Article Per Year (5 Year)
p-Index From 2021 - 2026
5.551
P-Index
This Author published in this journals
All Journal Lingua Scientia Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature IJoLE: International Journal of Language Education Jurnal Ilmiah Lingua Idea Dinamisia: Jurnal Pengabdian Kepada Masyarakat Globish: An English-Indonesian Journal for English, Education, and Culture Research and Innovation in Language Learning REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies UTAMAX : Journal of Ultimate Research and Trends in Education International Journal of Applied Business and International Management E-CLUE Journal of English Culture, Language, Literature and Education GLENS: Global English Insights Journal
Lengkoan, Fergina
Universitas Negeri Manado
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 37 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 37 Documents
Search

 1   2   3   4 
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

Abstract

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

Abstract

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
Publisher : Universitas Lancang Kuning

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

Abstract

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.
Academic Writing Training for High School Students: Pelatihan Akademik Writing Bagi Siswa SMA Paula Audry Rombepajung; Trully Christien Haenny Wungow; Yapi Hendrik Wongkar; St. Nur Aima Fatima; Nindy N. Ganap; Fergina Lengkoan; Amirudin Ais; Awaludin Rizal
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

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

Abstract

Academic Writing Training for high school students is a program designed to improve students' ability to write good and correct academic papers. This program consists of several steps that can be taken, including an introduction to the concept of academic writing, developing writing skills, using references and sources, developing editing skills, using technology, developing presentation skills, developing peer review skills, developing writing skills for various disciplines, developing writing skills for various purposes, and developing writing skills for various sources. This training has several objectives, such as improving clear and logical writing skills, improving students' ability to organize ideas and structure their writing, improving students' ability to use effective and efficient language, improving students' ability to develop strong and logical arguments, and improving students' ability to develop effective communication skills. This training can be conducted using several effective and interactive methods, such as writing workshops, brainstorming, peer review, and others. In writing workshops, high school students are divided into groups and each group is given a specific topic to write about. After completing their writing, the groups will present their writing and receive feedback from teachers and classmates. In brainstorming, high school students are assisted by teachers to gather relevant ideas and analyze them critically. In peer review, high school students are divided into groups and each student is given a classmate's writing to monitor and provide feedback. Through this Academic Writing training, high school students can improve their ability to write good and correct academic papers, as well as enhance their skills in using technology and various disciplines. This training is crucial for several reasons, such as improving writing skills, critical thinking skills, organizing ideas, using references, editing skills, communication skills, becoming an independent learner, improving academic assignment skills, and developing character.
Ethnolinguistic Study of Tontemboan Language Expressions in Sende'eng Traditional Cooking by The Lower Tombasian  Village Community Jusuf Daniel Ondang; Fergina Lengkoan; Tirza A. Kumayas; Fivy A. Andries; Anas Irwan
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

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

Abstract

This activity explores the ethnolinguistic aspects of Tontemboan language expressions in cooking sende'eng in the community of Tombasian Bawah Village. Using a qualitative ethnolinguistic approach, this activity reveals that variations in ingredients, cooking methods, and food presentation are not only culinary choices, but also carry linguistic meanings that reflect the mindset and cultural identity of the community. These findings demonstrate how traditional cooking practices serve as a means to preserve and convey cultural heritage. This activity also emphasizes the importance of language in expressing the cultural values and traditions of the community. By documenting these linguistic expressions, this activity provides insight into the cultural significance of sende'eng and its role in the community of Tombasian Bawah Village. In addition, this activity highlights the importance of maintaining minority languages through documentation and research such as this. In the context of cooking sende'eng, Tontemboan language expressions play a key role in communicating cooking techniques, ingredients, and philosophies that are passed down from generation to generation. This activity contributes to a deeper understanding of the relationship between language, culture, and food, showing how traditional cooking practices serve as a medium to preserve and convey cultural heritage.
The Effectiveness of Digital Learning Curriculum 2013 in Pandemic Nur, Sahril; Lakoro, Qadriyah; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.7424

Abstract

This paper aim to find out the effectiveness of digital learning curriculum 2013 in pandemic era. This paper is focused on how to design digital learning based on Curriculum 2013 in the middle of the COVID-19 Pandemic that is affecting all aspects of life including in part of education. In this paper, descriptive content analysis techniques and literature reviews are employed as the methodology. All of the information is obtained from scientific articles related to the material and the focus raised in this article. From the results of the analysis collected, the author reveals that although there are several advantages and disadvantages that can be obtained from online learning as we are more able to relax in carrying out activities. There are also some problems that must be faced by students and from teachers when undergoing online learning in a pandemic situation, such as validly, reliably, and long-distance communication. Based on the discussion, digital learning in curriculum 2013 can be solution to solve the problem, the advantages of digital learning such as interactive e-book, in-site and out-site classroom, creative learning, and digital literacy. The authors then concluded that teachers and students could still have to find some tools, materials, methods, and learning resources that could be used to support and facilitate students in online meetings.
Overcoming Initial Deficiencies in Confidence and Classroom Management of English Education Students at Teaching Practicum Nurteteng, Nurteteng; Nursalim, Nursalim; Fergina Lengkoan
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): 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.v12i1.10067

