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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Pendidikan Bahasa Inggris Mozaik Humaniora English and Literature Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edumaspul: Jurnal Pendidikan Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Klasikal: Journal of Education, Language Teaching and Science International Journal of English and Applied Linguistics (IJEAL) JoTELL: Journal of Teaching English, Linguistics, and Literature Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues Journal of International Conference Proceedings JELLT (Journal of English Language and Literature Teaching) JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education Jurnal Abdimas Maduma E-CLUE Journal of English Culture, Language, Literature and Education
Olga Rorintulus
Universitas Negeri Manado
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Feminism Reflected in The Main Character in The Movie Little Women 2019 by Louisa May Alcott Rorintulus, Olga A.; Rahmat, Subhan; Nurmaisyah, Nurmaisyah; Fitra, Muh. Al Fachrizah
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.v12i1.4600

Abstract

Feminism is an enduring social issue, persisting from ancient times to the present. The struggles of early feminists resonate today, with patriarchy still evident in modern media, such as Greta Gerwig's adaptation of Little Women. This research examines how Little Women portrays the social issues of feminism, focusing on the experiences of the main character. Utilizing Sugihastuti's feminist approach, which defines feminism as a movement advocating for equality between men and women across political, economic, educational, and social spheres, the study explores the film's depiction of these themes. Additionally, Betty Friedan's feminist theory is employed to delve deeper into the feminist issues presented. The findings highlight several key feminist themes, including the societal expectation that women must marry to secure their future, the notion that women's roles are confined to homemaking, and the resistance to these norms by characters who choose their paths. The film illustrates the tension between traditional expectations and the characters' desires for independence, revealing the complexities of feminism and its relevance in contemporary society. Through this analysis, the research underscores how Little Women reflects ongoing feminist struggles and challenges the persistent patriarchal norms, offering a nuanced portrayal of women's autonomy and empowerment
EFL Students’ Perceptions of the Effective English Teacher Characteristics Tatipang, Devilito Prasetyo; Manuas, Maissy J.; Wuntu, Ceisy Nita; Rorintulus, Olga A.; Lengkoan, Fergina
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.45709

Abstract

This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers.  This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.
The Effectiveness of Phonics Method in Improving English Pronunciation to 5th Grade Students at SD GMIM IV Tomohon: Efektivitas Metode Fonik dalam Meningkatkan Pengucapan Bahasa Inggris pada Siswa Kelas 5 di SD GMIM IV Tomohon Elsinta Cristiani Lumi; Ceisy N. Wuntu; Olga Rorintulus
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i3.5476

Abstract

This study investigates the effectiveness of the Phonics Method in improving English pronunciation among 5th-grade students at SD GMIM IV Tomohon. With increasing emphasis on oral communication in Indonesia’s elementary English curriculum, mastering pronunciation at an early stage becomes crucial. However, students often struggle with phonological differences between Indonesian and English, such as vowel sounds, consonant clusters, and word stress. The Phonics Method, which systematically teaches the relationship between graphemes and phonemes, is proposed as an alternative to traditional pronunciation instruction methods. Using a mixed-method design, this study involved two groups: an experimental group taught with Phonics Method and a control group receiving conventional instruction. Quantitative data were collected through pre-tests and post-tests, while qualitative insights were gathered via classroom observation, student questionnaires, and teacher interviews. The findings revealed significant improvement in the pronunciation skills of students taught using the Phonics Method, especially in vowel and consonant articulation, syllable awareness, and word stress. Students also demonstrated higher engagement and confidence. The results suggest that phonics-based instruction enhances not only segmental features of pronunciation but also supports better learning motivation and participation. This study concludes that integrating the Phonics Method in elementary English instruction can effectively address early pronunciation difficulties and foster sustainable language acquisition
Authentic assessment in higher education to increase critical thinking and develop metacognitive awareness Oroh, Elisabeth Suzka; Ali, Muhammad Ilham; Pelenkahu, Noldy; Usman, Herlina; Rorintulus, Olga Anneke
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.45077

Abstract

This study highlights the effectiveness of authentic assessment in evaluating higher-order cognitive competencies, including problem-solving, reasoning, analytical thinking, creativity, and the development of metacognitive awareness. Through authentic assessment, students can apply their knowledge and skills in real-world contexts by constructing responses based on critical analysis, identifying cause-and-effect relationships with supporting evidence, and solving problems through logical reasoning. The research employed a descriptive qualitative analysis method, utilizing tests, surveys, and document analysis as instruments. The study involved 40 fifth-semester Indonesian students majoring in English and enrolled in an Advanced Writing course. Authentic assessment was implemented in the context of expository writing, specifically problem-solution essays, with a focus on (1) formulating relevant and critical issues and arguments, (2) establishing clear and logical connections between ideas, and (3) presenting multiple solutions supported by sound reasoning. The findings indicate that students average performance in writing expository texts reached a score of 78, classified as high or good. Given its advantages, authentic assessment is strongly recommended in teaching and learning. It offers several benefits, including (a) promoting students creative and critical thinking abilities, (b) enabling them to construct meaningful learning experiences by selecting and organizing relevant responses through situational analysis, and (c) integrating instructional, learning, and assessment activities. Furthermore, authentic assessment significantly enhances students academic writing proficiency and productivity, equipping them with essential skills for handling more complex tasks in real-world contexts.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Pelenkahu, Noldy; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Wuntu, Ceisy Nita; Rorintulus, Olga Anneke
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35832

