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All Journal DIKSI Litera Lingua Scientia Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris TEFLIN Journal: A publication on the teaching and learning of English Englisia Journal Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Ilmiah Universitas Batanghari Jambi Syntax Literate: Jurnal Ilmiah Indonesia Jurnal Ilmiah Lingua Idea Globish: An English-Indonesian Journal for English, Education, and Culture Research and Innovation in Language Learning REiLA: Journal of Research and Innovation in Language Journal of English Education Program (JEEP) Jurnal Ilmiah Wahana Pendidikan JoTELL: Journal of Teaching English, Linguistics, and Literature INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues JELLT (Journal of English Language and Literature Teaching) 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 Edumaspul: Jurnal Pendidikan
Nihta Vera Frelly Liando
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 Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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AN INVESTIGATION OF TRANSLANGUAGING PRACTICES IN EFL CLASSROOM: A MULTIPLE CASE STUDY OF JUNIOR HIGH SCHOOLS IN KOTAMOBAGU Sukirman, Firjinia Putri Utami; Maru, Mister Gidion; Liando, Nihta V. F.
SoCul: International Journal of Research in Social Cultural Issues Vol. 4 No. 5 (2024): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/soculijrccsscli.v4i5.12802

Abstract

The present study aims at investigating the implementation of translanguanging as a pedagogical approach in EFL classroom from perception and experiences of the teachers and students in Junior High School in Kotamobagu This study employs a qualitative approach specifically a case study The data sources consisted of 2 English teacher and 40 students from two classes 20 students per class selected through purposive sampling technique For this case there are three data collection methods which are: Classroom observation Semi structured interview and Documentation The data analysis was guided by thematic analysis consists of: transcribing reading and tagging open coding thematic identification and thematic reviewing deepening and interpretation The results have shown the implementation of pedagogical translanguaging contributes significantly because it helps students build an inclusive classroom environment through the use of classroom linguistic resources In addition educators and students have equal perspective on the translanguaging approach compared to the monolingual method to reduce affective barriers in the context of proficiency and preparation for global communication The study indicates that transcoding practices affect English language learning especially in areas of inclusive practice vocabulary etc Integrated practices promote inclusive growth while the monolingual approach encourages setbacks in fluency listening and overall communicative competence This why study assumes that teacher who use translanguaging in pedagogy can understand that students anxiety in English as a Foreign Language EFL lessons decreases thereby encouraging student participation in learning < p>
TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application Nihta Vera Frelly Liando; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6479

Abstract

Learning in the 21st century integrates various technological devices in carrying out a whole series of interaction processes between students and teachers with learning resources in a learning environment. Pre-service English teachers in 21st century must have knowledge as well as skills in using various technologies, both traditional and modern to facilitate learning and improve learning outcomes. This article aims to examine, explain and review the development of technological pedagogical and content knowledge (TPACK) for Pre-service English teachers in 21st century, in order to obtain an overview of the opportunities and challenges in implementing TPACK itself in the 21st Century Learning. This article using a systematic review method of books, journal articles, and other documents related to the topic of discussion. All sources were selected based on the publication year that was set, namely 2017-2022 so that accurate and up-to-date data could be obtained. The results of the study found that, TPACK is a new type of knowledge that must be mastered by pre-service English teachers to be able to integrate technology well in learning. TPACK can be used as a framework for designing teacher education curricula that are more in line with the era and demands of 21st century learning
Does Song Effective for EFL Students’ Listening Skill?: (A Pre-Experimental Study at Junior High School Level) Nihta V. F. Liando; Nehemia A. Oey; Rinny S. Rorimpandey
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6757

