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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

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I am well aware of it Yet my Students have to Learn in comfort way: Translanguaging as Mediated English Language Pedagogy Devilito P. Tatipang; Syarifuddin Dollah; Sukardi Weda; Geminastiti Sakkir; Nihta V. F. Liando; Fergina Lengkoan
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< p>
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 < p>
The Importance of Students Perception of Online Learning During Pandemic Fivy Andries; Fergina Lengkoan
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

Abstract

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.
Machine Translation in Translation Education: Pedagogical Potential, Cultural Limits, and Critical Practice Tirza Annette Kumayas; Maniku Jein; Jeihn Novita Christanty Budiman; Fergina Lengkoan; Imelda Seska Lolowang; Vidi Ferdinand Wenas Sampow
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.636

Abstract

The growing integration of machine translation (MT) in higher education translation courses raises important questions about cultural nuance, pedagogical design, and student competence development. This qualitative case study examines how students and lecturers in a Translation and Interpreting course at a university in Manado, North Sulawesi, Indonesia, perceive and engage with MT tools in their learning and teaching. Data were generated through semi-structured interviews with fourteen students and two lecturers, documentary analysis of translation assignments comparing raw MT output with post-edited final versions, and classroom reflections. Thematic analysis revealed three interconnected patterns: MT functions productively as a pedagogical scaffold when embedded in structured comparison and post-editing tasks; MT consistently fails to handle culturally embedded language, including idioms, humor, and pragmatic markers of address; and students demonstrate meaningful shifts toward critical MT use following sustained instructional engagement, though dependency risks persist. These findings indicate that MT should be positioned as a tool for developing evaluative literacy rather than a substitute for translator competence, and that effective integration requires explicit pedagogical guidance and institution-level policy frameworks.
Language as Confinement and Liberation: Perlocutionary Speech Acts in Sartre’s Huis Clos Amid Modern Existential Crises Grace Shirley Luntungan; Mister Gidion Maru; Jeihn Novita Christanty Budiman; Subhan Rahmat; Fergina Lengkoan; Devilito Prasetyo Tatipang
REiLA : Journal of Research and Innovation in Language Vol. 8 No. 1 (2026): 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: 10.31849/2ew80p08

Abstract

Language does not merely convey meaning; it actively shapes psychological realities, relational dynamics, and existential conditions. This study investigates how perlocutionary speech acts function as a mechanism of confinement and liberation in Jean-Paul Sartre’s Huis Clos, addressing a critical gap in existing scholarship that has largely prioritized illocutionary structures over the cumulative effects of language in literary discourse. Adopting a qualitative discourse analysis grounded in Austin’s (1962) and Searle’s (1979) speech act theory, this research examines selected dialogues from the original French text, focusing on how utterances generate psychological, relational, and existential impacts on interlocutors. The findings reveal that perlocutionary acts operate as a recursive system that produces sustained emotional states such as shame, anxiety, and dependency, while simultaneously structuring power relations and identity construction. Rather than functioning as isolated communicative events, these acts accumulate across interaction, creating cyclical patterns of provocation and response that intensify conflict and prevent resolution. Moreover, language emerges as a paradoxical force that both entraps individuals within continuous judgment and enables heightened self-awareness through the presence of the Other. This study offers originality by integrating pragmatic analysis with existential philosophy, demonstrating that perlocutionary effects extend beyond communication to shape ontological experience. Its contribution lies in advancing speech act theory within literary studies and providing interdisciplinary insights relevant to pragmatics, discourse analysis, and philosophy. The findings further suggest broader implications for understanding how language operates as a powerful social and psychological force in human interaction across contexts.
Nominalization Patterns in Tombatu Language: A Generative Morphological Analysis of Affixal Noun Formation Verra Ellen Manangkot; Jola Kristiani Liuw; Lucky Herliawan Yanuarsyah Amalputra; Metty Ribka Manila; Fergina Lengkoan
REiLA : Journal of Research and Innovation in Language Vol. 8 No. 2 (2026): 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/prbf9s30

Abstract

Regional languages preserve complex grammatical systems that reveal how communities organize experience, identity, and cultural knowledge. However, nominalization in Tombatu, an underdescribed Austronesian language of Minahasa, has not been systematically examined through an explicit rule-based morphological framework. This study addresses this gap by investigating the structural patterns, semantic functions, and generative mechanisms of affixal noun formation in Tombatu. Employing a descriptive-taxonomic design, data were collected over six months in Tombatu Village from proficient speakers through naturally occurring speech, elicitation, recording, note-taking, and informant validation. The final dataset found unique nominalized forms. These forms were classified into three major processes comprising 11 noun-forming prefixes, one noun-forming suffix, and 14 affix combinations, yielding 26 identified affixal configurations. The analysis applied Word Combination Rules, Derivation Rules, the Boundary Insertion Convention, and relevant morphological constraints. The findings show that prefixation exhibits the greatest structural and semantic variation in the dataset, producing agentive, person-denoting, instrumental, object-related, and result-related nouns. For example, /tapə-/ combines with /lukuʔ/ ‘to drink’ to form /tapəlukuʔ/ [tapəlukuʔ] ‘drinker’. Suffixation is more restricted, with /-an/ forming locative nouns, as in /tawoi/ ‘to work’ plus /-an/, which produces /tawoian/ [tawoian] ‘workplace’. Complex affix combinations form nouns denoting places, processes, objects, states, results, and entities. This study provides the first systematic generative account of Tombatu nominalization, expands empirical evidence for Austronesian word formation, strengthens regional-language documentation, and offers a linguistic basis for language maintenance and potential contrastive morphological activities in multilingual education.
Translanguaging as a Pedagogical Bridge for Mindful Learning in EFL Secondary Classrooms Devilito Prasetyo Tatipang; Syarifuddin Dollah; Murni Mahmud; Andi Asrifan; Nursalim Nursalim; Ceisy Nita Wuntu; Fergina Lengkoan
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1118

Abstract

The implementation of deep learning in Indonesia’s education policy emphasizes mindful learning, yet its manifestation in English as a foreign language (EFL) classrooms remains underexplored. This study investigates how mindful learning is manifested in EFL classrooms and how translanguaging pedagogy facilitates learning awareness and meaning-making. A qualitative case study was conducted with three English teachers and tenth-grade students at a senior high school in Manado, Indonesia. Data were collected through classroom observations, semi-structured interviews with three teachers and three students, and document analysis, and analyzed using thematic analysis. The findings reveal two interconnected components of mindful learning: learning awareness, developed through active noticing, self-monitoring, and reflective engagement; and meaning-making, constructed through interpretation, negotiation of meaning, and collaborative knowledge construction. The study further suggests that translanguaging functions not merely as a linguistic strategy but as a pedagogical mechanism that provides linguistic flexibility and cognitive scaffolding, enabling students to engage more consciously and meaningfully in learning. Based on these findings, the study proposes a conceptual model positioning translanguaging pedagogy as a bridge connecting linguistic flexibility, learning awareness, and meaning-making to foster mindful learning in EFL classrooms.
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