Abstract

This study utilized Kemmis et al.s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
Struggle For Equality As Seen In Carol Ann Duffy’s Poem “Little Red Cap” Paputungan, Vennalizha S.; Rorintulus, Olga; Andries, Fivy
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 2 (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.v4i2.7785

Abstract

The objective of this research is to elucidate the portrayal of the battle for equality in the poem "Little Red Cap." The present study employed a qualitative research design as it focused on collecting data in the form of fully descriptive words. The data utilised in this analysis draws upon feminist literary theory. The primary source for this analysis is the poem "Little Red Cap" by Carol Ann Duffy. Additionally, various secondary sources, including books, journals, and other references, have been consulted to provide further support for this research. The findings of the study revealed the manifestation of women's pursuit for equal rights, as shown in Carol Ann Duffy's poem "Little Red Cap." The protagonist, "Little Red Cap," demonstrates her ability to resist and challenge patriarchal norms, ultimately achieving a significant triumph in affirming women's capacity to transcend patriarchal constraints and assert their ambitions and autonomy.
Mobile Assisted-Based Learning in Teaching Literature: Raising Students’ Environmental Awareness and Appreciation in EFL Classroom Wuntu, Ceisy Nita; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Rorintulus, Olga A.; Manuas, Maissy
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.34335

Abstract

Teaching literature enhances sensitivity to life's values across diverse cultural expressions, while culturally grounded English aims to instill an appreciation for these values. Environmental themes in literary works underscore safety and sustainability and promote public awareness and appreciation for environmental preservation. The article explores how mobile-assisted learning can enhance students' understanding and appreciation of environmental themes in literature within the context of English as a Foreign Language (EFL) classrooms. This study is qualitative research, using semi-structured interviews and questionnaires as the instruments by which the data were collected. Involving 32 English Education Department students, this study presents information about mobile-assisted learning (MAL) applications in teaching literature. As a result, through the MAL model, students engage in various activities in the classroom, such as reading, writing, discussing, and presenting ideas. Students' enthusiasm indicates their deep understanding of the effectiveness of the MAL learning model for visual attraction and clarity. It provides visual information about the dangerous effects of environmental damage. This could be seen in their responses to sadness, worry, anxiety, and anger. Further research could use this finding as a new starting point to explore specific mobile apps' effectiveness, long-term impacts on literary awareness and appreciation, comparative studies across different age groups, and the role of teacher facilitation in mobile-assisted EFL literature instruction.
Among Video-Based Learning, Web-Based Learning and EFL Students’ Mastery of Conditional Sentences: A Study of Senior High School Level Mangundap, Juniva J.; Rorintulus, Olga A.; Wuntu, Ceisy N.
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.v13i1.4599

Abstract

This research explored the impact of Video-Based Learning (VBL) and Web-Based Learning (WBL) on enhancing the understanding of conditional sentences (Types 1, 2, and 3) among Grade 10 students at SMA UNKLAB Airmadidi. Employing a quasi-experimental design, 60 students were assigned to two groups: one received instruction via VBL, while the other was taught using WBL. Pre-test and post-test results were examined using IBM SPSS Version 26, with both paired-sample and independent-sample t-tests applied. The paired-sample t-test indicated notable improvement in both groups. The average score for the VBL group rose from 33.60 to 77.87, and for the WBL group from 33.20 to 59.73. The independent-sample t-test yielded a Sig. (2-tailed) value of 0.001, signifying a statistically significant difference between the groups. While both approaches were effective, VBL demonstrated a more substantial effect on students' grammar proficiency. Additionally, analysis showed no significant difference in performance based on gender, suggesting that both teaching methods were equally effective for male and female students. Overall, the findings underscore the advantages of incorporating digital media in grammar instruction, with VBL particularly enhancing student engagement and understanding of complex grammar topics. This study affirms the value of multimedia in English teaching and highlights the potential of visual and interactive content to boost learner motivation and success.
Pengajaran Bahasa Inggris melalui Role Playing pada Siswa-Siswa SMP Negeri 1 Kauditan Rorintulus, Olga; Husain, Sabrina Wardatul Jannah; Mareta, Rae Shella Tivani
JURNAL ABDIMAS MADUMA Vol. 4 No. 3 (2025): Oktober, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jam.v4i3.536

