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This Author published in this journals
All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Teaching and Linguistic Issues (JETLI)
Marina Pakaja
IAIN Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media Social Sciences

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Improving students' achievement in learning English through learning outdoor method in SMA 1 Bone Sintia Pakaya; Marina Pakaja
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 1 No. 3 (2022): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57153/jetli.v1i3.496

Abstract

This research aims to determine the improvement of students' English learning achievement through the outdoor learning method. The research was conducted on 16 students of class X, SMAN 1 Bone. This research applied classroom action research in which the data collection techniques were carried out using tests and student observation sheets. The results indicated that the use of learning outdoor method has increased the students' English achievement. This can be seen from the analysis result of prior observation data at the pre-action stage where students who completed the minimum completeness criteria (KKM) were 55.1%. Then cycle I was administered where students who achieved the minimum completeness criteria (KKM) were 56.25%, and cycle II of students who achieved the minimum completeness criteria (KKM) has increased to 87.5%.
TEACHERS’ STRATEGIES AND CHALLENGES IN IMPLEMENTING HIGHER-ORDER THINKING SKILLS (HOTS) IN EFL READING INSTRUCTION: A CASE STUDY OF AN INDONESIAN SENIOR HIGH SCHOOL Rival Raboy; Yuwin Rustam Saleh; Titin Suhartini Kaaba; Marina Pakaja; Andiani Rezkita Nabu
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2515

Abstract

This study explores the implementation of Higher-Order Thinking Skills (HOTS) in reading instruction at the senior high school level, focusing on teachers’ practices and the challenges encountered during the learning process. A qualitative descriptive design was employed, involving one English teacher at SMAN 1 Kabila selected through purposive sampling. Data were collected through semi-structured interviews, one month of classroom observations across seven learning sessions, and documentation, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that HOTS was implemented through structured lesson planning, open-ended questioning, differentiated instruction, and interactive learning activities. Three HOTS dimensions were identified in classroom practice: analyzing, evaluating, and creating. Students demonstrated analyzing skills by interpreting information and examining relationships between ideas, evaluating skills by justifying opinions with logical reasons and responding to alternative viewpoints, and creating skills by generating new ideas and products based on the texts they read. The study also identified major challenges, including differences in students’ abilities and learning styles, as well as limited instructional time for facilitating higher-order thinking activities. This study contributes to HOTS implementation research by providing empirical evidence of how HOTS is enacted in classroom reading practices and by highlighting the instructional strategies and challenges experienced by teachers in fostering higher-order thinking in EFL reading contexts.
A MORPHOPHONOLOGICAL ANALYSIS OF ENGLISH LOANWORD ADAPTATION IN INDONESIAN EFL SPEAKING CONTEXTS Arsy Damopolii; Jhems Richard Hasan; Abdul Kadir Ismail; Marina Pakaja; Zulkifli Akhmad
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2522

Abstract

This study investigates the morphophonological adaptation of English loanwords used by Indonesian EFL students during speaking activities. Employing a descriptive qualitative approach, the study involved 60 students from the English Education Department of IAIN Sultan Amai Gorontalo. Data were collected through audio and video recordings of classroom discussions, presentations, video assignments, and examinations. A total of 16 English loanwords were identified and analyzed through transcription, coding, and classification based on morphophonological categories by comparing the adapted forms with their original English counterparts. The analysis revealed nine major morphophonological processes, namely sound substitution, vowel simplification, syllabification, stress neutralization, consonant cluster simplification, epenthesis, sound omission, orthographic adaptation, and morphological integration. The findings indicate that vowel simplification, sound substitution, syllabification, and stress neutralization were the most recurrent processes, reflecting the strong influence of Indonesian phonological and morphological systems on the adaptation of English-derived vocabulary. The study demonstrates that English loanwords are systematically reconstructed to conform to Indonesian linguistic patterns during spoken communication. These findings contribute to morphophonological scholarship by providing empirical evidence of the interaction between phonological and morphological adaptation in EFL speaking contexts and offer pedagogical insights for improving pronunciation awareness in English language teaching.
Co-Authors Abdul Kadir Ismail Andiani Rezkita Nabu Arsy Damopolii Jhems Richard Hasan Rival Raboy Sintia Pakaya Titin Suhartini Kaaba Yuwin Rustam Saleh Zulkifli Daud Akhmad