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All Journal Syntax Literate: Jurnal Ilmiah Indonesia CogITo Smart Journal YUME : Journal of Management Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya JoTELL: Journal of Teaching English, Linguistics, and Literature Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues Austronesian: Journal of Language Science & Literature Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Safari : Jurnal Pengabdian Masyarakat Indonesia Literacy : International Scientific Journals of Social, Education, Humanities Populer: Jurnal Penelitian Mahasiswa Journal of Management and Social Sciences Journal of Creative Student Research JELTEC: Journal of English Language Teaching, Literature and Culture Student Scientific Creativity Journal Student Research Journal E-CLUE Journal of English Culture, Language, Literature and Education Abdurrauf Science and Society Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Sastra Inggris
Tini Mogea
Universitas Negeri Manado
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Transportation Other

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External And Internal Conflict As Revealed In Ernest Hemingway’s The Old Man And The Sea Tini Mogea
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1239

Abstract

This research is intended to reveal internal and external conflict in Ernest Hemingway’s The Old Man and the Sea. This is qualitative research, in which the data are in the form of words rather than numbers. The information was gathered from the novel The Old Man and the Sea, which served as the primary source, as well as other books on the subject. The result shows that the external conflict is between the old man, Santiago, and society. First, when the other fishermen and society mock the old man, Second, when the old man, Santiago, is struggling against the wild nature, the cruel sea, and the marlin and sharks, in struggling against the mockery, the old man just keeps silent and goes on fishing. The morning cold will easily make the old man sick or unable to hold out. Nonetheless, the old man is always confident in his ability to persevere. The internal conflict begins when the old man, Santiago, feels lonely; he has no wife and no children. Second, he feels disappointed and ashamed. The old man has gone fishing for 84 days, but when he goes home from fishing, he brings only the skeleton. He caught fish, but the shark is the only one. Despite his disappointment, Santiago is a man who is undefeated.
Struggle Of Oliver In Dickens’ Oliver Twist Tini Mogea
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1240

Abstract

The purpose of this research is to learn about Oliver Twist's struggles. This research is qualitative, in which the data are in the form of words rather than numbers. The data were collected from the novel, with Oliver Twist as the primary source, and other books that were relevant to this topic. The result shows Oliver was suffering, but he never gave up; instead, he ran away and looked up a lover in London. in his struggle for survival. Oliver shows his hard work in the orphanage and tries hard to break the rule or regulation. Oliver Twist is the first person to speak out against orphan mistreatment in the infant farm, where orphans would go for several nights without food. Oliver is very brave and never afraid of anyone, even though he is still a child. Never think that the world is full of bad people; good people are all around; they embellish good thoughts, nurture fine souls, and welcome you with an open heart. Their positive personality traits have a great impact on lives, and their influences are far stronger and more everlasting. When Mr. Brownlow resolves to save innocent Oliver Twist, nothing can stop him from rescuing the boy. It is also because of Oliver’s pure and good heart.
Improving Students’s Reading Comprehension Through Group Discussion Technique Tini Mogea
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1241

Abstract

The purpose of this study is to determine whether or not the group discussion technique improves students' reading comprehension. This study employs a pre-experimental design with a single group pre-test and post-test. This research was carried out at SMA Negeri 1, Ratahan Timur. This study's sample of 25 first-grade students consisted of 25 students. The data were obtained from the pre- and post-tests and given to the students. The results show that two students received a score of 4, five students received a score of 5, seven students received a score of 6, seven students received a score of 7, and four students received a score of 8. One student received a score of 6, two students received a score of 7, five students received a score of 8, and eight students received a score of 10. The students' post-test scores were higher than their pre-test scores, indicating that the group discussion technique was effective in teaching reading comprehension.
Improving Students’ Ability In Reading Narrative Text By Using Reading Aloud And Question And Answer Technique At Smp Negeri 1 Langowan Tini Mogea
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1242

Abstract

This research is intended to prove whether reading aloud and the question-and-answer technique are effective or not in improving students’ ability to read narrative text at SMP Negeri 1 Langowan. This research is classified as "classroom action research" because it was conducted in a cycle. The second-grade students were taken as a sample consisting of 19 students. The writer used a reflective journal, field notes, and tests in collecting data. The data were analyzed through the "triangulation" method. It is a qualitative data analysis technique in which related data are compared and evaluated to explain the parallel characteristics. The result shows that by applying reading aloud in Cycle 1, it was found that only 36.84 percent, or 7 students, of the 19 students could understand the text given with some comprehension, and it was categorized as unsatisfactory. By the application of question and answer in Cycle 2, it shows 52.63 percent of students, or 10 students, made progress in the teaching-learning process of reading ability development, and it was categorized as quite satisfying. In Cycle 3, the majority of students made great progress, with 68.42 percent or 12 students making great progress, and it was categorized as satisfying.
Philosophy of Education in the Digital Age: A Systematic Review of ELT Approaches and Ethical Considerations Nindy N. Ganap; Tini Mogea
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.v12i2.4601

