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Comparative Analysis Language Style in English and Sangihe Siau Dialect Riahi, Sri; Hampp, Paula; Kumayas, Tirza A.
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 3 No. 11 (2024): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v3i11.10679

This study uses descriptive and contrastive analysis. Data in English were collected from books related to sociolinguistics, speaking books, and sources from the internet. Data in Sangihe language were collected by writing and recording conversations in situations, times, and opportunities such as conversations that occur when passing each other. On the street, conversations between family members (at home), conversations between teachers and school officials, conversations in the office, places of worship, and others, the data were analyzed using the concepts of Fishman, Tillit, and Bruder and to explore language comparisons using comparative theory. The results of the study indicate that the comparison Language style between English and Sangihe dialect Siau in forms and patterns in greetings and expressions farewell in has two forms, namely formal and informal. In addition, researchers found three patterns in greetings in English and Siau language. Sangihe dialect. The patterns are formal greetings, informal greetings, and not greeting each other. The pattern is the same in English, namely saying goodbye as a greeting. Meanwhile, the Sangihe language dialect Siau only has two greeting patterns, namely formal and informal. S alam and expressions farewell in English and Sangihe is different. For example, greetings and farewells in English are diverse. Meanwhile, in Sangihe, they are limited.

The Use of Song Lyrics to Improve Students' Pronunciation in SMK Kristen Imanuel Laikit Mokodompis, Daniel; Pelenkahu, Noldy; Hampp, Paula
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 3 No. 12 (2024): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v3i12.10957

The background of this research was based on students’ difficulties in learning how to pronounce words and sentences. This research is intended to see whether or not learning with song and its lyrics is an effective way to improve students’ pronunciation. For that reason, a learning method was conducted in SMK Kristen Imanuel Laikit with the subject of the research was the 11th grader class consist of 15 students. This research intended to create an alternative method to improve the atmosphere of the teaching process so that the students were more comfortable and boost their spirit to learn even more. This research used a Classroom Action Research, a quantitative research approach. The implementation of learning with song and its lyrics was conducted with pre-test, treatment, post-test, and finally, for further calculated the data, SPSS 26 was used in this research. All 15 students were participated in both pre-test and post-test where the average of students’ pre-test score was 58.66%, and the average of post-test score after the treatment was used is 78.06%. by those results, the increase percentage was calculated and the results showed that the 11th grader of SMK Kristen Imanuel Laikit made an improvement score of 33.70%. from those results, this study can be concluded that the use of song and its lyrics can improve students’ pronunciation.

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (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.v12i2.11062

Intercultural competence is an essential skill for students in today’s globalized educational landscape, particularly in English language learning contexts. This study investigates students’ intercultural competence, focusing on their ability to adapt and communicate effectively across diverse cultural boundaries. Employing a quantitative survey approach, data were collected from 53 university students engaged in English language programs. Findings reveal varying levels of competence: while 35.8% of participants reported ease in adapting to cultural differences, nearly half (49.1%) expressed neutrality, indicating limited confidence or experience. Challenges such as language barriers (62.3%) and unfamiliarity with social customs (20.8%) were identified as significant obstacles. Despite these challenges, students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence, gaining enriched perspectives, improved communication skills, and stronger social bonds. Positive experiences included language acquisition, cultural understanding, and mutual respect. To address gaps, the study recommends integrating intercultural communication training, cultural awareness workshops, and experiential learning programs into curricula. Additionally, fostering supportive environments through mentorship and safe spaces for dialogue is essential. These interventions aim to empower students, equipping them for effective communication and collaboration in multicultural academic and professional settings.

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.

The Use Of Wordlist To Enrich Students’ Vocabulary Memorization At Sma Negeri 2 Tondano Paudi, Stalsa; Hampp, Paula; Maukar, Merlin
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 1 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i1.9715

The aim of this research was to see whether the use of a wordlist can improve students’ vocabulary memorization or not. This research was conducted at the eleventh grade of SMA NEGERI 2 Tondano, class XI was chosen as the subject of the study and this class consists of twelve (12) students. This research used a pre-experimental design with one group pre-test and post-test. The instrument for data collection is an objective test. This research showed that the mean score of the pre-test is 68% for basic vocabulary numbering 30 and 20% for vocabulary in the book and the post-test is 85%. This means that the result of the post-test is higher than the pre-test. In other words, this result may lead to the conclusion that using the use of wordlist is effective in improving students’ vocabulary in the 12th grade of SMA Negeri 2 Tondano. This shows that English Teachers can use a wordlist to enrich and improve students’ vocabulary memorization

The Effectiveness Of Scramble In Improving Reading Comprehension At SMP Negeri 5 Ranoyapo Junita Waworuntu, Junita Waworuntu; Hampp, Paula; Kumayas, Tirza A.
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 3 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i3.11605

The purpose of this study is to examine the effectiveness of scramble in improving students' reading comprehension at SMP Negeri 5 Ranoyapo. Using a quantitative pre-experimental design, the study involved 23 students who participated in the pre-test and post-test. Multiple-choice tests are used to measure students' reading comprehension before and after treatment. The pre-test results showed an average score of 56.73, while the post-test results increased significantly to 83.43. This substantial increase in scores suggests that scramble techniques positively affect students' reading comprehension.. The findings suggest that implementing the scramble technique in reading instruction can enhance students' ability to understand texts more effectively. Therefore, it can be concluded that this technique is a beneficial teaching strategy for improving reading comprehension in students.

