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All Journal Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature Syntax Literate: Jurnal Ilmiah Indonesia International Journal of Communication and Society Jurnal Pendidikan dan Kebudayaan JoTELL: Journal of Teaching English, Linguistics, and Literature Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education E-CLUE Journal of English Culture, Language, Literature and Education
Noldy Pelenkahu
Universitas Negeri Manado
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena: Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena Kalepu, Rosliana; Pelenkahu, Noldy; Liando, Nihta V. F
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.v4i3.11895

Abstract

This study investigated the relationship between student anxiety and English presentation performance among 32 eleventh-grade students at SMK GKST 2 Tentena. Using a quantitative approach with a correlational descriptive design, the data of this study was collected through a modified Foreign Language Class Anxiety Scale (FLCAS) questionnaire and direct observation of student presentations. Results revealed that 84.4% of participants experienced high anxiety, 12.5% moderate anxiety, and 3.1% severe anxiety when presenting in English. Regarding presentation performance, 40.63% of students demonstrated good performance, 37.5% fair, 18.75% poor, and 3.12% excellent. Pearson correlation analysis yielded a strong positive correlation (r = 0.840) between student anxiety and English presentation performance, indicating that higher anxiety levels significantly impacted students' ability to present effectively in English. These findings suggest that addressing anxiety factors—such as fear of making mistakes, negative evaluation, lack of preparation, and limited language proficiency—could improve students' English presentation skills. The study recommends implementing strategies like adequate preparation, positive mindset development, English skill improvement, creating supportive environments, and teaching relaxation techniques to help students overcome anxiety and enhance their presentation performance.
The Effectiveness of Differentiated Learning Approach within PBL Model to Improve Students’ Critical Thinking Skills Agusmaliani, Agusmaliani; Pelenkahu, Noldy; Oroh, Elisabeth Z.
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (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.v13i1.8236

Abstract

This study aims to determine the effectiveness of the Differentiated Learning Approach within the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in English, particularly on the topic of analytical exposition text among grade XI students of SMA Negeri 2 Tondano. This study employed a quantitative method using a quasi-experimental design of the Non-Equivalent Group Design type. The sample consisted of class XI A as the experimental group and XI B as the control group, each with 20 students selected through random sampling. Data collection techniques included pre-test, post-test, observations, and documentation. Data were analyzed using the t-test to examine the effect off Differentiated Learning approach within PBL to students’ Critical Thinking. The results revealed a significant difference between the experimental and control classes. Students in the experimental group who received instruction using the Differentiated Learning Approach within the PBL model showed notable improvement. The average pre-test score in learning achievement increased from from 58.45 to 83.20. The t-test showed a significance value of 0.000 (< 0.05. These findings demonstrate that the Differentiated Learning Approach within the Problem-Based Learning model is effective in enhancing students' critical thinking skills, particularly in learning English analytical exposition texts.
The Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena: Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena Kalepu, Rosliana; Pelenkahu, Noldy; Liando, Nihta V. F
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.v4i3.11895

Abstract

This study investigated the relationship between student anxiety and English presentation performance among 32 eleventh-grade students at SMK GKST 2 Tentena. Using a quantitative approach with a correlational descriptive design, the data of this study was collected through a modified Foreign Language Class Anxiety Scale (FLCAS) questionnaire and direct observation of student presentations. Results revealed that 84.4% of participants experienced high anxiety, 12.5% moderate anxiety, and 3.1% severe anxiety when presenting in English. Regarding presentation performance, 40.63% of students demonstrated good performance, 37.5% fair, 18.75% poor, and 3.12% excellent. Pearson correlation analysis yielded a strong positive correlation (r = 0.840) between student anxiety and English presentation performance, indicating that higher anxiety levels significantly impacted students' ability to present effectively in English. These findings suggest that addressing anxiety factors—such as fear of making mistakes, negative evaluation, lack of preparation, and limited language proficiency—could improve students' English presentation skills. The study recommends implementing strategies like adequate preparation, positive mindset development, English skill improvement, creating supportive environments, and teaching relaxation techniques to help students overcome anxiety and enhance their presentation performance.
Improving Students’ Reading Skills Through Group Work in SMP Negeri 2 Tondano Pilendatu, Noflin; Pelenkahu, Noldy; Liando, Nihta V. F
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 4 (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.v4i4.12180

