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All Journal Journal of Education and Teaching Learning Prima Magistra: Jurnal Ilmiah Kependidikan English Language Education Journal
Gabriel Fredi Daar
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
Education Other

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INTERACTIVE AND GAME-BASED ENGLISH LEARNING FOR ELEMENTARY STUDENTS THROUGH COLLABORATIVE TEACHING: A CASE QUALITATIVE STUDY Gabriel Fredi Daar; Fithriyah Inda Nur Abida; Fahri Fahri
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.5767

Abstract

Despite the growing recognition of interactive and game-based learning in language education, limited research has explored how collaborative teaching strategies can effectively enhance elementary students’ motivation, confidence, and language learning in rural Indonesian contexts. This study aims to investigate the effectiveness of interactive and game-based English learning through collaborative teaching strategies in enhancing elementary students’ motivation, confidence, and language acquisition. The study was conducted at SDK Ri’I, Cibal Distric, Manggarai, East Nusa Tenggara, Indonesia. Using a case qualitative study approach, data were collected through classroom observations, student interviews, and teacher reflections. The participants of the study were one teacher and 25 students who involved in the teaching and learning process. The participants were taken purposively based on predetermine criteria. The findings revealed that the integration of games and interactive activities through collaborative teaching strategy increased student engagement, fostered a supportive learning environment, and improved vocabulary comprehension and pronunciation. Students showed enthusiasm, active participation, and a strong sense of collaboration during group-based tasks. However, challenges such as varying proficiency levels, fluctuating attention spans, and the need for diverse game types were also identified. Despite these challenges, the approach proved successful in promoting both cognitive and affective development. The study highlighted well-designed interactive strategies to make learning enjoyable and support holistic language development. Thus, it’s essential to integrate interactive and game-based methods through collaborative teaching strategy in English language instruction at the elementary level.
The Role of Corrective Feedback in Developing Students’ Speaking Skills in EFL Conversation Classes Anastasia Bawut; Gabriel Fredi Daar; Fidestri Riani Murdian
Journal of Education and Teaching Learning Vol 7 No 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2646

Abstract

This study aims to explore students’ perceptions of corrective feedback (CF) in EFL speaking activities and how it contributes to the development of their speaking skills. While many previous studies have focused on teachers’ perspectives and feedback strategies, this research emphasizes the students’ point of view to understand their preferences, emotional responses, and perceived benefits regarding CF. The study employed a quantitative descriptive method using a questionnaire distributed to EFL students. The data were analysed to identify patterns in students’ attitudes toward various types and timings of feedback. The findings reveal that students generally have a positive perception of corrective feedback. Most respondents agreed that CF helps them improve their speaking performance, particularly in areas such as vocabulary, pronunciation, and fluency. Contrary to common concerns among educators, the majority of students did not feel embarrassed or demotivated when corrected. Instead, they reported increased confidence and motivation when their errors were addressed constructively. Furthermore, students expressed a preference for both immediate and delayed feedback, indicating flexibility and awareness of different instructional strategies. The study suggests that corrective feedback plays a significant role in supporting learners’ speaking development. It also highlights the importance of incorporating student perspectives when designing effective feedback practices in EFL classrooms.
EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF LEARNING ACADEMIC WORD LIST (AWL) THROUGH CONTENT-BASED INSTRUCTION: A QUALITATIVE ANALYSIS Fithriyah Inda Nur Abidah; Gabriel Fredi Daar
English Language Education Journal (ELEJ) Vol. 4 No. 2 (2025): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v4i2.3213

Abstract

This study investigates students’ perceptions and experiences of learning the Academic Word List (AWL) through Content-Based Instruction (CBI) within an English for Academic Purposes (EAP) course at Universitas Katolik Indonesia Santu Paulus Ruteng, Flores. Employing a qualitative approach, the study aims to explore the perceived benefits, challenges, application beyond the classroom, and suggestions for improving AWL instruction. Twenty undergraduate students were purposively selected based on their vocabulary proficiency and enrollment in the Academic Vocabulary course. Data were collected through semi-structured interviews, classroom observations, and student reflection journals, and were analyzed thematically using Braun and Clarke’s (2019) framework. The findings reveal that students perceive learning AWL through CBI as beneficial, as it enables contextualized vocabulary acquisition, supports academic writing and reading, and increases motivation. However, challenges include difficulty in memorizing vocabulary, understanding academic texts, and balancing language and content focus. Outside the classroom, students apply AWL through reading academic texts, writing assignments, participating in discussions, and using digital resources like podcasts and social media. Suggestions for improving AWL instruction emphasize prioritizing high-frequency AWL words, integrating interactive learning activities, promoting consistent usage in writing, and utilizing digital tools to support vocabulary development. The study concludes that CBI enhances vocabulary learning by making it more meaningful and applicable to academic contexts, yet requires pedagogical adjustments to address learner challenges. These findings have implications for instructional design in academic English courses, highlighting the importance of contextual, learner-centered, and multimodal vocabulary instruction.
EFL STUDENTS’ CHALLENGES IN WRITING ACADEMIC ESSAY INTRODUCTIONS Gabriel Fredi Daar; Solania Putri Yuna
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v5i1.3463

Abstract

This study critically examines the challenges encountered by English as a Foreign Language (EFL) students in composing effective academic introduction sections. Employing a qualitative case study design, this research involved undergraduate students enrolled in an academic writing course at English Education Department, Universitas Katolik Indonesia Santu Paulus Ruteng. Data were collected through document analysis and semi-structured interviews to capture both textual deficiencies and learner perceptions. The findings revealed that students encounter multifaceted challenges, including inadequate synthesis of scholarly sources, inability to establish a coherent research territory, and limited awareness of gap identification strategies. Furthermore, linguistic constraints such as restricted academic vocabulary and syntactic inaccuracies exacerbate these issues. Notwithstanding these challenges, some students exhibit adaptive strategies, including the utilization of model texts and collaborative peer feedback. The study underscores the necessity for explicit pedagogical interventions focusing on genre awareness, critical reading, and structured writing scaffolds.
Co-Authors Anastasia Bawut Fahri Fahri Fidestri Riani Murdian Fithriyah Inda Nur Abida Fithriyah Inda Nur Abidah Solania Putri Yuna