This article was aimed to describe text transitivity of Mathew, New Testament of Kupang Malay language called Janji Baru. Data were taken from the Bible, New Testament, especially in Mathew Gospel which consisted of 29 sections/chapters. All data were analyzed qualitatively and the analysis was based on systemic functional linguistic theory focused on transitivity system. The result showed that transitivity in texts consisted of three elements. (1) Participants were realized by nominal group, including personal pronouns that consisted of: listener only that was realized by lu ‘you’; speaker + listener: ‘katong, ’we’; speaker only: beta ’I’; speaker + others: botong ‘we’; listener + others: ’bosong ‘you’; others: ‘dong’ ‘they’; someone/ something, conscious/non- conscious: ‘dia’ ‘he/she.it’; general: orang dong ‘people’. (2) Circumstances that were realized by time, location, reason, cause and manner, such as, sakarang ‘now’, ‘nanti’ next time’, ‘beso lusa’ ‘tomorrow;; locations, kampong ’village’., ‘dano ‘lake, sabla ‘beside’ ; tagal ‘because’,etc (3) Processes that was realized by verb groups containing six types: material process as pi datang ‘go’ pi ambil ‘take’, `lempar buang ‘throw’, potong buang ‘cut’, jalan pikol bawa ‘carry’; verbal as, kasi tau ‘tell’, angka janji ‘promise’ ; ’relational as jadi ‘become’; existence as ada exist; mental as tau ‘know’, and behavioural as maruak ame, ‘get angry’, lia pi ‘see or watch’, parcaya ame ‘believe’. Almost all process excepted existence and relational combined two or three verbs for one meaning. This fact indicates to let readers or listeners understand the message.

Artikel ini bertujuan untuk mengevaluasi kualitas penyelenggaraan pendidikan pada SD GMIT di daratan Timor. Metode yang digunakan adalah metode evaluasi dengan model evaluasi CIPP model, Stufflebeam, at. al. Sampel penelitian yakni Kepala SD GMIT di daratan Timor sebanyak 173 orang. Pengumpulan data dilakukan dengan menggunakan angket. Hasil yang diperoleh yakni, kualitas penyelenggaraan pendidikan pada SD GMIT adalah dalam ketegori cukup, mencakup aspek konteks dalam kategori cukup, aspek input dalam kategori cukup, aspek proses dalam kategori baik, dan aspek output dalam kategori baik. Faktor yang pendukung yakni perhatian dari pemerintah, gereja, dan Yapenkris dengan bobot yang bervariasi, adanya komitmen dari para guru yang memahami tugasnya sebagai bagian dari pelayanan. Faktor penghambat berkaitan dengan masih minimnya peran Yapenkris dan jemaat-jemaat GMIT, minimnya kesejahteraan para guru, dan ketiadaan model tata kelola sekolah-sekolah yang bernaung di bawah GMIT.

An instruction should encourages, enables and guides students to prepare, ready and being able to an appropriate learning environment in reaching their successfulness, therefore a successful student builds such kinds of efforts, desires to determine or arrange positive motivation to come to good result of a learning process of him. The good result of the learning process is built by a good motivation which is related to a students’ capability to cope effectively with disturbances, a crucial part of self-regulated learning. Being a self regulated learning on online learning during pandemic era must be followed and supported by students’ own motivation. It would be intrinsic or extrinsic motivation. Realizing this condition, the writers structuring students to elaborate their own motivation for being independent students as self regulated learner in instructional event. When students are capable to pay attention, they themselves must have their own positive environment on motivation itself that allows them to reach the meaning of content material has learnt. Self-regulated students is provided to promote elements of intrinsic and extrinsic motivation in an instructional environment which enable students to meet their learning goals successfully to compete with others goals in order for getting attention and other cognitive resources. Keywords: Motivation, Self regulated learning, Independent students