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All Journal ELS Journal On Interdisciplinary Studies in Humanities Widya Accarya ETERNAL: English Teaching Journal
Alfred Snae
Universitas Kristen Artha Wacana
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of Media for Increasing the Vocabulary of EFL Learners Alfred Snae
Widya Accarya Vol 14 No 1 (2023): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.14.1.1388.39-47

Abstract

Using media in teaching foreign language especially English vocabulary for junior high school students obviously help them improve their learning achievement. This study is focused on the use of various media in improving students’ vocabulary. It is an experimental study done to the second-grade students of a junior high school in Kupang, Indonesia. The quantitative method of analysis is used in presenting the data. Based on the calculation using the t-test formula, it is found that the use of various media in teaching English vocabulary improved the students’ learning achievement. It is proved by the result of the t-test on the treatment group’s pre-test and control group. The result of the pre-test was 1.152 lower than the result of the t-test of the treatment group’s post-test and the control group’s post-test was 4.84. Based on the data found that has been analyzed, it may be concluded that teaching English using various media improved students’ learning achievement since the result of the t-test is 4.84 which is higher than the value of the t-table, 2.048. More experimental studies need to be conducted to provide more information about the use of the media because students’ background of language competencies is suspected to take effect during the treatment.
Language on Bemo in Kupang: A Landscape Linguistic Approach Daniel F. Kamengko; Alfred Snae; Nanian N Benu
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.57 KB) | DOI: 10.34050/elsjish.v5i4.23312

Abstract

This article discusses signs in the form of writing in public spaces, especially found on bemo (public transportation) in Kupang city through a linguistic landscape approach. The topics discussed are the language used, the form of the language, the dominance of the language, and the perception of the people. Data were obtained from photographs with digital cameras and interviews with informants and then analyzed qualitatively. As a result, the language used on the bemo is multilingual and dominated by English in the form of words, phrases, clauses, sentences, and acronyms. English dominates in each lingual unit except in the form of acronyms. Regarding the use of language in public spaces, especially the written language found on bemo, people feel happy if they find their language visible in public spaces. Therefore, the respondent expected and suggested that it is important to maintain their language. However, they are aware that their mother tongue cannot help in terms of the economy, therefore, government intervention through local language policies is needed for the language survival.
Voices from Students: How do EFL Students Perceive the Implementation of Group Work in the Students-Created Video Speaking Project Erny Selfina Nggala Hambandima; Eka Merdekawati Imelda Seseli; Alfred Snae
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.4054

Abstract

This research investigates students’ perceptions of using group work and student-created videos in a Speaking for Professional Communication course. Working in groups of 4–5 members, students collaborated to produce video projects and role-play authentic situations. Data were collected through video documentation and questionnaires and analysed using descriptive and qualitative content analyses. The findings indicate that group work offers several significant educational benefits. It promotes students' creativity through collaborative idea generation and problem-solving, enhances communication skills by encouraging discussion and constructive interaction, and strengthens teamwork through shared responsibility and cooperation. In addition, collaborative learning improves students' understanding of the course content by allowing them to learn from peers and exchange different perspectives. Most importantly, group work creates meaningful learning experiences by fostering active engagement, increasing confidence, and developing essential interpersonal and collaborative competencies that extend beyond the classroom. It is also viewed as effective because it supports easier problem-solving, produces higher-quality outcomes, encourages open communication, boosts motivation, and promotes ongoing feedback. The findings revealed that students viewed the teacher's implementation of group work positively. They reported that the instructional approach facilitated effective communication by encouraging the exchange of ideas, strengthened collaboration through shared responsibilities and peer interaction, and enabled the teacher to identify students' academic challenges, monitor group dynamics, and provide appropriate instructional support. Additionally, students prefer group work because it helps build leadership, presentation, confidence, and motivation, making learning more active, engaging, and effective.
Co-Authors Daniel F. Kamengko Eka Merdekawati Imelda Seseli Erny Selfina Nggala Hambandima Nanian N Benu Naniana N. Benu Risman Iye