Abstract

Modifikasi dalam pendidikan bahasa Inggris di Indonesia membutuhkan pendekatan komunikatif yang meningkatkan kepercayaan diri dalam keterampilan berbicara. Namun demikian, pembelajar bahasa asing, khususnya remaja sering menghadapi tantangan dalam keterampilan berbicara akibat kecemasan, keterbatasan kosakata, dan kurangnya kesempatan untuk berinteraksi. Tujuan dari kegiatan Pengabdian Masyarakat ini adalah untuk meningkatkan kelancaran berbicara, meningkatkan kepercayaan diri dalam berkomunikasi, menguasai kosakata fungsional, meningkatkan kejelasan pengucapan dan intonasi, serta mengurangi kecemasan berbicara di kalangan siswa SMP Negeri 1 Kauditan melalui penerapan ‘Role Playing’. Intervensi dilakukan dalam tiga siklus (teater pembaca, simulasi terfokus, dan pertunjukan mini) menggunakan desain kualitatif dengan observasi partisipan, catatn refleksi, diskusi kelompok, dan wawancara guru. Hasilnya menunjukkan bahwa sujaran siswa lebih Panjang dan lancer, kepercayaan diri meningkat, penggunaan kosakata fungsional menjadi lebih konsisten, dan menurunnya.  kecemasan berbicara pengucapan dan intonasi membaik terutama pada item leksikal yang sering didaur ulang, meskipun sesi lanjutan masih diperlukan. Keluaran konkret meliputi naskah permainan peran, rubrik penilaian lisan, panduan refleksi, kartu bahasa, dan video kinerja. Kesimpulannya, ‘Role Playing’ yang dirancang secara kolaboratif berdasarkan narasi klasik menunjukkan efektivitas dalam mencapai tujuan pembelajaran komunikatif dan dapat direplikasi dengan penekanan yang lebih besar pada pelatihan pelafalan, kalibrasi penilai, dan meminimalkan ketergantungan pada kartu Bahasa. Kata Kunci : Pengabdian kepada Masyarakat; Role Playing; Keterampilan Berbicara
Picture-Driven Technique to Enhance English Vocabulary in Grade VIII at SMP Negeri 1 Bolaang Bandu, Magtira; Rorintulus, Olga; Ali, Muhammad Ilham
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.v4i3.12033

Abstract

This study aims to determine the effectiveness of the Picture-Driven technique in improving English vocabulary mastery among second grade students of SMP Negeri 1 Bolaang. This research was conducted using quantitative method. This study used a pre- experimental design with a single group for both the pre- and post-tests. The data were analyzed using statistical tests to examine variations in the pre-test and post-test scores the pupils in the second grade of SMP Negeri 1 Bolaang consisting of 25 students were the subjects of this study. There were 20 numbers for each test given the students. The results of this study show If the pre-test's average score is (35.52) The post-test is (62.56) The post-test result is higher than the pre-test. Based on this result, Pictures have an extremely important impact on pupils' vocabulary. The result of a notable rise in scores from the pre-test to the post-test indicate that images not only help in understanding the meaning of words, but also make it easier for students to pronounce them more accurately and confidently. With the stimulus in the form of image-based techniques, students can master the meaning and pronunciation of a word more effectively, so that their ability to spread knowledge increases significantly.
Co-Authors Ade Sulfaida Suaib Ladia Aditya Brayen Maramis Agustinus Nai Aki Ali, Muhammad Ilham Aprillya Alwien Suoth Bandu, Magtira Blessy Wilar BR Surbakti, Jastri Yani Ceisy Nita Wuntu Delli Sabudu Devilito Prasetyo Tatipang Elisabeth Z Oroh Elsinta C. Lumi Elsinta Cristiani Lumi Ermilaty Silya Runtukahu Feibriany Fabiola Valenchia Mewoh Fitra, Muh. Al Fachrizah Fivy Andries Frendly N. W Wantah Gabriel Frans Wagey Geral Pratasik Gloria Aprilli Makalew Husain, Sabrina Wardatul Jannah Ignatius Javier C. Tuerah Imelda Lolowang Injili Aruperes Jean Motoh Jeksen Fillan Nani Jenie Posumah JESSICA K TUNGKA, juliana Ilyas Juniva J. Mangundap Karwur, Vieren Gloryan Keren Walanda Kevin Dai Lengkoan, Fergina Maissy Jearmita Manuas Mamahani, Serafim Mangundap, Juniva J. Manuas, Maissy Manuas, Maissy J. Mareta, Rae Shella Tivani Merlin M. Maukar Merlin M. Maukar Misgter Gidion Maru Muhammad Ilham Ali Noldy Pelenkahu Nurmaisyah, Nurmaisyah Nurmin Samola Olivia Nanlohy Onibala, Ralf Paputungan, Vennalizha S. Pendong, Richard Pingkan Windy Runtukahu Prawidya Y. Sigar Pritania Mokalu Rahmat, Subhan Sanerita T. Olii Sarah Kamagi Sulfany Tineh Thesalonika G P Kumaunang Thesalonika Kumaunang Tini Mogea Usman, Herlina Utari Onthoni Yolanda Singal Zendy Talumepa