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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 Journal of English Language Teaching Innovations and Materials (Jeltim) REiLA: Journal of Research and Innovation in Language Journal of English Education Program (JEEP) Jurnal Ilmiah Wahana Pendidikan LETS: Journal of Linguistics and English Teaching Studies 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 Austronesian: Journal of Language Science & Literature 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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Perception on Learning English Conversation through Zoom Meeting Elga N. Lamadenreng; Nurmin Samola; Nihta V. F. Liando
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.v12i1.2407

Abstract

This study aims to find out the perceptions of teachers and students in the process of learning English conversation through Zoom Meeting The method used in this study was quantitative method Data collection in this study was carried out using a survey technique by distributing questionnaires The researcher used Google form as a data collection tool The type of questionnaire was closed questionnaire The questionnaires were distributed to 7 English teachers and 36 students The results of the data analysis stated that teachers and students were greatly helped by learning English conversation through Zoom Meeting in learning activities Teachers and students also have supporting devices and the government provides assistance to support the process of learning English conversation through Zoom Meetings However many teachers have disagreed that they have never experienced obstacles in the process of learning English conversation It is suggested for teachers to help students improve their learning English conversation through online application in this case Zoom meeting Students could learn more about the material provided by teachers through Zoom Meeting For researchers it could be as a reference in conducting studies regarding perception on learning English conversation < p>
Task Based Language Teaching for EFL Writing Development Nihta V. F. Liando; Rinny Rorimpandey
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.v13i1.4595

Abstract

One aspect of English that is difficult for students to master is writing because it requires the right method technique in teaching after the pandemic For this reason this research was appointed with the aim at knowing whether the TBLT method has an impact on the students English learning process especially for their writing skill This research was conducted in class VIII of junior high school students because this is an experimental study a pre experimental design is used with the type of one group pre test and post test In addition in assessing the writing of students this study adapts the writing rubric of Brown 2007 The results showed that TBLT has a very significant effect on students writing this can be seen in the mean scores of the pre test and post test However considering also the situation of students at the time of the study it is hoped that further researchers or readers can examine more deeply about the learning losses found in this study or can use the results of the research as a starting point for learning problems during the new normal < p>
I am well aware of it Yet my Students have to Learn in comfort way: Translanguaging as Mediated English Language Pedagogy Devilito P. Tatipang; Syarifuddin Dollah; Sukardi Weda; Geminastiti Sakkir; Nihta V. F. Liando; Fergina Lengkoan
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.v13i2.4598

Abstract

This study examines the practice of translanguaging in English language learning in one of the secondary schools in Manado which is a multilingual environment with the use of the local language of Manado Indonesian and English The main objective of the study was to understand teachers beliefs and their translanguaging practices as language mediation strategies that support concept understanding social interaction and student motivation The method used was a case study with three English teachers as participants collecting data through interviews observations and documentation then analyzed thematically The findings suggest that translanguaging serves as a cultural and cognitive bridge that facilitates students to understand the material more deeply and strengthen their linguistic identity Despite concerns about reduced exposure to English due to the use of local languages and Indonesian teachers use translanguaging strategically to balance learning The main obstacles found are the limitations of school policies and teacher training that support the implementation of translanguaging In addition translanguaging has been shown to increase students motivation to learn and active participation This research recommends the development of teacher education and training policies that are responsive to language diversity as well as the development of a curriculum that accommodates translanguaging as a legitimate learning strategy This study makes an important contribution to the development of inclusive and contextual English language pedagogy in multilingual classrooms in Indonesia< p>
Critical Discourse Analysis in the What a Wonderful World Song Lyrics by Louis Armstrong Nihta V. F. Liando; Sanerita T. Olii; Fivy Andries
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.v1i2.6249

