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All Journal Indonesian Journal of Applied Linguistics (IJAL) Celt: A Journal of Culture, English Language Teaching & Literature LET: Linguistics, Literature and English Teaching Journal Journal of Applied Studies in Language JURNAL PengaMAS JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics Journal of English Education Jurnal Pengabdian Dharma Laksana International Journal for Educational and Vocational Studies Wawasan Kesehatan NOTION: Journal of Linguistics, Literature, and Culture JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) Jurnal Pasopati : Pengabdian Masyarakat dan Inovasi Pengembangan Teknologi Journal of Education and Teaching Learning Jurnal PADMA: Pengabdian Dharma Masyarakat JASL - Journal of Applied Studies in Language Jurnal Abdi Masyarakat Prima Magistra: Jurnal Ilmiah Kependidikan Studies in English Language and Education Jurnal Bahasa Asing Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS International Journal of Language Teaching and Learning (IJLTL) Journal of Language Education, Literature, and Culture e-Journal of Linguistics Jurnal Pengabdian Riset Masyarakat Madani Englisia English Language Education Journal
Daar, Gabriel Fredi
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
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Communication through Go’et as an Off-Record Politeness Strategy in Health Promotion: A Sociopragmatic Study David Djerubu; Gabriel Fredi Daar
Celt: A Journal of Culture, English Language Teaching and Literature Vol 26, No 1: June 2026, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v26i1.13374

Abstract

Health promotion is a key factor in encouraging behavioral changes toward healthier living, particularly in communities with strong cultural traditions like Manggarai, Flores Indonesia. Traditional communication approaches such as Go’et, an indirect politeness strategy (off-record politeness), are crucial in delivering sensitive messages without offending. This study aims to; 1) Identify the types of Go’et in the Manggarai language that can be utilized in health promotion contexts. 2) Explore how Go’et is employed as an off-record politeness strategy in health promotion in Manggarai. The research employs a qualitative approach with ethnographic methods to gain an in-depth understanding of the practice of Go’et communication in health promotion within the Manggarai community. The study was conducted in Pateng and Rego, Manggarai Barat Regency, Flores Indonesia, with 10 participants, including traditional elders, community leaders, and health workers involved in health promotion. Data were analyzed using thematic analysis, which involved data coding, theme identification, and in-depth interpretation. Triangulation was applied by comparing data from interviews, observations, and documents to ensure the validity of the findings. The study revealed that go’et has the potential to be integrated into health promotion strategies. Several types of Go'et can be employed in health promotion. As an Off-Record Politeness strategy, there are some characteristics of Go’et, that make it potentially applied in health promotion; its use of indirectness, Go’et helps save interlocutor’s face for sensitive health topics, and Go’et provides space for building trust and cultural resonance. The study also found that Go’et typically conveys advisory messages and hopes for the health of the community. Despite its unique characteristics, some challenges need to be addressed by healthcare workers when dealing with Go’et in terms of promoting health. The study contributes to the theory of linguistic politeness, particularly regarding off-record politeness strategies, and highlights their application in health promotion within the indigenous Manggarai community.
The Role of Corrective Feedback in Developing Students’ Speaking Skills in EFL Conversation Classes Anastasia Bawut; Gabriel Fredi Daar; Fidestri Riani Murdian
Journal of Education and Teaching Learning Vol 7 No 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2646

Abstract

This study aims to explore students’ perceptions of corrective feedback (CF) in EFL speaking activities and how it contributes to the development of their speaking skills. While many previous studies have focused on teachers’ perspectives and feedback strategies, this research emphasizes the students’ point of view to understand their preferences, emotional responses, and perceived benefits regarding CF. The study employed a quantitative descriptive method using a questionnaire distributed to EFL students. The data were analysed to identify patterns in students’ attitudes toward various types and timings of feedback. The findings reveal that students generally have a positive perception of corrective feedback. Most respondents agreed that CF helps them improve their speaking performance, particularly in areas such as vocabulary, pronunciation, and fluency. Contrary to common concerns among educators, the majority of students did not feel embarrassed or demotivated when corrected. Instead, they reported increased confidence and motivation when their errors were addressed constructively. Furthermore, students expressed a preference for both immediate and delayed feedback, indicating flexibility and awareness of different instructional strategies. The study suggests that corrective feedback plays a significant role in supporting learners’ speaking development. It also highlights the importance of incorporating student perspectives when designing effective feedback practices in EFL classrooms.
Nursing Students' Challenges in Learning English: a Qualitative Study at Unika St. Paulus Ruteng Yosef Ardianto; Gabriel Fredi Daar
Jurnal Bahasa Asing Vol. 19 No. 1 (2026): Jurnal Bahasa Asing
Publisher : Sekolah Tinggi Bahasa Asing JIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58220/jba.v19i1.154

