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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of Research on English and Language Learning (J-REaLL)
Bulelwa Makena
Walter Sisulu university
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Subscribing to diverse subjects in different classes: language development dichotomy Bulelwa Makena; Bunmi Isaiah Omodan
Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v3i2.16504

Abstract

Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.
MEET THE HERO WHO VISITS A LIBRARY CORNER TO ENHANCE SPELLING COMPETENCE Bulelwa Makena; Viwe Lungisani Feni
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.9958

Abstract

Library learning resources have the potential to transform language competencies. This paper aims to investigate whether daily reading activities can substantially influence spelling competence. A qualitative research approach was administered. Findings revealed that (i) one-on-one tutoring improves spelling, and (ii) collaborative learning spaces have positive impact on language development. This study concludes that a shift in language teaching-learning approaches is not only necessary but also promising, with daily reading activities being a potential core practice.
Exploring Student Perceptions of climate change awareness: A case study of one University in South Africa Elijah Osei Manu; Nomxolisi Mtsi; Bulelwa Makena
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 26 No. 1 (2026): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v26i1.84086

Abstract

This paper aimed to investigate the awareness of climate change among students at a South African university. Climate change is a global issue resulting from human actions and has significant environmental consequences. Therefore, it is essential to gain an in-depth understanding of the level of awareness among emerging leaders to address climate change effectively. The study employed a qualitative approach with a case study design to explore students' perceptions of climate change awareness. A purposeful sample of eight students was selected for semi-structured interviews. The collected data were analyzed thematically to identify patterns and emerging themes. The findings indicate that students have limited knowledge of climate change, which includes its causes and effects. However, they possess a deeper understanding of adaptation and mitigation strategies. Furthermore, universities fail to address climate change through comprehensive education and awareness campaigns, contributing to students' limited understanding. This study concludes that the lack of awareness and inadequate institutional support contribute to the knowledge gap regarding climate awareness. In addition, a superficial understanding among students as future leaders threatens effective climate action. This conclusion implies that universities must implement strategies to educate and create climate change awareness for students. Consequently, this study recommends universities integrate climate change into their curriculum to promote awareness. In addition, universities should explore pedagogical approaches to deepen students' understanding of interventions to mitigate climate change. Overall, this study contributes to enhancing students' understanding of the impact of climate change.
Co-Authors Bunmi Isaiah Omodan Elijah Osei Manu Nomxolisi Mtsi Viwe Lungisani Feni