Abstract

This study investigated the effectiveness of group work in improving students’ reading comprehension at SMP N 2 Tondano. The research was motivated by the observation that many students struggled with reading English texts and demonstrated low comprehension abilities. Using a pre-experimental quantitative design, the researcher administered a pre-test and post-test to a sample of the available 18 out of 30 seventh-grade students due to their tardiness. The intervention involved group work activities that aimed to foster collaboration and active participation during reading lessons. Data were collected through multiple choice, matching, and completion tests, and were analyzed for reliability and validity. The findings showed a significant improvement in students’ reading comprehension after the implementation of group work, as indicated by higher mean scores in the post-test compared to the pre-test. Statistical analysis using a paired-samples t-test confirmed that this improvement was statistically significant. The results suggested that group work was an effective strategy for enhancing reading skills among junior high school students. However, the study also found that some students continued to face challenges, indicating the need for differentiated instruction and ongoing support. Overall, the research highlighted the value of collaborative learning in the English classroom and recommended the integration of group work strategies to improve reading comprehension.
Improving Students' Vocabulary In Descriptive Text Through Words Mapping Technique at SMP Negeri 2 Tompaso Wuon, Jilia; Pelenkahu, Noldy; Kumayas, Tirza A.
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 4 (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.v4i4.12264

Abstract

The purpose of the study is to determine whether the word mapping technique can improve students’ vocabulary. The research involved 20 students from class VIII at SMP N 2 Tompaso. This study is a quantitative research using pre-experimental design with pre-test and post-test design. Data were collected using multiple-choice test, each consisting of 15 items. The result reveals a significant improvement in student performance between the pre-test and the post-test. The average score increased from 47,7 in the pre-test to 81,5 in the post-test. This suggests that word mapping technique effectively improves students’ vocabulary at SMP Negeri 2 Tompaso. Furthermore, students reported that word mapping helped them improve their vocabulary and write descriptive text more effectively. This research recommends using the word mapping technique as an alternative teaching strategy, especially in teaching vocabulary for descriptive texts, to improve students’ vocabulary in school.
Encouraging Students' Vocabulary Mastery Using English Cartoon Films as Media at SMP Negeri 6 Satap Kawangkoan Walangitan, Estrelita Kristina; Pelenkahu, Noldy; Rorimpandey, Rinny S
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 4 (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.v4i4.12272

Abstract

This study explores the potential of English cartoon films as an educational tool to enhance vocabulary mastery among seventh-grade students at SMP Negeri 6 Satap Kawangkoan. The research addresses common issues in language learning, such as difficulty in understanding reading texts, limited vocabulary, and lack of student engagement in learning English. Employing a quantitative research design with a pre-test and post-test structure, the study measures the impact of English cartoon films, particularly We Bare Bears: Burrito, on students’ vocabulary mastery. The results indicate that cartoon films are an effective medium for teaching English vocabulary, as evidenced by a significant increase in student scores between the pre-test (70.71) and post-test (91.71). Observations further demonstrate that the use of cartoons makes learning more enjoyable, interactive, and engaging for students, fostering greater enthusiasm and active participation in the classroom. These findings suggest that integrating cartoons as media can be a valuable strategy for improving English vocabulary skills among young learners.
EFL Students’ Perceptions of Difficulties in Listening Section For TOEFL Paath, Gabrilia M.; Pelenkahu, Noldy; Tuerah, Ignatius J. C.
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.v12i1.2224

Abstract

The aim of the research is to reveal students’ perception of difficulties in listening section for TOEFL by students of English Education Department UNIMA. This research used descriptive quantitative research. The techniques of collecting the data were questionnaire. The sample was 21-eighth semester students English Education Department UNIMA. The research finding showed that there are three types of difficulties faced by students. They are related with the material, related with the listener, and related with the physical setting. Bored and fatigue with long spoken text is difficulty that is most faced for the material because it has the percentage 90.5%. Difficult in the listening test because of the unclear of pronunciation is most faced by the students for the listener factor with the percentage 81%. Difficult to answer because of the bad quality of recording and difficult to concentrate if there are noises around the room of the listening test are most faced for the physical setting with the percentage 90.5%. Considering the result of this study, the students should be more active in practicing and need to train their listening at home intensively. English lecturers were suggested can decide which teaching strategies can be used to help the students improving their listening skills and can help them to overcome their problem in learning listening
The Effectiveness of Differentiated Learning Approach within PBL Model to Improve Students’ Critical Thinking Skills Agusmaliani, Agusmaliani; Pelenkahu, Noldy; Oroh, Elisabeth Z.
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (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.v13i1.8236