Abstract

Listening ability is one of the important language skills for students in understanding foreign languages. However, students often have difficulty in developing their listening skills. Therefore, the use of songs as a tool in foreign language learning has become popular among educators and researchers. This study aims to examine the effectiveness of using songs in improving students' listening skills. In this study, a quantitative method was applied through one group pre test and post test. In the study there were 25 students as samples in the study and each of them was in grade 9. The instrument used in collecting data is a test. The results of this study show that the use of song can effectively improve students' listening skills in English. This can be seen from the mean difference between pre test (57.8) and post test (81.6). The use of songs can improve students' listening comprehension and skills through several ways, such as improving vocabulary recognition skills, practicing context understanding, and increasing students' motivation and interest in foreign language learning. However, the effectiveness of using songs in foreign language learning depends on certain factors, such as the suitability of songs with learning objectives, the suitability of songs with students' ability levels, and the way of teaching carried out by teachers or instructors.
Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia) Leni Kicha; Tini Mogea; Nihta V. F. Liando
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6978

Abstract

The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.
Teachers’ Perception Toward Silent Way Method Used in EFL Classroom Nihta V. F. Liando; Maria I. Poluan; Ignatius J. C. Tuerah
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7850

Abstract

Today's English learners are required to learn English independently and motivated because they cannot rely too much on their teachers to learn in the classroom. The present study was to seek how the teachers’ perception toward silent way method used in EFL classroom. Title: Teachers' Perceptions of the Silent Way Method in EFL Classrooms: A Qualitative Inquiry. This study investigates the perceptions of teachers regarding the utilization of the Silent Way method in English as a Foreign Language (EFL) classrooms. The Silent Way approach, characterized by its learner- centered, non-verbal communication techniques, has garnered attention for its potential to enhance language acquisition. Through a qualitative inquiry employing interviews, observations, and document analysis, this research explores teachers' experiences, challenges, and beliefs concerning the implementation of the Silent Way method. Findings offer insights into the effectiveness of this approach, its alignment with pedagogical principles, and implications for EFL instructional practices. Adopting quantitative methodological design and analyzing the data collected through questionnaires, it was revealed that (1) teachers’ perception toward the use of silent way in English class is really positive and helpful for teachers’ itself (2) the use SWM is really have many advantages, teachers are suggested to tried using this because by the students’ think it’s more challenging; as for learners, learners are encouraged to be independent in language learning through training activity in the classroom or with grouped learning activity outside the class with peers and merits the internet for good.
A CORRELATIONAL STUDY BETWEEN LEARNERS SATISFACTIONS WITH OFFLINE CLASS AND ENGLISH SELF EFFICACY DURING THE COVID 19 PANDEMIC Pikirang, Chris Caesar; Liando, Nihta; Wuntu, Ceisy N
Journal of English Culture, Language, Literature and Education Vol. 9 No. 1 (2021): 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.v9i1.2216

Abstract

Studies described that satisfaction and self efficacy were mentioned as the utmost influencers in students academic performance By saying that the study was carried out to expose the level of satisfaction with offline class and English self efficacy of the students and to find out is there any correlation between those two mentioned variables Through random sample sampling technique 32 senior high schools students located in local area Bitung city were gathered as a sample for this study Two questionnaire were adapted first from Asakereh amp; Dehghannezhad 2015 a questionnaire for satisfaction scale and second from Sa lam amp; Arslan 2018 a questionnaire for English self efficacy The outcomes revealed that students level of satisfaction with offline class and English self efficacy was at average level Moreover a significant negative correlation was revealed between students satisfaction with offline class and English self efficacy Finally the study ends with recommendation also suggestion which required to be considered < p>
AN ANALYSIS OF READABILITY OF READING TEXTS ON ENGLISH NATIONAL EXAMINATION ON JUNIOR HIGH SCHOOL Lendo, Noviyanti; Liando, Nihta; Olii, Sanerita
Journal of English Culture, Language, Literature and Education Vol. 9 No. 2 (2021): 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.v9i2.3013