Abstract

The rapid integration of digital technologies into English Language Teaching ELT has significantly reshaped pedagogical practices offering both opportunities and ethical challenges This study reviews the philosophy of education in the digital age with a focus on ELT approaches and the ethical concerns arising from their adoption Three key issues are identified: accessibility and the digital divide data privacy and security and reduced human interaction These challenges underscore the importance of a balanced approach to digital education that upholds equity security and social connection The findings reveal that while digital tools enhance access to educational resources they risk excluding students from marginalized communities due to technological disparities Similarly the growing use of digital platforms raises concerns about the collection and misuse of sensitive student data emphasizing the need for robust data protection measures Additionally the decline in human interaction within virtual learning environments may affect student motivation engagement and emotional well being Addressing these ethical challenges is crucial to ensuring that digital ELT adheres to the principles of inclusivity and fairness fostering a more equitable and secure learning environment for all students This review provides practical insights for educators policymakers and stakeholders in navigating the complexities of digital education < p>
Improving Students Reading Comprehension Through Interactive Read Aloud Method at SMP Negeri 4 Dumoga Putri F. Maringka; Tini Mogea; Paula Hampp
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

Abstract

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< p>
Women s Reistance Against Hegemony In Nathaniel Hawthorne s The Scarlet Letter and Ahmad Tohari s Bekisar Merah: A Comparative Study Pritania V. V. Mokalu; Tini Mogea; Elisabeth Z. Oroh
Journal of English Language Teaching, Literature and Culture Vol. 2 No. 1 (2023): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v2i1.6239

Abstract

H< span>< span>egemo< span>< span>ny< span>< span> is a dominance treatment from one to another This article tried to compare women s resistance against hegemony from novels < span>< span>Lasiyah< span>< span> the protagonist in < span>< span>Bekisar< span>< span> Merah and Hester Prynne the protagonist in The Scarlet Letter both encountered oppressive hegemonic values from their patriarchal societies namely Javanese and Puritans Using Hegemony and Comparative Literature theories this research reveals the two protagonists resistance to hegemonic values which caused them to become new people with new personalities and identities They were also reborn Both women were motivated by similar factors such as pride and dignity to engage resistance Women who are generally regarded as weak and powerless are in fact strong and powerful < span>< span>< p>
Evaluation of English Learning Based on E Learning as Media in SMA Negeri 1 Kawangkoan Noldy Pelenkahu; Tini Mogea; Triesye A. Laloan
Journal of English Language Teaching, Literature and Culture Vol. 1 No. 2 (2022): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v1i2.6271

Abstract

Global demands require the world of education to always and constantly adapt technological developments to efforts to improve the quality of education The use of online learning or e learning as a learning media helps to improve the quality of education Although in practice there are advantages and disadvantages to implementing e learning in learning The aim of this study was to evaluate English learning based on e learning as media in SMA N 1 Kawangkoan Uneven internet access is a fundamental problem faced in the implementation of e learning As stated by Mutia amp; Leonard 2013 that to get an effective e learning process students and teachers must have good devices and internet access Furthermore the application of e learning can result in the interaction between students and teachers being not warm The use of electronic media in this case social media made a distance in communication between students and teachers And teachers found a cultural scrape in the way students communicate with teachers in inappropriate language such as communicating with peers Not pay attention to the time in contact with the teacher and students unknow the teacher who has taught < em>< p>
Enhancing Maritime ESP Reading Comprehension through Kahoot-Based Gamification: A Mixed-Methods Study among Maritime Cadets in Indonesia Nindy Nource Ganap; Tini Mogea; Ceisy Nita Wuntu
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.199-220

