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All Journal Klasikal: Journal of Education, Language Teaching and Science Jurnal Scientia Al-MIKRAJ: Jurnal studi Islam dan Humaniora Bosowa Journal of Education Edukasia: Jurnal Pendidikan dan Pembelajaran INTERACTION: Jurnal Pendidikan Bahasa
Salainti, Engelina
Universitas Klabat
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TEACHERS’ STRICTNESS AND ITS IMPACT ON LEARNING OUTCOMES: A CRITICAL REVIEW Salainti, Engelina; Sanger, Allan Hubert Frederick
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1151

Abstract

Teachers’ strictness has a role in shaping students' learning and has become an extensive research subject of education. This research is focused on teachers' strictness, which impacts the students' engagement, academic achievements, and emotions. Findings showed that the balancing of approach where strictness, support, and clear communication can impact the students' achievement and their behavioral development positively. The method of strict discipline may lead to the effect of decreased motivation, lower engagement, and increased anxiety. For example, research highlights that strict class management can enhance short-term compliance, otherwise, this matter destroys long-term educational achievement, except if it is combined with the nurture of the relationship between teacher and students. Furthermore, the education strategy that interprets discipline and empathy is recommended to foster a conducive environment for the development of the students holistically. These findings underlined the complexity of the effectiveness of the teacher which advocates a nuanced approach of discipline that supports academic rigor and emotional support.
STUDENT PERCEPTION OF ENGLISH LANGUAGE LEARNING STRATEGIES: A COMPARATIVE STUDY OF TRADITIONAL AND MODERN METHODS Salainti, Engelina; Fansury, Andi Hamzah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1185

Abstract

This research aimed to investigate the students' perception of Learning English strategies in traditional and modern methods, with the main goal being to understand the preferences and the effectiveness they felt. The Traditional method, such as lecture-based instruction and doing exercises from textbooks, has been used for a long time in the English language learning process, while modern methods, including digital tools and interactive activity in learning, become more popular. The surveys and interviews with the students from Universitas Klabat which has different background majors who took General English classes in 2023/2024-year program, this investigation explores the students' perception of traditional and modern methods in the learning process. The findings showed that nevertheless, the Traditional method was acknowledged considering that it was structured and its detailed explication, on the other hand, the students considered that the modern method was more interesting and conducive to interactive learning. This study gave insights into the strengths and limitations of both methods and offered recommendations to integrate traditional and modern strategies to improve English Education.
Analyzing Student Perceptions of Gamified Assessment: A Case Study of Quizizz in Higher Education English Classes Engelina Salainti; Gabriella Alleid Dian Baureh
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4366

Abstract

A higher education landscape that has been digitized encourages the need for an assessment method that is more interesting and effective. This background is in contrast to the classic problems, where the traditional assessment method often triggers anxiety and the lack of students’ engagement. As a solution, gamification, especially through platforms such as Quizizz, was proposed to transform the assessment experience. However, empirical research that has students’ specific perceptions in the context of English classes in higher education institutions is still limited. To address this gap, mixed-methods research with a case study approach is conducted. Data gathered through a survey questionnaire (quantitative) covering cognitive, conative, and affective aspects of perceptions, and semi-structured interviews (qualitative) from the students who use Quizizz. The key findings revealed that overall, the students’ perceptions of Quizizz were positive. This study emphasized that Quizizz is an effective assessment tool and is liked in the context of English class in higher education institutions. This study not only provides practical insight to educators on implementing more engaging assessments but also contributes to the theoretical understanding of the impact of gamification on students’ learning perceptions.
STUDENTS’ PERCEPTIONS ON ENHANCING SPEAKING SKILLS VIA VIDEO RECORDING TASKS Engelina Salainti; Nofry Frans; Vera Wahani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1297

Abstract

Speaking skills are crucial in English language learning for several reasons. They play an important role in effective communication, self-development, and professional fluency. They are the basis of communication, enabling the students to express their thoughts, characters, and feelings effectively. Developing speaking skills strongly will build self-confidence and facilitate a better relationship. Effective communication helps to express ideas clearly and convincingly. However, to understand the students’ perceptions, challenges in speaking skills are other parts that need more research. This research aims to find out the students' perceptions on enhancing speaking skills via video recording tasks. This research applied a qualitative method. The data was collected through an interview. 10 students who participated in the interview.
DESCRIPTIVE STUDY OF STUDENTS’ MOTIVATION AND PERCEIVED GRAMMAR IMPROVEMENT THROUGH GAME-BASED LEARNING Engelina Salainti; Allan Hubert Frederick Sanger
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1432

Abstract

This study examines the impact of game-based learning on students' interest and their perceptions of improving their grammar skills. The research involved students who took grammar lessons that included fun and interactive games meant to help them learn better. The study used descriptive analysis to find the mean and standard deviation from questionnaires, where students assessed their own grammar skills and how motivated they felt. The findings show that using games in class greatly increases students' motivation and helps them see their progress in grammar. The results suggest that using game-based learning is an effective way to teach grammar and get students more involved. The study also talks about what teachers can do in their classrooms and what future research could look into.
STUDENTS’ PERCEPTIONS OF USING ROLE-PLAY TECHNIQUES IN LEARNING ENGLISH Engelina Salainti; Andi Hamzah Fansury
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1442

Abstract

This study investigated students’ perceptions of using the role-play technique in learning English. The research method employed was a descriptive study with a qualitative approach, involving some students in basic English general classes in the 2025/2026 academic year as participants in this research. Data was gathered through questionnaires focused on the students' experiences and perceptions during the implementation of the role-play technique in English class. The result showed that the majority of students felt an improvement in their motivation and ability to speak in English through this technique. Furthermore, role-play is effective in creating a learning environment that becomes more interactive and enjoyable. Therefore, it supports the English learning process communicatively. This study recommended the implementation of role-play as one of the strategies that improve students’ engagement and learning outcomes.
Descriptive Analysis of Student Engagement in Digital-Mediated English Language Classrooms Engelina Salainti; Alan Hubert Frederick Sanger
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4641

