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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Jurnal Pendidikan dan Konseling Klasikal: Journal of Education, Language Teaching and Science Journal of English Language and Education Indonesian Research Journal on Education Global Education Journal Journal of Innovative and Creativity Servitium Smart Journal SUMIKOLAH INTERACTION: Jurnal Pendidikan Bahasa
Nofry Frans
Universitas Klabat
Religion Arts Humanities Chemistry Computer Science & IT Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Correlation between Students' Habits in Watching English Movies with English Subtitles and Their Speaking Skills at SMAN 7 Manado Nofry Frans; Marceliana, H Mansiarang; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i3.4053

Abstract

This study employed a quantitative approach to explore the relationship between students' habits of watching English-language films with English subtitles and their proficiency in speaking English. The sample consisted of 100 tenth-grade students from SMAN 7 Manado during the first semester of the 2023/2024 academic year, drawn from classes A, C, and D. Data were analysed using descriptive statistics (Mean) and the Pearson Product-Moment Correlation Coefficient. The results indicated that the mean score for students' viewing habits was 2.61, reflecting a moderate frequency, while the mean score for speaking proficiency was 3.32, also indicating a moderate level. The correlation analysis yielded a p-value of 0.061 and a correlation coefficient of 0.188, suggesting a statistically insignificant but positive and weak relationship between the two variables. Although the correlation was not statistically significant, the findings imply that exposure to English films with subtitles may support the development of speaking skills. Therefore, the study provides a research-based implication that media-based learning strategies, specifically subtitled film viewing, can be integrated into curriculum design as a supplementary method to enhance students’ speaking proficiency, especially when tailored to their individual learning preferences and supported by structured pedagogical frameworks.
Exploring How Students’ Attitudes Impact Their Performance In English Learning Frans, Nofry; Wahani, Vera
Indonesian Research Journal on Education Vol. 5 No. 2 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i2.2443

Abstract

This study investigated the relationship between students' attitudes toward learning English and academic achievement. It specifically examined attitudes across cognitive, affective, and behavioral dimensions and English achievement levels. The research utilized an adapted questionnaire based on Abidin, Mohammadi, and Alzwari (2012) to measure students' attitudes, which yielded a high mean score of 3.58. English achievement results were similarly strong, with a mean score of 80.41, indicating excellent performance among students from Sekolah Menengah Atas Universitas Klabat Airmadidi. However, the correlation analysis revealed a coefficient of r = 0.052, rejecting the initial hypothesis. This finding indicates no significant relationship between students' attitudes toward English learning and their academic achievement in English across grade levels XI IPA 1, XI IPA 2, XI IPA 3, and XI IPS at SMA UNKLAB Airmadidi.
Vocabulary Acquisition Strategies Applied by Junior High School Students Chantika Elfira Rawung; Nofry Frans; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.2075

Abstract

This study examines vocabulary learning strategies among eighth graders at SMP Negeri 2 Airmadidi during the first semester of the 2024/2025 school year. Using a descriptive quantitative approach, researchers collected data through a validated questionnaire assessing five strategy types: Determination, Social, Memory, Cognitive, and Metacognitive. A pilot test ensured the questionnaire’s reliability and accuracy. Findings indicate Memory Strategies were the most frequently used (2.951), closely followed by Metacognitive (2.927). In contrast, Cognitive Strategies ranked the lowest (2.415), likely due to their demanding nature, requiring higher mental processing. This suggests students favor methods that are easier to apply rather than those requiring deep analytical engagement. Given this preference, educators should incorporate Cognitive Strategy-based techniques to strengthen vocabulary retention and application. Methods such as problem-solving with real-life examples, analyzing word meanings in context, and creating mind maps can help students develop a deeper understanding of vocabulary. These strategies challenge learners to engage more actively with words, enhancing their ability to recall and use them effectively in communication. By blending various learning approaches, students can build stronger vocabulary skills that support both academic success and real-world language use.
Hubungan Dukungan Sosial Terhadap Motivasi Belajar Mahasiswa: Studi Literatur Deodor, Mardje Alianti; Morintoh, Febrilinsi; Kasingku, Juwinner Dedy; Frans, Nofry
JUPE : Jurnal Pendidikan Mandala Vol 8, No 2 (2023): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v8i2.5472

