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Applying Video for Writing Descriptive Text in Senior High School in the Covid-19 Pandemic Transition Maru, Mister Gidion; Nur, Sahril; Lengkoan, Fergina
International Journal of Language Education Vol. 4, No. 3, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i3.14901

The emergence of the Covid-19 as the global pandemic with its social and physical distancing consequence has affected educational practices. This paper reports the expereince of carrying out a study on applying youtube video for writing of descriptive text in EFL Class. The purpose of this research was to find out whether the videos can develop studentsâ€™ ability in writing descriptive text or not.Â The study took place in the time before and during the covid-19 emergence. As quantitative research, this study applied pre-experimental design. The participant of this research was the 1st year students of one of the prominence senior high schools in Manado, Indonesia. They were 26 students of language class. The results indicated that the mean score of the post-test is significantly higher that of the pre-test. This points out that the use of YouTube video in teaching the writing of descriptive text is effective. However, the emergence of Covid-19 pandemic influenced the implementation of intervention that later affected studentsâ€™ achievement. The result of this study is not fully in line with the outcome of the previous studies which hypothetically resulted in two to four gains of scores. In addition, it implies that the use of YouTube video in this pandemic transition period seems to be helpful mostly to low level students as they displayed higher gains. Besides, this study denotes the challenges for teachers and students in the Covid-19 pandemic era namely the competence in online learning, and the internet connectivity access and learning mode system.

SYNTHESIZING GRAMMAR AND STRUCTURE PROBLEMS FACED BY INDONESIAN TOEFL PARTICIPANTS Hampp, Paula L; Kumayas, Tirza A; Lengkoan, Fergina
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.33811

The TOEFL test is one of the requirements to pass the Thesis exam at several universities in Indonesia. Grammar and Structure Score is the lowest score, and it becomes a problem for the test takers. This study aimed to analyze the factors of Grammar Structure difficulties experienced by students in solving TOEFL questions. This research approach is descriptive qualitative with a sample of 20 students and taken by purposive sampling of 70 students. Interviews and questionnaires were conducted as a data collection tool. The results showed that there were several problems which were factors that influenced the TOEFL participants' written structure and expression lower than listening and reading scores. They cannot analyze the wrong words in part B. A lack of practice on grammar causes problems, and students study independently without guidance and instruction from lecturers or experts. That four main factors cause students to have difficulty solving TOEFL questions: not preparing for the exam, lack of grammar practice, lack of vocabulary mastery, and learning independence. In this case, students and teachers have responsibility for learning achievement, even if these factors come from the TOEFL takers themselves.

Higher Education Teachers' Perception and Use of Project-Based Learning in Teaching English Lengkoan, Fergina; Basri, Muhammad; Nur, Sahril; Ali, Nornazurah Nazir; Maru, Mister Gidion
Jurnal Lingua Idea Vol 15 No 1 (2024): June 2024
Publisher : Faculty of Humanities, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jli.2024.15.1.9698

This study aims to examine how English professors perceive adopting project-based learning and examine the difficulties they encounter when doing so in various colleges. All the research subjects used four sources of English language education study programs. The study included all instructors who had used project-based learning in their classes. A questionnaire was used to gather quantitative data for this investigation. The study's findings indicate that English teachers positively view project-based learning. Teachers are eager to integrate Project-Based Learning if they have a favourable opinion quickly. The challenges were finding resources to help students with their projects and running out of time to finish them. The following suggestions urge more significant investigation into potential solutions to overcome project-based learning's adoption challenges, particularly in teaching English.

SYNTHESIZING GRAMMAR AND STRUCTURE PROBLEMS FACED BY INDONESIAN TOEFL PARTICIPANTS Hampp, Paula L; Kumayas, Tirza A; Lengkoan, Fergina
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.33811

The TOEFL test is one of the requirements to pass the Thesis exam at several universities in Indonesia. Grammar and Structure Score is the lowest score, and it becomes a problem for the test takers. This study aimed to analyze the factors of Grammar Structure difficulties experienced by students in solving TOEFL questions. This research approach is descriptive qualitative with a sample of 20 students and taken by purposive sampling of 70 students. Interviews and questionnaires were conducted as a data collection tool. The results showed that there were several problems which were factors that influenced the TOEFL participants' written structure and expression lower than listening and reading scores. They cannot analyze the wrong words in part B. A lack of practice on grammar causes problems, and students study independently without guidance and instruction from lecturers or experts. That four main factors cause students to have difficulty solving TOEFL questions: not preparing for the exam, lack of grammar practice, lack of vocabulary mastery, and learning independence. In this case, students and teachers have responsibility for learning achievement, even if these factors come from the TOEFL takers themselves.

EFL Students’ Perceptions of the Effective English Teacher Characteristics Tatipang, Devilito Prasetyo; Manuas, Maissy J.; Wuntu, Ceisy Nita; Rorintulus, Olga A.; Lengkoan, Fergina
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.45709

This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers. This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.