Abstract

English proficiency plays an important role in nursing education because nursing students are required to access academic resources, understand medical terminology, and communicate effectively in educational and professional contexts. However, learning English remains challenging for many nursing students who study it as a foreign language. This study aimed to explore the challenges experienced by nursing students in learning English within their academic environment. A qualitative research design was employed, involving five nursing students from the Nursing Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants were selected using purposive sampling, and data were collected through semi-structured interviews. The data were analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed four major challenges: difficulties in understanding medical English vocabulary, lack of confidence in speaking English, limited opportunities to practice English due to academic workload, and challenges in utilizing English learning resources effectively. These challenges influenced students’ participation, comprehension of learning materials, and engagement in English learning activities. The study suggests the need for supportive instructional strategies, contextualized English materials, and increased opportunities for meaningful language practice to enhance nursing students’ English learning experiences.
Ludwig Wittgenstein's Concept of Language Game Gabriel Fredi Daar; I Nengah Sudipa; Tobias Gunas
English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i1.1658

Abstract

The term of game is often used metaphorically about language in everyday life. Language game is a term that Wittgenstein uses in his Philosophical Investigations to emphasize the fact that language use is part of an activity or way of life consisting of language and action. Wittgenstein's Concept of Language Games is one of three important concepts in his philosophical work. Language game is a key term in Wittgenstein's philosophy. Wittgenstein's main argument about language is that the rules for using ordinary language are neither right nor wrong. Language is only useful for use according to the context in which it is implemented. Wittgenstein concluded that the meaning of a word is its use in sentences, the meaning of a sentence is its use in language, and the meaning of language is its use in various contexts of human life. However, Wittgenstein emphasizes the use of correct language, because by using the right language, we can get the true meaning. In this regard, Wittgenstein argues that the rules in language also need to be obeyed just like the rules in a game.
EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF LEARNING ACADEMIC WORD LIST (AWL) THROUGH CONTENT-BASED INSTRUCTION: A QUALITATIVE ANALYSIS Fithriyah Inda Nur Abidah; Gabriel Fredi Daar
English Language Education Journal (ELEJ) Vol. 4 No. 2 (2025): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v4i2.3213

Abstract

This study investigates students’ perceptions and experiences of learning the Academic Word List (AWL) through Content-Based Instruction (CBI) within an English for Academic Purposes (EAP) course at Universitas Katolik Indonesia Santu Paulus Ruteng, Flores. Employing a qualitative approach, the study aims to explore the perceived benefits, challenges, application beyond the classroom, and suggestions for improving AWL instruction. Twenty undergraduate students were purposively selected based on their vocabulary proficiency and enrollment in the Academic Vocabulary course. Data were collected through semi-structured interviews, classroom observations, and student reflection journals, and were analyzed thematically using Braun and Clarke’s (2019) framework. The findings reveal that students perceive learning AWL through CBI as beneficial, as it enables contextualized vocabulary acquisition, supports academic writing and reading, and increases motivation. However, challenges include difficulty in memorizing vocabulary, understanding academic texts, and balancing language and content focus. Outside the classroom, students apply AWL through reading academic texts, writing assignments, participating in discussions, and using digital resources like podcasts and social media. Suggestions for improving AWL instruction emphasize prioritizing high-frequency AWL words, integrating interactive learning activities, promoting consistent usage in writing, and utilizing digital tools to support vocabulary development. The study concludes that CBI enhances vocabulary learning by making it more meaningful and applicable to academic contexts, yet requires pedagogical adjustments to address learner challenges. These findings have implications for instructional design in academic English courses, highlighting the importance of contextual, learner-centered, and multimodal vocabulary instruction.
EFL STUDENTS’ CHALLENGES IN WRITING ACADEMIC ESSAY INTRODUCTIONS Gabriel Fredi Daar; Solania Putri Yuna
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v5i1.3463