Abstract

Students play a crucial role as learners who constantly interact with various learning tasks assigned to them. Positive social support from various sources, such as close friends, parents, teachers, and individuals around them, can help students develop the ability to enhance their learning motivation. This study aims to examine the relationship between social support and learning motivation. It adopts a literature library research approach, utilizing samples derived from previous studies, both quantitative and qualitative in nature. The research data demonstrates a correlation between social support from various sources and learning motivation, encompassing the students. Despite having a relatively high level of low learning motivation, this can be attributed to insufficient social support. Among the findings, peer and parental support emerged as the most influential forms of social support based on the existing research overview.
Duolingo and The Development of Speaking Skills: A Case Study Frans, Nofry; Wahani, Vera; Baureh, Gabriella A,D
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1703

Abstract

English‘s a crucial productive skill in global communication because it enables verbal interaction. Developing English speaking skills presents challenges, including shyness, limited opportunities for practice, and limited use of learning media that support active speaking practice. This study aims to investigate the effect of Duolingo use on the development of English speaking skills among English language students at Klabat University in the second semester of the 2024/2025 academic year. The research method used a mixed method, namely quantitative and qualitative research. The results provide evidence that Duolingo features can significantly help or challenge English speaking skills. Furthermore, the Duolingo application has contributed significantly to the development of students' communicative competence in English at Klabat University. However, the Duolingo application didn’t significantly impact student self-confidence. This’s evidenced by students' pedagogical recommendations regarding the need for improvement in Duolingo use, including the need for two-way features, evaluation and feedback features, and improvements to the Duolingo application.
STUDENTS’ PERCEPTIONS ON ENHANCING SPEAKING SKILLS VIA VIDEO RECORDING TASKS Engelina Salainti; Nofry Frans; Vera Wahani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1297

Abstract

Speaking skills are crucial in English language learning for several reasons. They play an important role in effective communication, self-development, and professional fluency. They are the basis of communication, enabling the students to express their thoughts, characters, and feelings effectively. Developing speaking skills strongly will build self-confidence and facilitate a better relationship. Effective communication helps to express ideas clearly and convincingly. However, to understand the students’ perceptions, challenges in speaking skills are other parts that need more research. This research aims to find out the students' perceptions on enhancing speaking skills via video recording tasks. This research applied a qualitative method. The data was collected through an interview. 10 students who participated in the interview.
EXPLORING THE IMPACT OF SELF-REGULATED LEARNING STRATETGIES ON ENGLISH LANGUAGE MASTERY: A QUANTITATIVE ANALYSIS OF HIGH SCHOOL STUDENTS Nofry Frans; Vera Wahani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1307

Abstract

ABSTRACT This study examines the relationship between self-regulated learning (SRL) strategies and English language mastery among senior high school students. Specifically, it investigates the overall effect of SRL on English achievement and identifies which specific SRL strategies serve as significant predictors of language proficiency. Using an adapted questionnaire from Magno (2010), SRL levels were measured among 400 students from grades XI and XII across Science and Social streams at X Senior High School, with a final sample size of 196 participants. Findings indicate that students demonstrated a high level of self-regulation in their learning, reflected in a mean SRL score of 2.83, and attained strong English achievement outcomes, with a mean score of 84.08. Statistical analysis confirms a significant effect of SRL on English achievement. However, the presence of heteroscedasticity prevented the application of multiple regression analysis, thereby limiting the identification of the strongest SRL predictors of English success. These results underscore the role of self-regulated learning in shaping academic achievement and highlight the need for further research into refining predictive models to better understand the impact of specific SRL strategies on language proficiency. Keywords: self-regulated, learning strategies, English mastery
The Correlation Between Students Scanning Technique And Their Reading Comprehension At SMAN 7 Manado Nofry Frans; Tabita Astanto; Vera Wahani
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1785