AI-DRIVEN EDUCATIONAL INTERVENTIONS: HARNESSING ARTIFICIAL INTELLIGENT TO FOSTER LIFELONG LEARNING (A SYSTEMATIC INVESTIGATION) Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Budiman, Jeihn N. C.; Ganap, Nindy N.; Lengkoan, Fergina
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.97633

This systematic investigation delves into the integration of artificial intelligence (AI) into educational interventions with the aim of fostering lifelong learning. The study examines the efficacy of AI-driven educational interventions, addressing key challenges and ethical considerations associated with their implementation, and proposing mitigation strategies. Drawing insights from a systematic review, the research highlights the transformative potential of AI technologies in promoting lifelong learning outcomes, including increased learner engagement, enhanced knowledge retention, and improved skill acquisition. However, the investigation also uncovers challenges such as disparities in access to AI-powered learning tools, algorithmic bias and discrimination, concerns about data privacy and security, and the potential depersonalization of education. Mitigation strategies are proposed to address these challenges, including investing in infrastructure and resources for equitable access, implementing transparent data collection and reporting practices, and fostering a human-centered approach to AI in education. By prioritizing ethical principles and values, stakeholders can harness the benefits of AI-driven educational interventions while safeguarding learners' privacy, autonomy, and well-being. The findings of this investigation contribute to the ongoing discourse on the responsible integration of AI into lifelong learning frameworks, providing insights and recommendations for educators, policymakers, and technology developers striving to create inclusive and equitable learning environments in the digital age.

The Importance of Students Perception of Online Learning During Pandemic Andries, Fivy; Lengkoan, Fergina
International Journal of Applied Business and International Management Vol 8, No 2 (2023): August 2023
Publisher : AIBPM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32535/ijabim.v8i2.2475

The pandemic of COVID-19 has impacted the Indonesian government through its Ministry of Education and Culture, shifting learning from classroom to online classroom. This study is a collective case study consisting of a survey analysis on students’ perceptions of online learning during the COVID-19 pandemic. A total of 83 students of the English Education Department at Universitas Negeri Manado participated in the study. Their perceptions of the online classroom were recorded through a survey, focusing on students’ participation, accessibility, material and assignment delivery, and the use of applications in online learning. The results were summarized into tables and narrative descriptions. This study identified three major struggles in conducting online learning, with nearly half of the respondents reporting negative perceptions. More than half of the students stated they experienced difficulties with online learning, such as poor internet signals, boredom, lack of interaction with friends, difficulty focusing on lessons, limited understanding of the material, and unsupportive learning environments due to living in villages or remote areas. This study may assist further related research and serve as a basis for consideration in improving and sustaining the teaching and learning process in the future without disadvantaging students, teachers, or parents.

I am well aware of it, Yet, my Students have to Learn in comfort way: Translanguaging as Mediated English Language Pedagogy Tatipang, Devilito P.; Dollah, Syarifuddin; Weda, Sukardi; Sakkir, Geminastiti; Liando, Nihta V. F.; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i2.4598

This study examines the practice of translanguaging in English language learning in one of the secondary schools in Manado, which is a multilingual environment with the use of the local language of Manado, Indonesian, and English. The main objective of the study was to understand teachers' beliefs and their translanguaging practices as language mediation strategies that support concept understanding, social interaction, and student motivation. The method used was a case study with three English teachers as participants, collecting data through interviews, observations, and documentation, then analyzed thematically. The findings suggest that translanguaging serves as a cultural and cognitive bridge that facilitates students to understand the material more deeply and strengthen their linguistic identity. Despite concerns about reduced exposure to English due to the use of local languages and Indonesian, teachers use translanguaging strategically to balance learning. The main obstacles found are the limitations of school policies and teacher training that support the implementation of translanguaging. In addition, translanguaging has been shown to increase students' motivation to learn and active participation. This research recommends the development of teacher education and training policies that are responsive to language diversity, as well as the development of a curriculum that accommodates translanguaging as a legitimate learning strategy. This study makes an important contribution to the development of inclusive and contextual English language pedagogy in multilingual classrooms in Indonesia

Language in Cinema: A Pragmatic Study of Violation Contexts in Disney’s Animated Film Zootopia Andries, Fivy A.; Walalangi, Darryl Grant; Posumah, Jennie; Iroth, Santje; Tulus, Arie; Lengkoan, Fergina
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 2 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/9b49rq25

Language in animated films serves not only as a medium for storytelling but also as a reflection of pragmatic norms that govern social interaction. Although politeness strategies have been widely studied in natural discourse, there remains a notable gap in understanding how violations of these norms are embedded within cinematic dialogues, especially in films intended for all age groups. This study investigates the violation of politeness maxims proposed by Geoffrey Leech, including the Tact, Generosity, Approbation, Modesty, Agreement, and Sympathy maxims, as portrayed in the interactions involving Judy Hopps, the main character in Disney's Zootopia. Utilizing a qualitative descriptive method, the research analyzes selected utterances from the movie transcript and audiovisual scenes, focusing on the types of maxims violated and the emotional responses elicited. The results indicate that all six maxims are violated by supporting characters, with the Approbation Maxim emerging as the most frequently violated, comprising 44.4 percent of cases. These violations often lead to emotional consequences for the main character such as frustration, disappointment, and a sense of exclusion. This study contributes to the field of pragmatics by highlighting how impoliteness is constructed and perceived in fictional dialogues, providing new insights into language use in media contexts. Furthermore, it emphasizes the potential of animated films as valuable resources for teaching pragmatic awareness and promoting respectful communication. By critically examining how politeness is portrayed and breached, the study calls attention to the broader implications of media discourse in shaping audience perceptions of social interaction and linguistic behavior.

Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development Rorimpandey, Rinny Suryani; Wongkar, Yapi Henri; Lengkoan, Fergina; Jein, Maniku; Tatipang, Devilito Prasetyo
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies (In-Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/191ac619

Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.

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