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All Journal Jurnal Pendidikan Bahasa Inggris Rubikon: Journal of Transnational American Studies Celt: A Journal of Culture, English Language Teaching & Literature English and Literature Journal Jurnal Ilmiah Universitas Batanghari Jambi Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal LEKSIKA JOURNAL OF APPLIED LINGUISTICS AND LITERATURE International Journal of Communication and Society Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) REiLA: Journal of Research and Innovation in Language Journal of English Education Program (JEEP) Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Jurnal Ilmiah Wahana Pendidikan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya International Journal of English and Applied Linguistics (IJEAL) JoTELL: Journal of Teaching English, Linguistics, and Literature INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Litera Kultura Linguistic, English Education and Art (LEEA) Journal Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues Austronesian: Journal of Language Science & Literature Alinea: Jurnal Bahasa, Sastra, dan Pengajaran JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education MARAS : Jurnal Penelitian Multidisplin E-CLUE Journal of English Culture, Language, Literature and Education Edumaspul: Jurnal Pendidikan GLENS: Global English Insights Journal
Ceisy Nita Wuntu
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 Public Health Social Sciences Other

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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.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Noldy Pelenkahu; Muhammad Ilham Ali; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu; Olga Anneke Rorintulus
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.
Social Situation Analysis During The Pandemic Outbreak In The Novel The Stand By Stephen King Muhammad Ilham Ali; Herminus Efrando Pabur; Ceisy Nita Wuntu
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 3 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i3.700

Abstract

This research aims to analyze the social situation during the flu-influenza pandemic in the novel "The Stand" by Stephen King. Researchers completed the data for this study using descriptive qualitative analysis techniques. The data collection in this article is the novel "The Stand" and secondary data are internet resources and journals and the technique of collecting data using note-taking. The technique analysis data used an objective approach to examine how literary works relate to the current (real-time) context. The method of analysis involves looking for patterns of behavior, changes in social norms, and individual responses to uncertainty and health threats. The results revealed that the pandemic outbreak catalyzed significant social change in the novel, giving rise to new power dynamics, competition, and collaboration among survivor groups. The results of this study illustrate the Influenza flu pandemic that almost claimed the entire population in the world and how those who are still alive survived until this pandemic problem is over, face loneliness, despair, belief (religion), and responsibility. This article also provides deep insights into how authors use fiction to reflect and depict social situations during health crises. The implications of these findings may provide further understanding of the complexity of human interactions during difficult times and create awareness of the importance of solidarity and adaptation in the face of global challenges.
Eco-Warning in the Legend of Lake Tondano: An Ecocritical Study of Tourism Literature Sabrina Wardatul Jannah Husain; Muhammad Ilham Ali; Herminus Efrando Pabur; Ceisy Nita Wuntu
LITERA KULTURA : Journal of Literary and Cultural Studies Vol. 13 No. 3 (2025): December
Publisher : Universitas Negeri Surabaya

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

Abstract

This study examines the Legend of Lake Tondano as an instrument of ecological literacy in the context of sustainable tourism through Greg Garrard's ecocritical approach, specifically the concept of eco-warning. The modern tourism industry often exploits local narratives for commercial purposes without considering the substantive environmental messages they convey. This phenomenon creates a gap between the idealistic narrative promoted to tourists and the reality of ecological degradation experienced by Lake Tondano, including silt deposition, water hyacinth growth, and declining water quality. This study aims to analyze the dimensions of ecological warning in the legend and explore its potential as a medium for critical reflection on environmental conditions. Using descriptive qualitative methods with close reading techniques, this study identifies narrative units containing representations of ecological warning based on Garrard's theoretical framework. The analysis focuses on three main aspects: apocalyptic rhetoric, the concept of wilderness, and representations of human-nature relationships. This study proposes a reinterpretation of the legend as an instrument of ecological literacy that emphasizes ecologically conscious tourism, the development of thematic tourism routes that connect past apocalyptic events with present-day ecological challenges, and infrastructure policies that respect the active role of nature.
Translanguaging as a Pedagogical Bridge for Mindful Learning in EFL Secondary Classrooms Devilito Prasetyo Tatipang; Syarifuddin Dollah; Murni Mahmud; Andi Asrifan; Nursalim Nursalim; Ceisy Nita Wuntu; Fergina Lengkoan
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1118