Improving Students’ Reading Comprehension Through Interactive Read Aloud Method at SMP Negeri 4 Dumoga Maringka, Putri F.; Mogea, Tini; Hampp, Paula
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.v13i2.11983

This research focuses on the challenges faced by 8th grade students at SMP Negeri 4 Dumoga, with an emphasis on their difficulties in English comprehension. The researcher found that many students find it difficult to read and understand English texts. Based on this problem, the Interactive Read Aloud method is a way that can be used to improve students' reading comprehension. This research used a pre-experimental design that included a one-group pre-test and post-test. The research was conducted at SMP Negeri 4 Dumoga and the research subjects were twenty students of 8th grade. In the data collection process, the researcher used a test consisting of twenty questions in the form of multiple choice. Based on the results obtained from the analyzed data, students' reading comprehension increased as evidenced by the mean score of the pre-test (39.25) and the mean score of the post-test (74.50), where there was an increase in scores from pre-test to post-test. Before the treatment, the students' scores were lower than the scores after the treatment. This shows that the use of interactive read aloud method is effective in improving reading comprehension. Since this method has the ability to adjust to students' different ability levels, it is recommended that junior high school teachers use the interactive read aloud method to improve students' reading comprehension.

Improving Students’ Reading Comprehension Through Interactive Read Aloud Method at SMP Negeri 4 Dumoga Maringka, Putri F.; Mogea, Tini; Hampp, Paula
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.v13i2.11983

This research focuses on the challenges faced by 8th grade students at SMP Negeri 4 Dumoga, with an emphasis on their difficulties in English comprehension. The researcher found that many students find it difficult to read and understand English texts. Based on this problem, the Interactive Read Aloud method is a way that can be used to improve students' reading comprehension. This research used a pre-experimental design that included a one-group pre-test and post-test. The research was conducted at SMP Negeri 4 Dumoga and the research subjects were twenty students of 8th grade. In the data collection process, the researcher used a test consisting of twenty questions in the form of multiple choice. Based on the results obtained from the analyzed data, students' reading comprehension increased as evidenced by the mean score of the pre-test (39.25) and the mean score of the post-test (74.50), where there was an increase in scores from pre-test to post-test. Before the treatment, the students' scores were lower than the scores after the treatment. This shows that the use of interactive read aloud method is effective in improving reading comprehension. Since this method has the ability to adjust to students' different ability levels, it is recommended that junior high school teachers use the interactive read aloud method to improve students' reading comprehension

THE EFFECTIVENESS OF SCRAMBLE IN IMPROVING READING COMPREHENSION AT SMP NEGERI 5 RANOYAPO Junita Waworuntu, Junita Waworuntu; Hampp, Paula; Kumayas, Tirza A.
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 3 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i3.11605

The purpose of this study is to examine the effectiveness of scramble in improving students' reading comprehension at SMP Negeri 5 Ranoyapo. Using a quantitative pre-experimental design, the study involved 23 students who participated in the pre-test and post-test. Multiple-choice tests are used to measure students' reading comprehension before and after treatment. The pre-test results showed an average score of 56.73, while the post-test results increased significantly to 83.43. This substantial increase in scores suggests that scramble techniques positively affect students' reading comprehension.. The findings suggest that implementing the scramble technique in reading instruction can enhance students' ability to understand texts more effectively. Therefore, it can be concluded that this technique is a beneficial teaching strategy for improving reading comprehension in students.

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (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.v12i2.11062

Intercultural competence is an essential skill for students in todayÃ¢â‚¬â„¢s globalized educational landscape, particularly in English language learning contexts. This study investigates studentsÃ¢â‚¬â„¢ intercultural competence, focusing on their ability to adapt and communicate effectively across diverse cultural boundaries. Employing a quantitative survey approach, data were collected from 53 university students engaged in English language programs. Findings reveal varying levels of competence: while 35.8% of participants reported ease in adapting to cultural differences, nearly half (49.1%) expressed neutrality, indicating limited confidence or experience. Challenges such as language barriers (62.3%) and unfamiliarity with social customs (20.8%) were identified as significant obstacles. Despite these challenges, students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence, gaining enriched perspectives, improved communication skills, and stronger social bonds. Positive experiences included language acquisition, cultural understanding, and mutual respect. To address gaps, the study recommends integrating intercultural communication training, cultural awareness workshops, and experiential learning programs into curricula. Additionally, fostering supportive environments through mentorship and safe spaces for dialogue is essential. These interventions aim to empower students, equipping them for effective communication and collaboration in multicultural academic and professional settings.

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