Abstract

The rapid integration of digital technology, especially in education, has provided a changing landscape in English language learning, leading to the importance of student engagement for success in learning. The purpose of this study is to analyze the levels and dimensions of engagement of EFL students from different majors in digitally mediated general English classes at the university level. A descriptive quantitative approach and a structured questionnaire instrument were used to measure emotional, cognitive, and technological behavioral engagement on a 1- 5-point Likert scale. Descriptive statistics, including mean, level of perceptions, and presentation distribution, were used to analyze the data. The results showed that the students were at a high level of emotional engagement (3.88) and cognitive engagement (3.78), and behavioral engagement (3.17) was at a moderate level. The findings suggest that students are generally engaged in digitally mediated English classes, but behavioral engagement remains a challenge. It is concluded that enhancing supportive and interactive elements can improve behavioral, as well as language learning outcomes.
ANALYZING USER PERCEPTIONS AND DOMINANT FACTORS OF BLOOKET-BASED GAMIFICATION IN ENGLISH LEARNING Salainti, Engelina; Rotikan, Reymond
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1724

Abstract

The swift advancement of digital technology has brought several game-based learning (GBL) platforms into the English as a Foreign Language (EFL) classroom, with Blooket standing out as a significant instrument for enhancing student engagement. The objective of this study is to examine students' perspectives and to determine the primary elements that influence their engagement in active learning through the utilization of Blooket. Employing a descriptive quantitative methodology, data were gathered through a structured questionnaire administered to 36 students in a Pre-intermediate English setting. The descriptive statistical analysis findings show a high degree of favorable impression, with students especially liking a blended learning method that blends Blooket with traditional lectures (Mean = 3.78). The study also finds that human-centered aspects are the most important ones for engagement, such as social connection with peers and a sense of personal responsibility for learning (Mean = 3.80). Logistical considerations like room layout and infrastructure are helpful, but they are not as important as the interpersonal interactions that the gamified setting creates. The results indicate that Blooket is a useful teaching tool for improving student independence and interaction in EFL classrooms.
USER EXPERIENCE AND DIGITAL ADAPTATION: A QUALITATIVE STUDY OF SHARING ENGLISH LEARNING ACTIVITIES ON TIK TOK AMONG FRESH GRADUATE TEACHERS Salainti, Engelina; Rotikan, Reymond
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1728

Abstract

This study explores the User Experience (UX) and digital adaptation of fresh-graduate English teachers using TikTok to share their experiences of learning activities. Although TikTok is primarily associated with entertainment, a growing number of novice educators are leveraging it as a professional instrument for educational vlogging. This research utilizes a qualitative descriptive approach to investigate the experiences of three recently graduated teachers. Data collection involved semi-structured interviews and observations of their digital content on the TikTok platform. The results reveal a significant shift in the teachers' viewpoints, evolving from a "fun" user to a "responsible" educator. They noted that sharing English language learning activities on TikTok fosters student engagement, considering the platform's connection to students' daily lives. Conversely, the teachers encountered several technical challenges, including "phone lag," "copyright issues" related to audio, and the considerable time demands of video editing. To address these challenges, the educators implemented a blended editing approach, leveraging alternative applications prior to TikTok publication and acquiring knowledge through YouTube instructional content. Despite the technical difficulties encountered, the teachers expressed considerable satisfaction and plan to continue using TikTok in the future. The research also shows that new teachers are very confident in their digital skills. This allows them to use new mobile technologies effectively in their teaching.
Exploring the Linguistic Obstacles in Mastering English Tenses: A Study of Non-English Major University Students’ Perceptions Engelina Salainti; Alfrits Roul Sinadia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5572

Abstract

In the Indonesian higher education context, non-English major students often encounter difficulties in mastering English tenses. This study aims to investigate students’ perceptions of the cognitive, affective, and behavioral challenges they experience when learning English tenses. A quantitative descriptive design was employed, and data were collected through a 5-point Likert scale questionnaire administered to 65 non-English major students at Universitas Klabat (UNKLAB), representing various faculties such as Computer Science, Business, and Nursing. The findings reveal a complex interaction between linguistic and psychological factors. From a cognitive perspective, 40% of the students identified the absence of a tense system in the Indonesian language as a major obstacle, indicating L1 interference. Affectively, 63% of the participants perceived English tenses as the most difficult aspect of learning English, while 49% reported reduced confidence in speaking due to fear of making grammatical errors. Behaviorally, 65% of the students demonstrated an avoidance strategy by frequently using the simple present tense to minimize mistakes. Despite these challenges, 77% of the students recognized the importance of mastering tenses for their future professional needs. These findings highlight the need for contextualized and communicative grammar instruction that addresses both linguistic difficulties and learners’ emotional barriers in non-English major EFL classrooms.
Co-Authors Alan Hubert Frederick Sanger Alfrits Roul Sinadia Allan Hubert Frederick Sanger Boy Lumoindong Fansury, Andi Hamzah Gabriella Alleid Dian Baureh La Sunra Meily Ivane Esther Neman Nofry Frans Rotikan, Reymond Sanger, Allan Hubert Frederick Sukardi Weda Sumajouw, Kevin Syarifuddin Dollah Vera Wahani Widya Rizky Pratiwi, Widya Rizky Wijaya, Kairin Wijayanti, Lisma Meilia