Abstract

This research wants analyse a popular song around the world entitled What a Wonderful World The song has become popular in every generation This research follow< em>s Fairclough s three inter related processes of analysis tied to three inter related dimensions of discourse as follow: 1 The object of analysis 2 The processes by means of which the object is produced and received by human as subjects 3 The socio historical conditions which govern these processes < em>The song lyric become the object of this research Critical Discourse Analysis CDA used in analyse the song lyric by connecting to the social context in Indonesia The result shows 1 Armstrong describes world as wonderful although the singer himself is a black American that faced prejudice and bitterness 2 The song was written during hard time a terrible turmoil in American society 3 < em>The song had released on 1967 on that time the daily life and politic situation of America are disturbed It is full of hatred and prejudice of racialism < em> The lyrics in the song offers description of how the world could be wonderful if we wonders and appreciate nature and create a good friendship indirectly this song brings hope for the better future Relate to the social context in Indonesia this song lyric become as a good reminder for Indonesian to keep the wonderful peaceful and harmonization atmosphere remembering Indonesia has many diverse culture religion racial and ethnic This research expected to remind people in every field not only in ELT the power of love in giving hope for the future and to make world become better by what we are doing to the world with love nature and create a good relationship with anyone nbsp; < em>< p>
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.
AI-powered language learning: A blessing or a curse for English language education? Nihta Vera Frelly Liando; Devilito Prasetyo Tatipang; Rinny Rorimpandey; Tirza Kumayas; Khalifatun Saudah; Ishak Iskandar
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.34842

Abstract

Integrating Artificial Intelligence (AI) into English language learning has garnered substantial attention and raised pertinent questions about its implications for the future of language education. This qualitative study with a systematic review design probes into the complex relationship between AI and English learning, whether AI in English language learning constitutes a potential detriment to the educational process, and whether AI is a disaster or a boon for English learning. A total of 15 peer-reviewed articles published between 2019 to 2023 (indexed in Scopus, WoS, and Sinta) were analyzed through four steps (data extraction, quality assessment, data synthesis, and result interpretation) to ensure comprehensive coverage. The findings from this study revealed not only multifaceted insights into the relationship between AI and English language learning, such as personalized learning, increased interactivity, and accessibility, but also its challenges, including privacy-related concerns, loss of human interactions, and reliability issues. This present study contributes to a comprehensive understanding of the role of AI in English language learning, offering educators, researchers, and policy-makers valuable insights into the benefits and potential pitfalls of integrating AI technologies in language education. Moreover, this present study provides a details exploration of the AI-English learning paradigm, emphasizing the need for a holistic perspective that leverages AIs strengths while safeguarding the integrity and vitality of the English language learning experience. Furthermore, this study offers recommendations for future research endeavors, emphasizing the need for ongoing evaluation and refinement of AI-based English learning strategies.
Toward AI-Enchanted English Teaching in Higher Education: Preferences, Potential Opportunities, and Challenges of the Implementation Devilito Prasetyo Tatipang; Syarifuddin Dollah; Murni Mahmud; Andi Asrifan; Nihta V. F. Liando; Marlon S Pontillas
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2152

Abstract

This study explores the preferences, potential opportunities, and challenges associated with the implementation of AI in English language instruction in higher education. Mix method was adopted in this study, by using a questionnaire and semi-structure interview to collect data. 15 English lecturers with approximately 5-10 years of teaching experiences involved in the sample, and 5 of them were interviewed. The result shows that preferences in AI-Implemented English teaching within higher education are multifaceted. Lecturers often prefer AI systems that seamlessly augment their teaching methodologies rather than replace them. Additionally, preferences also extend to the number of AI tools, such as ChatGPT, ELSA Speak, smalltool.ai, paraphrase.io, and language generation systems, etc., being prominent choices. Furthermore, AI transforms English language teaching by personalizing student learning, providing modern teaching and learning tools, delivering timely and objective performance feedback, accelerating core literacy skills, creating immersive virtual reality simulations, and enhancing language acquisition. However, these potential opportunities must be balanced against challenges like cost, data security, and the potential dehumanization of education. As AI continues to evolve, a thoughtful and adaptable approach to its implementation is paramount to harness its full potential while preserving the integrity of higher education.
Improving Students Vocabulary Mastery through YouTube Animation Videos at State Senior High School 2 Tondano Narita Lumintang; Nihta Vera Frelly Liando; Muhammad Ilham Ali
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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

