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All Journal English Review: Journal of English Education Edu Sciences Journal DEVELOPMENT : Journal of Community Engagement Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture
Wenda Marlin Kakerissa
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL STUDENTS’ VOICES ON NATIVE SPEAKER PRESENTERS ON YOUTUBE VIDEOS AND THEIR IMPACT ON STUDENTS’ ENGLISH COMPETENCY DEVELOPMENT Wenda Marlin Kakerissa
EDU SCIENCES JOURNAL Vol 4 No 1 (2023): Edu Sciences Journal
Publisher : Faculty of Teacher Training and Educational Sciences, Pattimura University Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/edusciencesvol4iss1pp35-50

Abstract

There have been many studies on YouTube and its advantages for learning English, yet a specific research on students’ perception of native speaker presenters is still rare. This study aimed to investigate students’ general perspectives on YouTube videos, and exploring students’ perspectives on YouTube video presenters/hosts (native speaker and non-native speaker), and how they positively affect students’ English competency. A descriptive analysis method was done by distributing a questionnaire written in Indonesian via Google form to 156 respondents. The result of questionnaire was then analysed qualitatively using Jeffreys’s Amazing Statistics Program (JASP) 0.14.1. A semi-structured interview to ten respondents to dig out more about their response for certain items or questions was also done. The analysis revealed that YouTube provides a wide variety of topics, available in multiple languages, and might be downloaded anytime. When the presenters are the native ones, the respondents got some positive impacts in improving their English competency. Students felt challenged in building their understanding of the content, could practice their listening skill correctly, may train and improve their speaking skill, got new English vocabulary, learn to pause, stress, and use appropriate intonations in uttering words, sentences, and phrases, could practice proper use of grammar, identify people’s live and behave, increase students’ general knowledge, increase their knowledge of English language culture, and they become more creative. However, some respondents preferred the non-native hosts since they tend to speak slower and sometimes switch to Indonesian that facilitates the respondents understanding.
UTILIZING INDONESIA’S SUPERDIVERSITY AS A LEARNING SOURCE IN CREATIVE WRITING TEACHING FOR INDONESIA EFL STUDENTS Wenda Marlin Kakerissa; Nenden Sri Lengkanawati; Ahmad Bukhori Muslim
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7343

Abstract

Research on English creative writing has been carried out by many researchers both in Indonesia and outside Indonesia by considering how important creative writing is for learning literature in general and learning English in particular. Likewise, research on Indonesia’s super-diversity. However, research on English creative writing using Indonesian superdiversity as a learning source is still very little. Therefore, this qualitative descriptive method research is conducted. This study aims to explore benefits of teaching of creative writing utilizing Indonesia’s superdiversity as a source of learning. To achieve the aim, a questionnaire and document of students' artifacts are employed as research instruments. 59 participants from Creative Writing Language Education: Poetry class are involved; they are convenient and purposive samples. The result  showed that almost all participants are very interested in learning about and making creative patterned poetry utilizing Indonesia’s super-diversity because of its many benefits. Similar research can also be carried out in other subjects so that the values of tolerance and respect become a beautiful culture amid Indonesian people's lives.
A Descriptive Qualitative Study on Types of Teachers' Questions in Classroom Interaction Kakerissa, Wenda Marlin
Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v1.i2.p101-111

Abstract

Teachers' questions have become a vital role in building a well classroom interaction. The aim of this study is to qualitatively describe about teachers' questions in building classroom interaction in teaching and learning process. A qualitative descriptive research design was done by analyzing a video recording and interview with classroom English teacher who was also one of the participants of this study. A framework that was used in this study in analyzing teachers' questions is display and referential questions and the other three types of questions (confirmation checks, comprehension checks, and clarification request) proposed by Long and Sato. The result revealed that the classroom teacher used five types of questions in building classroom interaction in teaching and learning process. Other researchers may conduct the further research on how students respond towards teachers' questions, and also to see a more detail about the influence of questioning strategy in motivating students to speak out fully in English.
PELATIHAN ANAK SEKOLAH MINGGU DALAM MENINGKATKAN KOSAKATA BAHASA INGGRIS DAN KESADARAN MULTIKULTURAL MELALUI DRAMA BERBASIS ALKITAB Kakerissa, Wenda Marlin
DEVELOPMENT: Journal of Community Engagement Vol. 4 No. 1 (2025): Maret
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/djce.v4i1.1958

Abstract

The training aims to enhance Sunday School children's vocabulary and cultural knowledge via the enactment of Bible stories. As part of community-based service, this strategy is utilized. A contextual and interactive learning process is integrated with the values of love and tolerance, as well as cultural, religious, and linguistic variety. To gauge the extent to which their vocabulary has grown, twenty-one students from the pre-teens and teenagers groups completed both the pre- and post-tests. Twenty-seven children participated in the program evaluation. Each student received an additional 1.90 points, or 19.05% of the maximum possible score, according to the findings. Two children have maintained a perfect score since the pre-test. These findings support the idea that drama training grounded in the Bible can be an effective means of expanding one's vocabulary and fostering cross-cultural understanding. The assessment also revealed that the children were highly engaged and joyful. This is a great opportunity for religious organizations to impart their ideals and language in a manner consistent with their doctrine. Keywords:  Sunday school students, training, play, English language, cultural awareness.
Empowering Students’ Reading Comprehension through Paired Reading Method at the Tenth Grade of SMA Negeri 14 Maluku Barat Daya Meyer, Fredi; Kakerissa, Wenda Marlin
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.56-66

Abstract

This classroom action research study aimed to enhance and empower reading comprehension among tenth-grade students at SMA Negeri 14 Maluku Barat Daya through the systematic application of the paired reading method. The study sought not only to improve students’ technical reading skills but also to foster greater self-efficacy and motivation by engaging them in structured peer learning. Baseline assessments revealed that many students faced challenges when reading individually, highlighting the need for a collaborative instructional approach. In Cycle 1, the intervention was implemented with strategic pairing based on reading proficiency and enhanced teacher facilitation; the results indicated that approximately 64% (16 out of 25) of the students met the predetermined reading comprehension benchmark. Based on these findings, refinements were made for Cycle 2 including improved pairing strategies, increased scaffolding, and more rigorous data management—which culminated in all 25 students (100%) achieving the benchmark. These outcomes demonstrate that iterative application of the paired reading method can significantly elevate reading comprehension outcomes while simultaneously empowering students through collaborative learning. This study contributes to the growing body of evidence supporting classroom action research as an effective means for refining instructional practices, and its findings underscore the potential benefits of peer-assisted reading strategies in secondary education.
Co-Authors Ahmad Bukhori Muslim Meyer, Fredi Nenden Sri Lengkanawati