Abstract

This study aims to determine the effectiveness of the Differentiated Learning Approach within the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in English, particularly on the topic of analytical exposition text among grade XI students of SMA Negeri 2 Tondano. This study employed a quantitative method using a quasi-experimental design of the Non-Equivalent Group Design type. The sample consisted of class XI A as the experimental group and XI B as the control group, each with 20 students selected through random sampling. Data collection techniques included pre-test, post-test, observations, and documentation. Data were analyzed using the t-test to examine the effect off Differentiated Learning approach within PBL to students’ Critical Thinking. The results revealed a significant difference between the experimental and control classes. Students in the experimental group who received instruction using the Differentiated Learning Approach within the PBL model showed notable improvement. The average pre-test score in learning achievement increased from from 58.45 to 83.20. The t-test showed a significance value of 0.000 (< 0.05. These findings demonstrate that the Differentiated Learning Approach within the Problem-Based Learning model is effective in enhancing students' critical thinking skills, particularly in learning English analytical exposition texts.
Improving Students Reading Skills Through Group Work in SMP Negeri 2 Tondano Pilendatu, Noflin; Pelenkahu, Noldy; Liando, Nihta V. F
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 4 (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.v4i4.12180

Abstract

This study investigated the effectiveness of group work in improving students reading comprehension at SMP N 2 Tondano The research was motivated by the observation that many students struggled with reading English texts and demonstrated low comprehension abilities Using a pre experimental quantitative design the researcher administered a pre test and post test to a sample of the available 18 out of 30 seventh grade students due to their tardiness The intervention involved group work activities that aimed to foster collaboration and active participation during reading lessons Data were collected through multiple choice matching and completion tests and were analyzed for reliability and validity The findings showed a significant improvement in students reading comprehension after the implementation of group work as indicated by higher mean scores in the post test compared to the pre test Statistical analysis using a paired samples t test confirmed that this improvement was statistically significant The results suggested that group work was an effective strategy for enhancing reading skills among junior high school students However the study also found that some students continued to face challenges indicating the need for differentiated instruction and ongoing support Overall the research highlighted the value of collaborative learning in the English classroom and recommended the integration of group work strategies to improve reading comprehension < p>
Co-Authors Agif Estian Sengang Agusmaliani, Agusmaliani Alloysius Rettob Anggelia Natalsya Emor Bambulu, Dewi Oktaviani Ceisy Nita Wuntu Chrisanto Pontoan Christy Saerang Claudia Nivita Ante Devilito Prasetyo Tatipang Elisabeth Z Oroh Elizabeth Zuska Oroh Ering, Stevanny C. Fitri G. Harun Fridolin J. P Kukus Hiyashinta Ampasenan Klise I Kadek Andi Putra Ignatius Javier C. Tuerah Inka Permatasari Girsang Intan Sigiro Jean Motoh Jenie Posumah joykson haronis Kalepu, Rosliana Kurnia Angel Pinontoan Livianni Lambe Maikel Sanger Matei, Agneria Meity Muntuuntu Misgter Gidion Maru Mokodompis, Daniel Mongkaren, Steve Muhammad Ilham Ali Nadzly W. Didipu najoan, sweetly Nelwan, Silvana Mariana Nihta Vera Frelly Liando Nurmin Samola Olga Rorintulus Oroh, Elisabeth Z. Paath, Gabrilia M. Paula L Hampp Pilendatu, Noflin Rawung, Meivi Theresya Reina Saleh Reivi Soreh Ridel Rio Rambembuoch Rinny Rorimpandey Rivaldo Wales Roland Mandagi Sanerita T. Olii Sarah Kamagi Siwy, Harlisa Tamowangkay, Fransisca Priskila Tesalonika Gloria Wuisan Theresia Tesalonika Polii Tini Mogea Tirza A Kumayas Triesye A. Laloan Usman, Herlina VERONIKA NAVA WAROKKA Walangitan, Estrelita Kristina Wijaya, Oey Wuon, Jilia Yofri Karisi