Abstract

Vocabulary mastery is an essential component of English language learning because sufficient lexical knowledge enables students to understand language input and express ideas effectively. However, tenth-grade students at State Senior High School 2 Tondano still experience difficulties in understanding, remembering, and using English vocabulary, particularly nouns. This study aimed to determine whether the use of animated YouTube videos could improve the noun vocabulary mastery of tenth-grade students at State Senior High School 2 Tondano. A quantitative approach with a pre-experimental one-group pre-test and post-test design was employed. The participants consisted of 25 tenth-grade students. Data were collected using a 25-item vocabulary test administered before and after the treatment. The treatment involved the use of animated YouTube videos as instructional media for vocabulary learning. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test through SPSS. The findings revealed a clear improvement in students’ vocabulary scores after the treatment. The mean score increased from 45.44 in the pre-test to 71.36 in the post-test, representing a mean gain of 25.92 points. The minimum score increased from 32 to 56, while the maximum score increased from 60 to 88. The paired-samples t-test also indicated a statistically significant difference between the pre-test and post-test scores (p<.05). These findings suggest that animated YouTube videos can provide meaningful visual and auditory input that supports students’ understanding and retention of target vocabulary. Therefore, animated YouTube videos can be considered an effective and engaging instructional medium for improving noun vocabulary mastery among Indonesian EFL learners.
Co-Authors Agustine Clara Mamentu Agustinus Kakombohe Alfa Wullur Alloysius Rettob Aloysius Rettob Alrajafi, Gali Ameli Sedubun Angel Maringka Anggi Engka Anjellia Harimu Asrifan, Andi 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 P. Tatipang Devilito Prasetyo Tatipang Dolongtelide, Eliska L. Ekawati Marhenny Dukut Elga N. Lamadenreng 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 Fivy Andries Fivy Andries Fridolin J. P Kukus Friska Violet Tumbelaka Geminastiti Sakkir 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 Ishak Iskandar Iskandar Iskandar Ismail ISMAIL - 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 Khalifatun Saudah Kicha, Leni Kicha, Leny Lamadenreng, Elga N. Laohan, Sri Arista Mita Dewi Lendo, Noviyanti Lengkey, Febrika Lengkoan, Fergina Leni Kicha Leny 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 Marlon S Pontillas Maryam M. H . Lughu Merlin M. Maukar Michelle Tumengkol Militika Chrisna Polii Misgter Gidion Maru Mongkaren, Steve Muhamat A. Samidu Muhammad Ilham Ali Muhlis, Dinda C. P. Murni Mahmud Mutiara Baule Nardayana, I Nyoman Agus Narita Lumintang 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 Risky Langi Rombepajung, Paula A. Ronny Tuna, Jim Rumbay, Lyvia Lauren Rumorong, Estevin Melinda Ruth Stivenny Queen Renti Ruung, Joshua Samuel F. Lasut Sanerita T. Olii Sanerita T. Olii Sarah Kamagi Saroinsong, Novena M. M. Selfian Tumbal Sherly Surya Ningsih Mokoagow Sri Dilago Stefenly Bella Stella Eliza Penu Stovan Joseph Mokosolang Sukardi Weda Sukardi Weda, Sukardi Sukirman, Firjinia Putri Utami Syarifuddin Dollah 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 Listi Ferdini Damopolii VERONIKA NAVA WAROKKA Vincentia Ester Gusti Br. Tambunan Violeta Rongkonusa Vriska Enggelina Kansil Walalangi, Jovanka Syaloomitha Wenas, Ichiko Y. Languju, Endriko Yanuar Somba Yapi Henri Wongkar Yulivina Riung Yusak Runesi