Abstract

The implementation of deep learning in Indonesia’s education policy emphasizes mindful learning, yet its manifestation in English as a foreign language (EFL) classrooms remains underexplored. This study investigates how mindful learning is manifested in EFL classrooms and how translanguaging pedagogy facilitates learning awareness and meaning-making. A qualitative case study was conducted with three English teachers and tenth-grade students at a senior high school in Manado, Indonesia. Data were collected through classroom observations, semi-structured interviews with three teachers and three students, and document analysis, and analyzed using thematic analysis. The findings reveal two interconnected components of mindful learning: learning awareness, developed through active noticing, self-monitoring, and reflective engagement; and meaning-making, constructed through interpretation, negotiation of meaning, and collaborative knowledge construction. The study further suggests that translanguaging functions not merely as a linguistic strategy but as a pedagogical mechanism that provides linguistic flexibility and cognitive scaffolding, enabling students to engage more consciously and meaningfully in learning. Based on these findings, the study proposes a conceptual model positioning translanguaging pedagogy as a bridge connecting linguistic flexibility, learning awareness, and meaning-making to foster mindful learning in EFL classrooms.
Co-Authors Agustine C. Mamentu Agustine Clara Mamentu Ali, Muhammad Ilham Allysius Rettob Alrajafi, Gali Anggaseng, Sindy Aprillya A. Suoth Aprillya Alwien Suoth Aprillya Alwien Suoth Asrifan, Andi Billy Lampus Chris Caesar Pikirang Chris Ceasar Pikirang Christy Saerang Citra Seliyana Sofia Suhadi Claudia Nivita Ante Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Dewi Christiyani Tumoka Edinta Tarigan Elisabeth Z Oroh Elizabeth Zuska Oroh Elsinta C. Lumi Elsinta Cristiani Lumi Eunike Serhalawan Fergina Lengkoan Fivy Andries Fivy Andries Gabriel Wowor Gerung, Grace Harindah, Valerie J. M. Herminus Efrando Pabur Iknasia Reiti Sompotan Imelda Lolowang Imelda S. Lolowang Ira Marlina Tulis Ira Marlina Tulis Iskandar Iskandar Jechinta Pinontoan Jeihn Novita Jenie Posumah juliana Ilyas Juniva J. Mangundap Juniva J. Mangundap Kanesya Keles Lengkoan, Fergina Lianny M. Tombiling Lukas, Dhea Citaria Lumi, Elsinta C. Mahaju, Kesia Nadia Renjelita Malinda, Wiwin Mangundap, Juniva J. Manuas, Maissy Manuas, Maissy J. Meldy ocfendy Possumah Merlin M. Maukar Merlin M. Maukar Misgter Gidion Maru Muhammad Ilham Ali Muhammad Ilham Ali Murni Mahmud Nadia Adelia Baadib Nafisah Alydrus Nihta Vera Frelly Liando Nindy N. Ganap Nindy Nource Ganap Noldy Pelenkahu Noldy Pelenkahu Norlin Pagama Nursalim Nursalim Olga Rorintulus Palandi, Richi Junior Paruntu, Kezia Aviska Paskahlinno Zalvatore Hendrik Pikirang, Chris Caesar Posumah, Jeni Rettob, Allysius Rinny Rorimpandey Rorintulus, Olga A. Sabrina Wardatul Jannah Husain Sanerita T. Olii Sarah Kamagi Siti Fatimah Prasetiani Sulfany Tineh Syarifuddin Dollah Tamowangkay, Fransisca Priskila Tesalonika Gloria Wuisan Tiffany E. Pelleng Tineh, Sulfany Tini Mogea Triesye A. Laloan Tumoka, Dewi Christiyani Wiwin Malinda Wowor, Gabriel Yapi Henri Wongkar Yolanda Singal Yosua Ch. Takamuntu