Abstract

This study critically examines the challenges encountered by English as a Foreign Language (EFL) students in composing effective academic introduction sections. Employing a qualitative case study design, this research involved undergraduate students enrolled in an academic writing course at English Education Department, Universitas Katolik Indonesia Santu Paulus Ruteng. Data were collected through document analysis and semi-structured interviews to capture both textual deficiencies and learner perceptions. The findings revealed that students encounter multifaceted challenges, including inadequate synthesis of scholarly sources, inability to establish a coherent research territory, and limited awareness of gap identification strategies. Furthermore, linguistic constraints such as restricted academic vocabulary and syntactic inaccuracies exacerbate these issues. Notwithstanding these challenges, some students exhibit adaptive strategies, including the utilization of model texts and collaborative peer feedback. The study underscores the necessity for explicit pedagogical interventions focusing on genre awareness, critical reading, and structured writing scaffolds.
Speech acts and eco-communication in ESP for sustainable agriculture: Insights from needs analysis Gabriel Fredi Daar; Tobias Gunas; Mariella Putri Adita Pantur
Englisia: Journal of Language, Education, and Humanities Vol. 14 No. 1 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.125

Abstract

The study examines the needs of the learners in the development of speech acts and eco-communication in English for Specific Purposes (ESP) for sustainable agriculture. The growing worldwide attention to environmentally friendly practices has increased the importance of effective communication skills, especially using English to communicate sustainability ideas in agricultural contexts. However, despite this demand, many learners still have difficulty in expressing agricultural knowledge and engaging in eco-communication. Thus, this study seeks to investigate learners’ needs, gaps and desires about the use of speech acts and eco-communication in agricultural ESP contexts. The study uses a mixed method approach, combining quantitative and qualitative data in an effort to provide a comprehensive needs analysis. Quantitative data were collected from 28 participants using a structured questionnaire measuring three dimensions namely necessities, lacks and wants and analyzed using descriptive statistics such as mean scores and standard deviations. Qualitative responses were gathered to enrich the interpretation of learners’ responses. The results show that the learners have moderate to high need to use English for eco-communication, especially for explaining sustainable methods and participating in discussions. However, they face difficulties in the mastery of vocabulary, in expressing environmental problems and in doing the appropriate speech acts. Learners want interactive, authentic and contextualized learning activities, such as role-plays and real-life case studies. These results emphasize the need to design ESP materials integrating speech acts, domain-specific content and experiential learning to improve learners’ eco-communication competence in sustainable agriculture.
Co-Authors Anak Agung Putu Putra Anastasia Bawut Badar, Anastasia Natalia Basri David Djerubu Demang, Fransiska Yuniati Derfina Maria Bahagia Idu Dewi, Claudia Fariday Djerubu, David Efram Igrenino Rahmat Elfrida Trifoniati Astuti Emilia Vialar Nafi Epifania Lestari Mihen Epifania Wakung Fahri Fahri Fidestri Riani Murdian FITHRIYAH INDA NUR ABIDA Fithriyah Inda Nur Abida Fithriyah Inda Nur Abidah Florianus Jegaut Fransiskus Jemadi Gunas, Tobias Handi, Heribertus Hepilita, Yohana I Made Suastra I Nengah Sudipa I NYOMAN SUPARWA Irma Oihu Janggu, Jayanti Petronela Jayanti Petronela Janggu Jayanti Petronela Janggu Jeharut, Adelgonda Fitri Jemadi, Fransiskus Jufri Katarina Ilaning Alur Kristina Kresna Wanti La Ode Fajrul Islam Sabti LISETYO ARIYANTI Maria Angelitari Aryanto Maria Cendrasi Saputri Maria M.N. Manggas Maria Oktaviana Mariella Putri Adita Pantur Maudin Muhamad Ridwan Naniana N. Benu Nasar, Ismail Ndorang, Theofilus Acai Nggiring Junior, Oswaldus Teten Ni Luh Sutjiati Beratha Ni Wayan Sukarini Niken Handayani RAHAYU KUSWARDANI Remild, Emerensiana Solania Putri Yuna Steviana Marsiana Tobias Gunas Veronica Carolina Agnes Batta Wilibrodus Sandri Mampur Wilibrodus Sandri Mampur Yosef Ardianto