Abstract

This research aims to find out whether texts in the English National Examination at Junior High School Conform with students readability level or not This research is research that uses quantitative methods It aims to investigate the readability of the texts used in the English national examination texts for junior high school students Subjects are 8 texts used in the English national examination texts The instrument used to collect data is the Flesch Reading Ease readability formula The results of the study it was found that the reading text on the National Examination test was not suitable for junior high school students Based on the readability formula for the eight reading texts there are 4 texts in the very easy category in the easy category there is 1 text in the quite difficult category there is 1 and there are only 2 reading texts that are suitable for students who are included in the standard category and are fairly easy For those interested in studying readability besides Flesch reading ease formula The writer hopes this research can give more information for further research The author expected to pay attention to producing better texts which suitable with the level of the students readability as the good text can help students to get a high score < p>
ENGLISH TEACHING IN THE LENS OF MIND MAPPING: EXAMINING ITS EFFECTIVENESS IN IMPROVING STUDENTS READING SKILLS Liando, Nihta V. F.; Dolongtelide, Eliska L.; Maru, Mister G.
Journal of English Culture, Language, Literature and Education Vol. 10 No. 2 (2022): 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.v10i2.5260

Abstract

The aim of this research is to reveal the effectiveness of using mind map technique in teaching English to improve students reading skills at one vocational high school in North Sulawesi Experimental study is applied to the controlled and experimental classes The students in the controlled class were taught using traditional method and in the experimental class by Mind Map Technique The result of this study shows the mean scores of the test in the experimental class were 81 while the mean scores of the test in control class were 53 3 The finding shows there is an influence of using mind map technique on student reading ability The students show responsibility and enjoy the learning process It could be argued that Mind Map technique can be used as one of the alternatives in teaching reading Thus it can be concluded that Mind Map technique is considered effective in teaching reading to students at this school It helps them to learn the reading content as well as teaches them how to understand the content of English texts With mind map technique it was found that the students easily understand the texts They could also retell the text and were able to answer the questions Mind Map technique could improve the students achievement in reading comprehension text Teaching reading by using Mind Map technique is effective rather than traditional method< p>
Task Based Learning as an Active Retrieval Approach in the Perception of EFL Students: A Case Study at Bridge Education Manado Wenas, Ichiko; Liando, Nihta V. F.; Rorimpandey, Rinny
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.6417