Abstract

This study investigates the challenges faced by English Education students at Universitas Pendidikan Muhammadiyah Sorong due to deficiencies in foundational English skills, focusing on their confidence and classroom management during teaching practicums. The research has three primary objectives: to identify specific challenges, analyze the impact of these deficiencies on students' confidence and classroom management abilities, and propose effective interventions. Utilizing a quantitative research design, data were collected from sixth-semester students through structured surveys and self-report questionnaires, which assessed perceived challenges, confidence levels, and classroom management skills. The findings revealed significant difficulties in vocabulary (72%), grammar (65%), pronunciation (58%), listening comprehension (60%), and speaking fluency (70%), compounded by limited exposure to English-speaking environments. A strong correlation was found between low English proficiency and decreased self-confidence, with 68% of respondents feeling unprepared to manage classrooms effectively. To address these challenges, the study proposes targeted interventions, including enhanced language support programs, peer mentoring, simulation activities, regular feedback mechanisms, and workshops on classroom management. These recommendations aim to improve the teaching practicum experience for English Education students, ultimately fostering their professional development and effectiveness as future educators.
THE RELATIONSHIPS OF PSYCHOLINGUISTICS IN ACQUISITION AND LANGUAGE LEARNING Lumentut, Yuliana; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 9 No. 1 (2021): 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.v9i1.1894

Abstract

Through psychology we can learn about how students attitudes and behaviors in acquiring and learning languages while through linguistics we can learn about language concepts and structures At the stage of language acquisition there are four phases of language acquisition in the child 1 the level of the starting from age 0 sampai1 years 2 period of holophrase starting at the age of 1 to 2 years 3 The two word greeting period starting at 2 to 2 years 6 months 4 The starting period of grammar starting at 2 years 6 months up to 3 years and above And the four advanced stages are; 1 Sensorimotor stage birth up to age 2 3 years 2 Pre operational stage 3 to 6 or 7 years old 3 concrete operational stage aged 6 7 years to 11 or 12 years 4 Formal operational stage 12 years old to adulthood It is not important to learn anywhere while not in the classroom as long as the process of learning is directed at the mastery of the rules of the language consciously by educators as well as learners the process is called learning During the formal and informal learning process the psycholinguistic process works to acquire language knowledge through a study So this interdisciplinary can lead educators to understand the process that happens in every student who is faced with when they are trying to understand and identify the material understanding in language learning presented in the classroom < p>
The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer Kumayas, Tirza; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): 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.v11i1.6058

Abstract

Grammar overall is a challenging language skill Even experienced English lecturers may face difficulties in explaining grammar to students Grammar is the primary skill to be developed when learning English as a foreign language Yet when other languages skills gained more attention grammar came to be seen as the least important skill Without using proper assessment to reduce student understanding this is frequently explained in a straightforward manner by means of other skills This study focuses on the challenges English language teachers use when teaching grammar at the second grade level In this essay every single English language teacher participates The researchers interviewed them copied and analysed the data obtained from the interview Problems and difficulties of students are no less important for lecturers to know in teaching grammatical structures In this case English lecturers are challenged to find more strategic and creative ways of teaching grammar Mastery of good grammar guarantees students ability to master other skills such as writing and speaking Due to this the study may benefit other English language teachers and lead to new ideas for addressing the problem at hand Everyone agreed that she experienced three challenges while they were learning grammar This study can be a good reference for other English lecturers and students and parents in overcoming these challenges < p>
The Effectiveness of Digital Learning Curriculum 2013 in Pandemic Nur, Sahril; Lakoro, Qadriyah; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.7424

Abstract

This paper aim to find out the effectiveness of digital learning curriculum 2013 in pandemic era This paper is focused on how to design digital learning based on Curriculum 2013 in the middle of the COVID 19 Pandemic that is affecting all aspects of life including in part of education In this paper descriptive content analysis techniques and literature reviews are employed as the methodology All of the information is obtained from scientific articles related to the material and the focus raised in this article From the results of the analysis collected the author reveals that although there are several advantages and disadvantages that can be obtained from online learning as we are more able to relax in carrying out activities There are also some problems that must be faced by students and from teachers when undergoing online learning in a pandemic situation such as validly reliably and long distance communication Based on the discussion digital learning in curriculum 2013 can be solution to solve the problem the advantages of digital learning such as interactive e book in site and out site classroom creative learning and digital literacy The authors then concluded that teachers and students could still have to find some tools materials methods and learning resources that could be used to support and facilitate students in online meetings < p>
Co-Authors Ali Ajam Ali, Nornazurah Nazir Amirudin Ais Anas Irwan Arie Tulus Asrifan, Andi Awaludin Rizal Budiman , Jeihn N. C. Budiman, Jeihn N. C. Ceisy Nita Wuntu Dallyono, Ruswan Devilito P. Tatipang Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Fivy Andries Geminastiti Sakkir Geminastiti Sakkir Grace Shirley Luntungan Imelda Lolowang Jeihn Novita Christanty Budiman Jeihn Novita Christanty Budiman Jein, Maniku Jenie Posumah Jola Kristiani Liuw Jusuf Ondang Lakoro, Qadriyah Lucky Herliawan Yanuarsyah Amalputra Lumentut, Yuliana Maniku Jein Manuas, Maissy J. Metty Ribka Manila Misgter Gidion Maru Muhammad Basri Murni Mahmud Nihta Vera Frelly Liando Nindy N. Ganap Nursalim Nursalim Nursalim Nursalim Nursalim Nursalim Nurteteng, Nurteteng Olga Rorintulus Paula L Hampp Paula Rombepajung Qadriyah Lakoro Rinny Rorimpandey Rizal , Awaludin Sahril Nur Sanerita T. Olii Santje Iroth St. Nur Aima Fatima Subhan Rahmat Sukardi Weda Sukardi Weda, Sukardi Syarifuddin Dollah Syarifuddin Dollah Syarifuddin Dollah Tirza A Kumayas Trully Wungow Verra E. Manangkot Vidi Ferdinand Wenas Sampow Walalangi, Darryl Grant Yapi Henri Wongkar Yuliana Lumentut