Abstract

The integration of digital technology into English for Specific Purposes (ESP) instruction has become increasingly important in vocational and professional education. In maritime education, the ability to comprehend technical texts and master specialized vocabulary is essential for effective communication and operational safety. However, many maritime cadets continue to experience difficulties in reading comprehension due to limited vocabulary mastery, low learning motivation, and the predominance of conventional teacher-centered instructional approaches. This study investigated the effectiveness of Kahoot-based gamification in improving maritime cadets’ reading comprehension and technical vocabulary mastery in ESP classes. Employing a mixed-methods sequential explanatory design, the study involved 23 third-semester cadets from the Nautical Study Program at North Sulawesi Maritime Polytechnic. Quantitative data were collected through pre-tests, post-tests, and questionnaires, while qualitative data were obtained through classroom observations and semi-structured interviews. Statistical analysis revealed significant improvements in reading comprehension and maritime vocabulary mastery across three intervention sessions, with all paired-sample t-tests yielding significance levels below .001. Questionnaire results indicated highly positive perceptions regarding the ease of use, usefulness, and motivational impact of Kahoot. Qualitative findings further demonstrated increased engagement, reduced language anxiety, enhanced metacognitive awareness, and stronger peer collaboration. The findings suggest that Kahoot-based gamification provides an effective pedagogical approach for improving ESP reading instruction in maritime education. The study contributes to the growing literature on gamification in vocational ESP contexts and offers practical implications for technology-enhanced maritime language instruction.
Enhancing Student Engagement and Reading Comprehension of Twice-Exceptional Students with ADHD through Picture Books and Differentiated Instruction: A Classroom Action Research Ruth Stivenny Queen Renti; Tini Mogea; Nihta V. F. Liando
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the use of digital picture books supported by differentiated instruction to enhance student engagement and vocabulary-based reading comprehension in a Grade 1–2 inclusive English classroom. The study focused on twice-exceptional (2e) students with Attention Deficit Hyperactivity Disorder (ADHD) characteristics who experienced difficulties maintaining attention and understanding vocabulary during reading activities. This study employed Classroom Action Research (CAR). The participants were five students in a mixed Grade 1–2 inclusive classroom at SD Sinar Kasih Tomohon. Data were collected through a student engagement observation sheet and a vocabulary-based reading comprehension test. The findings showed improvements in both student engagement and vocabulary-based reading comprehension. The mean student engagement score increased from 2.04 in Cycle 1 to 2.84 in Cycle 2, indicating a higher level of participation, attention, and involvement in classroom activities. Students’ vocabulary-based reading comprehension also improved from 55% in Cycle 1 to 84% in Cycle 2. These improvements suggest that digital picture books provided meaningful visual support for vocabulary learning, while differentiated instruction helped address students’ diverse learning needs and encouraged active participation. The study concludes that the use of digital picture books supported by differentiated instruction can enhance student engagement and vocabulary-based reading comprehension among twice-exceptional (2e) students with ADHD characteristics in an inclusive English classroom. The study suggests that inclusive classrooms effectively support twice-exceptional (2e) students through differentiated instruction, visual materials, and individualized scaffolding, emphasizing responsive teaching rather than curriculum modification alone.
Co-Authors Adyaqsha Agustine Clara Mamentu Alfreti A.S. Sumampow Andrew Pepah Angkouw, Thesalonika Natasya Budiarto U Sugeha Ceisy Nita Wuntu Christensia Simangunsong Cindy Lumape Deitje Adolfien Katuuk Delli Sabudu Delly Sabudu Elisabeth Z Oroh Elisabeth Z. Oroh Elizabeth Z Oroh Endriani Salamat Frendly N. W Wantah Geraldus I. Bataha Gersom Yos Henny N. Tambingon Herminus Efrando Pabur Hesty Yuanita Saroinsong Ignasius Mario Binioli Imelda Lolowang Jenerio Michal Mokal Jenie Posumah Jim Ronny Tuna Karamoy, Indriany Fera Khofifa Ramadhani Kicha, Leni Kicha, Leny Kindangen, Mela Rauna Lalu, Nanda Yohana Gabriela Lase, Helena Wenefrida Leni Kicha Leny Kicha Lidyawati Mangangawuhi Lumban Raja, Putri Jesika Makaudis, Jerry A. Makawimbang, Prita D. Mamengko, Villareal Manoppo, Oktafia Karlah Segia Maringka, Putri F. Maryuni Potabuga Maukar, Merlin Maya Meidy Maekel Moonik Mela Rauna Kindangen Merlin M. Maukar Mia Celsia Runtu Misgter Gidion Maru Moonik, Meidy Maekel Nevie K.D Hamise Ni Wayan Dessy Anggreni Nihta Vera Frelly Liando Nindy N. Ganap Nindy Nource Ganap Noldy Pelenkahu Noldy Pelenkahu Nur Afny Sumaa Olga Rorintulus Oroh, Elisabeth Z. Paula Hampp Paula L Hampp Paula Rombepajung Prita D. Makawimbang Pritania V. V. Mokalu Pritania V. V. Mokalu Putri F. Maringka Rinny Rorimpandey Roya , Natasya Abelia Runtu, Mia Celsia Ruth Stivenny Queen Renti Salaki Reynaldo Joshua Salaki, Reynaldo Joshua Sanerita T. Olii Sarah Kamagi Scarlet Rumbayan Sianturi, Enjelina Sigarlaki, Triqzy Moniq Sry S Langi Toding Thesalonika G P Kumaunang Thesalonika Kumaunang Tifanny Peleng Tirza A Kumayas Triesye A. Laloan Trivosa Sumual Vanesa F. Umboh Wara T. Gaspersz Wongkar, Keysha Alsa Yuliska Bakia