Abstract

This study aimed to examine the relationship between students’ use of scanning strategies and their reading comprehension performance at SMAN 7 Manado. Employing a quantitative descriptive research design, data were collected from Grade 10 students and analyzed using descriptive statistics and the Pearson Product-Moment Correlation Coefficient. The results showed that the mean score of students’ scanning strategy was 2.63, indicating a moderate level, while their reading comprehension performance had a mean score of 3.40, also categorized as moderate. Statistical analysis revealed a significant correlation between the two variables, with a p-value of 0.000 and a correlation coefficient (r) of 0.639, signifying a strong positive relationship. These findings suggest that students’ proficiency in scanning strategies is significantly associated with their reading comprehension outcomes.
The Meaning of the Principal's Transformational Leadership Style for Teacher Motivation in Adapting to the Philosophy and Approach of the Independent Curriculum Nofry Frans; Vera Wahani
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1083

Abstract

This study aims to understand the significance of the principal's transformational leadership style for teacher motivation in adapting to the philosophy and approach of the Independent Curriculum at SMA Unklab. This study uses a qualitative phenomenological approach to understand the significance of the principal's transformational leadership style on teacher motivation in adapting to the philosophy and approach of the Independent Curriculum at SMA Unklab. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive model which includes data reduction, presentation, and extracting meaning. Data validity was guaranteed through triangulation of sources and methods to obtain an authentic understanding of the role of the principal's leadership as a driver of teacher motivation and adaptation in the implementation of the Independent Curriculum. The results show that the principal's leadership at SMA Unklab plays a significant role in increasing teacher motivation to adapt to the philosophy and approach of the Independent Curriculum. The principal acts as an inspirational figure who is open to new ideas and is able to build a collaborative work culture in the school environment. Through consistent role models and support, teachers feel valued and encouraged to innovate in the learning process. Leadership oriented towards the values ​​of togetherness and the spirit of change strengthens teachers' professionalism and commitment to realizing meaningful and independent learning.
Exploring University Students’ Listening Self-Efficacy and Its Role in Oral Fluency Development Nofry Frans; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5491

Abstract

The findings of this study revealed distinct differences between fourth- and sixth-semester students in how they processed listening activities and how these differences influenced their oral fluency. Fourth-semester students often relied on word-by-word comprehension and mental translation, which led to stress, hesitations, and disrupted speech flow. In contrast, sixth-semester students demonstrated meaning-focused listening strategies, enabling quicker responses, more structured discourse, and enhanced fluency. Observations and documentation further confirmed that greater exposure to authentic listening materials contributed to more stable speech rhythm, sustained continuity, and heightened confidence in oral production. The main practical implication of this study is that English language educators should place stronger pedagogical emphasis on authentic listening practice and meaning-oriented strategies rather than word-for-word comprehension. By designing classroom activities that encourage students to focus on main ideas, process listening input more efficiently, and build confidence in their listening abilities, educators can directly reduce students’ anxiety and foster more stable oral fluency. This contribution is significant because it provides a clear instructional pathway: improving listening experiences not only enhances comprehension but also builds psychological readiness and communicative competence, which are essential for success in higher education language learning contexts.
Co-Authors Alfrits Roul Sinadia Baureh, Gabriella A,D Bawengan, Jeanette J. Chantika Elfira Rawung Christa Vike Lotulung Dayu Sabaritha Ceonvin Deisye Supit Deodor, Mardje Alianti Goni, Norlan Juwinner Dedy Kasingku Marceliana, H Mansiarang Michelle E, P Mumek Morintoh, Febrilinsi Neman, Meily I. E. Novianty Nuryanti Natalia Onsu Petrus Kondo Rotty, Kevin Marchelino Sakul, Billy M. Salainti, Engelina Tabita Astanto Vera Wahani Vera Wahani Vera Wahani Virginia Gabrella Sengkey Wahani, Vera