Abstract

This study set out to find out how participants at The Bridge Education Manado felt about task based learning TBL as a teaching strategy The poll findings showed that participants generally agreed highlighting their favorable opinions of TBL s efficiency in fostering student centered and interesting language learning experiences that promotes a laid back learning environment where learners needs and interests are engaged They acknowledged how language skills were included into TBL highlighting how well it covered lesson retrieval and made it easier to remember earlier classes and resources as well as to improve language learning experiences and valued their significance and relevance to the actual world These favorable opinions highlight the usefulness of TBL as a method of instruction that adheres to the fundamentals of communicative language learning and promotes successful language learning outcomes It is clear from the survey results that TBL is well liked by students at The Bridge Education Manado These findings have effects on how the institution teaches languages First and foremost it is essential to keep supporting TBL as a pedagogical strategy and to offer ongoing assistance and chances for professional growth to teachers so they can use TBL techniques in the classroom They would better comprehend TBL ideas techniques and material production as a result of this Collaboration among educators can also encourage the sharing of creative TBL implementation ideas and best practices Additionally getting regular input from students can help to enhance TBL practices and better inform instructional design< p>
Co-Authors Agustine Clara Mamentu Agustinus Kakombohe Alfa Wullur Alloysius Rettob Aloysius Rettob Alrajafi, Gali Ameli Sedubun Angel Maringka Anggi Engka Anjellia Harimu Ayu Jessica Frans Batubuaja, Karenina Budiman, Jeihn N. C. Ceisy Nita Wuntu Celine Lumanauw Chris Caesar Pikirang Chris Ceasar Pikirang Claudia Maria Pangkerego Claudya Wati Katiandagho Cynthia Cyprianus Mbeko Dallyono, Ruswan Debora Ireine Karen Mentang Delli Sabudu Desi Ratna Sari Manurung Devilito Prasetyo Tatipang Dolongtelide, Eliska L. Ekawati Marhenny Dukut Eliska L. Dolongtelide Elizabeth Z. Oroh Emia Sura Bina Purba Erika Selerang Ering, Stevanny C. Ervita Carolina Tania Eunike Serhalawan Eva Cristiani Sinaga Fanumby, Nikodemus Ferbiano Souhucken Fergina Lengkoan Fergina Lengkoan Fivy Andries Fridolin J. P Kukus Friska Violet Tumbelaka Geminastiti Sakkir Gerson Tandi Kapang Grandy Tamboto Graseli V. Komenaung Grazella monary Bunok Haluruk, Lia Sintia Hans Hart Moonik Harun, Meilani Hesty Yuanita Saroinsong I Kadek Andi Putra Ichiko Wenas Ignatius Javier C. Tuerah Ilham Latala Imanuel Prima Rotinsulu Imelda Lolowang Inka Permatasari Girsang Irawan Makasoe Iskandar Iskandar Iskandar, Ishak Ismail ISMAIL - Isty Manggo Jane Sarah Marianca Jeane Tuilan Jeihn Novita Jenerio Michal Mokal Jenie Posumah Jervino Miraycle Daniel Umpung Jill, Jill Lovely Mamahit Jim R Tuna Jim R. Tuna Jim Ronny Tuna Joppi Rondonuwu Juwi P. C. Saroinsong Kalaudi, Sindi Vanessa Kalepu, Rosliana Karisi, Yofri Kerenhapuk Rejoice Trivena Golung Kicha, Leni Kicha, Leny Lamadenreng, Elga N. Laohan, Sri Arista Mita Dewi Lendo, Noviyanti Lengkey, Febrika Lengkoan, Fergina Leni Kicha Levie Meray Livia Hesti Parante Lolowang, Imelda S. Louna Anastasia Rogahang Luas, Tri Sofia Ningsi Magama, Eklesya Glori Maikel Sanger Maissy Manuas Mangowal, Calvin Mantik, Valencia Maria I. Poluan Maria Poluan Maryam M. H . Lughu Merlin M. Maukar Michelle Tumengkol Militika Chrisna Polii Misgter Gidion Maru Mongkaren, Steve Muhamat A. Samidu Muhlis, Dinda C. P. Mutiara Baule Nardayana, I Nyoman Agus Nehemia A. Oey Ni Luh Parwati Nindy N. Ganap Noldy Pelenkahu Noviyanti Lendo Nurmin Samola Oey, Nehemia A. Ofel Rondonuwu Olar, Julia Sheren Olivia Debora Lumeling Onibala, Mouren Klaveren Pangke, Alcelcius Paula L Hampp Paula Rombepajung Pikirang, Chris Caesar Pilendatu, Noflin Poluan, Feibi Poluan, Maria I. Ratu, Astrid Rawung, Meivi Theresya Richard Sumakul Rinny Rorimpandey Rinny S. Rorimpandey Risky Langi Rombepajung, Paula A. Ronny Tuna, Jim Rumbay, Lyvia Lauren Rumorong, Estevin Melinda Ruung, Joshua Samuel F. Lasut Sanerita T. Olii Sarah Kamagi Saroinsong, Novena M. M. Saudah, Khalifatun Selfian Tumbal Sherly Surya Ningsih Mokoagow Sri Dilago Stefenly Bella Stella Eliza Penu Stovan Joseph Mokosolang Sukardi Weda, Sukardi Sukirman, Firjinia Putri Utami Syarifuddin Dollah Talumewo, Avelio Jeremi Taroreh, Shally Mercy Tiffany E. Pelleng Tini Mogea Tinni Mogea Tirsa Ranteallo Tirza A Kumayas Towanga, Doni K N Towanga Trisyen Mudihang Trully Wungow Tulung, Golda Juliet Usnatun Hasanah Sarono Valentino Tamara Veronika L. F. Damopolii VERONIKA NAVA WAROKKA Vincentia Ester Gusti Br. Tambunan Violeta Rongkonusa Vriska Enggelina Kansil Walalangi, Jovanka Syaloomitha Wenas, Ichiko Wongkar, Yapi Y. Languju, Endriko Yanuar Somba Yapi Henri Wongkar Yulivina Riung Yusak Runesi