Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Vision: Journal for Language and Foreign Language Learning MATAI: International Journal of Language Education JALC : Journal of Applied Linguistics and Studies of Cultural
Kainta, Erwin
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method Kainta, Erwin; Rombot, Jerry Elfindo
Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14509

Abstract

Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Trends and Challenges in Teaching Paragraph Writing: A Comprehensive Literature Review of Recent Studies Kainta, Erwin; Umarella, Rahmatul Firdausa
JALC : JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL Vol. 3 No. 2 (2025): November (Article in Press)
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Paragraph writing constitutes a crucial element in English language education, forming the foundation for developing coherent and logical written expression. Despite its importance, many learners continue to struggle with organizing their ideas, maintaining unity, and applying appropriate paragraph structures. To address these persistent issues, numerous scholars have examined innovative pedagogical approaches and the use of technology to enhance paragraph writing instruction. This study employs a Systematic Literature Review (SLR) method to identify current trends and challenges in teaching paragraph writing. A total of twenty-one research articles published in 2025 were selected from Google Scholar, following specific inclusion criteria related to paragraph writing in the field of English language education. The analysis followed three main procedures: identifying central themes, categorizing emerging trends and instructional challenges, and synthesizing findings through descriptive and thematic analysis. The results indicate a growing focus on integrating digital tools, applying process-based instruction, and emphasizing feedback-driven teaching practices. On the other hand, recurring challenges include students’ limited vocabulary, weak coherence, and teachers’ difficulties in adapting to technology-enhanced learning environments. The review concludes by offering pedagogical implications and proposing future research directions to enhance the effectiveness of paragraph writing pedagogy in EFL settings.
Fostering Grade 10 Students' Speaking Confidence through Procedure Text Videos: A Descriptive Qualitative Study at SMKS Jayanegara Ambon Umarella, Rahmatul Firdausa; Kainta, Erwin
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22579

Abstract

This study explores how video-based procedure text tasks can foster speaking confidence among senior high school students learning English. Speaking is frequently the language skill that causes the anxiety for learners, particularly in environments where students fear making mistakes or being judged. By integrating structured genre pedagogy with video production, this research investigates how students engage with language in a low-pressure setting that encourages rehearsal, reflection, and self-expression. Conducted in a Grade 10 classroom at SMKS Jayanegara Ambon, the study employed semi-structured interviews, observation checklists, and teacher field notes to capture students’ emotional and behavioral responses. Findings reveal that most students experienced increased self-awareness, reduced anxiety, and greater motivation when completing video tasks. The procedure text format provided a clear linguistic framework, helping students organize their thoughts and deliver instructions with clarity. Video recording allowed students to practice and revise their speech, minimizing the fear associated with live performance. While some students faced challenges related to editing, pronunciation, and group collaboration, the overall impact on speaking confidence was positive. The study demonstrates that combining procedural language with video-based learning offers a meaningful way to support oral communication skills. This approach encourages autonomy, creativity, and emotional readiness, making it a valuable strategy for enhancing speaking instruction in English classrooms.
Co-Authors Rombot, Jerry Elfindo Umarella, Rahmatul Firdausa