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All Journal ELS Journal On Interdisciplinary Studies in Humanities Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Widya Accarya Journal of English Language and Education ETERNAL: English Teaching Journal English Review: Journal of English Education
Alfred Snae
Universitas Kristen Artha Wacana
Humanities 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.
UNRAVELLING DEEP LEARNING THROUGH THE TEACHING AND LEARNING CYCLE MODEL IN AN EFL LESSON IN TIMOR, INDONESIA Yakob Metboki; Alfred Snae; Magdalena Ngongo
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.276

Abstract

This study revisits a case study on the application of the Teaching and Learning Cycle (TLC) model in EFL learning in Timor, Eastern Indonesia, aiming to identify how the TLC model integrates Deep Learning (DL) principles into English language teaching. Guided by two research questions — (1) how the DL framework is integrated into the TLC model in EFL learning in Timor, and (2) what aspects of DL-related learning experiences emerge through the application of the TLC model — the study specifically examines how the learning experiences generated within the TLC model align with the underlying features of the DL approach. Data were drawn from reflective journals collected from 25 students during the Digital Learning course at the English Education Study Program of Artha Wacana Christian University (AWCU), a sample whose consistent engagement across the course underscores their active participation. Thematic analysis was employed to identify the range of learning experiences produced through this integrated DL–TLC approach and to examine how these experiences shaped students' digital literacy ability. The findings show that the TLC model facilitates a clear progression from teacher-supported instruction toward learner autonomy, with DL–TLC integration correspondingly promoting active, collaborative, and reflective learning. However, digital learning exposure alone did not automatically translate into digital competence, indicating that explicit digital and pedagogical scaffolding remains necessary. Specifically, the Preparing/Developing Context stages were found to support knowledge construction and foster students' independent thinking and creativity; the Modeling stage developed students' awareness of digital tools and application selection, even as many students remained uncertain about their own digital capabilities; the Teacher-Led Construction stage strengthened collaboration and revision, though students still struggled to connect digital tools meaningfully with listening, speaking, reading, and writing skills; and the Student-Led Construction stage promoted autonomous digital-content design, with students' growing autonomy reflected in their capacity for self-diagnosis and identification of their own learning needs. Taken together, these findings affirm the relevance of the TLC model for the Timor EFL context, while pointing to a persistent gap in the holistic integration of digital knowledge and skills that warrants further explicit pedagogical attention.
A Correlation Study Between Listening And Pronunciation Skills of Efl Learners: English Alfred Snae; Norci Beeh; Seprianus A Nenotek
Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Vol. 6 No. 2 (2023): Juli
Publisher : Universitas Persatuan Guru 1945 NTT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70942/ciencias.v6i2.101

Abstract

This article aimed in finding out the correlation between students’ scores in listening and pronunciation tests, the degree of the correlation, and the contribution of listening towards pronunciation and vice versa. It is a correlational study to find out the correlation between listening and pronunciation and chose 25 students of first semester as the representative subjects in conducting this research. The result shows that there is a correlation between listening and pronunciation skills, which are shown by the index of correlation, that are 0, 008 and 0, 031 as the results of both tests given. These results are classified as a slight correlation. So, there is no significant contribution for both variable.
Students’ Attitudes Toward ChatGPT Use in English Assignments Alfred Snae
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3271

Abstract

The growing use of generative artificial intelligence has created new possibilities and new tensions in English language learning. This study examines undergraduate students’ attitudes toward using ChatGPT for English assignments and considers whether students view it as more helpful or harmful. A descriptive quantitative survey was conducted with 129 students from the English Education and Christian Educational Management programs at Universitas Kristen Artha Wacana. Data were collected through a five-point Likert questionnaire and two open-ended questions, then analyzed using frequencies, percentages, means, and thematic coding. The findings show generally favorable perceptions: 63.6% agreed or strongly agreed that ChatGPT made assignments easier, and 56.6% reported better understanding of English materials. At the same time, 64.3% were concerned that excessive use could reduce independent writing ability. Students also expressed uncertainty about academic integrity, while 66.7% supported official lecturer guidance. Overall, ChatGPT was perceived as a useful learning aid, but its value depended on critical and responsible use rather than substitution for students’ own work.
Co-Authors Daniel F. Kamengko Eka Merdekawati Imelda Seseli Erny Selfina Nggala Hambandima Magdalena Ngongo Nanian N Benu Naniana N. Benu Nenotek, Seprianus A. Risman Iye Yakob Metboki