Manggarai culture, and conceptualization of Manggarai society as members of Manggarai ethnic group in viewing and making sense of the world, as reflected as reflected in the forms and meanings of linguistic phenomena in the text of the Lelak Loce Renda folksong in Manggarai language as the reflection of Manggarai culture as the identity marker of Manggarai society as members of Manggarai ethnic group. The study is descriptive-qualitative. The study is viewed from cultural linguistics as one of the new theoretical perspectives in cognitive linguistics which explores the relationship of language, culture, and conceptualization. The result of study shows that the forms and meanings of linguistic phenomena used in the text of the Lelak Loce Renda folksong are unique and specific to Manggarai culture as parent culture in which Manggarai language is embedded. The contents stored in the forms of linguistic phenomena in the text of the Lelak Loce Renda folksong serve a set of meanings which are interconnected to one another in designating the ways Manggarai society view and make sense of the world. The prominent meanings implied the forms of linguistic phenomena used in the text of the Lelak Loce Renda folksong are social, economic, religious, and educational meaning