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All Journal Lingua Scientia Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat Cetta: Jurnal Ilmu Pendidikan Edumaspul: Jurnal Pendidikan Dinasti International Journal of Education Management and Social Science Journal of English Education Program (JEEP) JELTEC: Journal of English Language Teaching, Literature and Culture E-CLUE Journal of English Culture, Language, Literature and Education Kalao’s Maritime Journal
Nindy N. Ganap
Politeknik Pelayaran Sulawesi Utara
Arts Humanities Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Transportation Other

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Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning Jeihn N. C. Budiman; Nindy N. Ganap
Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v3i1.8719

Abstract

This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching
Hubungan Antara Komitmen Terhadap Organisasi Dan Minat Belajar Dengan Prestasi Belajar Pada Taruna Politeknik Pelayaran Sulawesi Utara Wibowo, Wahju; Yosis Onasis; Nindy N. Ganap
KALAO'S MARITIME JOURNAL Vol 4 No 1 (2023): Kalao's Maritime Journal
Publisher : Politeknik Pelayaran Sulawesi Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69754/kalaos.v4i1.40

Abstract

Penelitian ini bertujuan menemukan adanya hubungan antara komitmen terhadap organisasi dan minat belajar dengan prestasi belajar pada taruna Politeknik Pelayaran Sulawesi Utara. Penelitian ini melibatkan 60 Partisipan taruna dan taruni di Politeknik Pelayaran Sulawesi Utara yang mengambil jurusan Nautika dan Permesinan Kapal dan aktif selama dilakukannya penelitian ini. Penelitian ini dilakukan dengan pendekatan kualitatif dengan desain penelitian deskriptif, dimana pengumpulan data dilakukan melalui kuesioner yang dibagikan kepada seluruh partisipan untuk mendapatkan data terkait komitmen terhadap organisasi dan minat belajar siswa. Sedangkan untuk data terkait prestasi belajar siswa, peneliti menggunakan transkrip nilai siswa. untuk pengelolaan data, peneliti menggunakan sistem SPSS dan kemudian menginterpretasikan hasilnya berdasarkan interpretasi peneliti yang juga berperan sebagai instrumen dalam penelitian ini. Fokus penelitian ini adalah untuk mencari adanya keterkaitan antara komitmen terhadap organisasi dan minat belajar dengan prestasi belajar siswa. Terakhir, penelitian ini menemukan adanya hubungan yang signifikan antara komitmen terhadap organisasi dan minat belajar dengan prestasi belajar siswa.
The Importance Of Cross Cultural Understanding and Awareness In English Language Teaching Ganap, Nindy
KALAO'S MARITIME JOURNAL Vol 4 No 1 (2023): Kalao's Maritime Journal
Publisher : Politeknik Pelayaran Sulawesi Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69754/kalaos.v4i1.44

Abstract

Interrelated, interconnected and influential describe the relationship between language and culture. So that in the process of learning both languages can not be separated. English as an international language has the potential to be associated with culture because everyone from all over the world from different countries even different cultural backgrounds use it to connect with the outside world. Nowdays, English is everywhere and even learned everywhere. In this connection knowledge and understanding as well as cultural awareness become some of the important things to be integrated into learning. This article aims to reveal the importance of cross-cultural understanding and awareness in teaching English. This article was written using a qualitative research design and collecting data from reference observations from the several sources, which were then discussed in a narrative manner so as to discover the importance of cross-cultural understanding and awareness in teaching English.
Integrating Drama To Speaking Skills In English Learning : A Systematic Review Nindy Ganap, Nindy Ganap
KALAO'S MARITIME JOURNAL Vol 2 No 1 (2021): KALAO’S MARITIME JOURNAL
Publisher : Politeknik Pelayaran Sulawesi Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69754/kalaos.v2i1.56

Abstract

Drama is one of the language teaching techniques that can be integrated with speaking skills in learning English. This systematic review reviews the four studies that have been carried out in the last five years by including context, participants, methodology, focus, and main findings in the discussion. This review also aims to examine the integration of drama with speaking skills in learning English. The participants used as samples in this study came from high school students and also students in the English department in Thailand, Vietnam and Indonesia. Data collection techniques used are qualitative and quantitative, but tend to be more dominant quantitatively. In quantitative data collection, pre and post tests are used. Whereas in qualitative data collection interviews and questionnaires were used. The focus of this review is to find a correlation among the results of the previous studies. Finally, this review recommends drama as a very useful teaching technique to be applied in learning English especially for developing students' speaking skills.
Collaborative Reading Strategy (CRS) in Improving EFL Students' Reading Comprehension Novita Ch. Budiman, Jeihn; Nource Ganap, Nindy
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i2.3598

Abstract

This research aims to examine the effectiveness of CRS strategies in improving reading comprehension skills of the students’ of Politeknik Pelayaran Sulawesi Utara. Using quantitative research through pre-experimental design with one group pre-test and post-test, the data analysis statistically carried out using descriptive analysis and Paired Sample T-test. To find that there is a significant effect of using Collaborative Reading Strategy (CRS), the data will be calculated by using SPSS 25.0 application. The results show that CRS strategies have been proven to be effective in improving students' reading comprehension skills. The CRS strategy used is able to help students develop interest in reading and overcome boredom in the learning process. The implementation of Collaborative Reading Strategy (CRS) strategies has proven to be highly effective in improving the reading comprehension skills of the 2nd semester Nautical students at Politeknik Pelayaran Sulawesi Utara. The study revealed a significant increase in students' comprehension abilities, as evidenced by the substantial rise in mean scores from the pre-test to the post-test. The study confirms that CRS is a valuable tool for improving reading comprehension skills among Nautical students. The significant improvement in scores demonstrates that CRS strategies are well-suited to the needs of students in specialized fields, where understanding complex texts is essential.
Philosophy of Education in the Digital Age: A Systematic Review of ELT Approaches and Ethical Considerations Ganap, Nindy N.; Mogea, Tini
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.4601

Abstract

The rapid integration of digital technologies into English Language Teaching (ELT) has significantly reshaped pedagogical practices, offering both opportunities and ethical challenges. This study reviews the philosophy of education in the digital age, with a focus on ELT approaches and the ethical concerns arising from their adoption. Three key issues are identified: accessibility and the digital divide, data privacy and security, and reduced human interaction. These challenges underscore the importance of a balanced approach to digital education that upholds equity, security, and social connection. The findings reveal that, while digital tools enhance access to educational resources, they risk excluding students from marginalized communities due to technological disparities. Similarly, the growing use of digital platforms raises concerns about the collection and misuse of sensitive student data, emphasizing the need for robust data protection measures. Additionally, the decline in human interaction within virtual learning environments may affect student motivation, engagement, and emotional well-being. Addressing these ethical challenges is crucial to ensuring that digital ELT adheres to the principles of inclusivity and fairness, fostering a more equitable and secure learning environment for all students. This review provides practical insights for educators, policymakers, and stakeholders in navigating the complexities of digital education.
Revealing the Social Criticism in Literary Works: An Objective Study of Laskar Pelangi and The Grapes of Wrath Ganap, Nindy N.; Luntungan, Grace S.; Mamentu, Agustine C.
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.9024

Abstract

This article examines the social criticism expressed in two literary works: Laskar Pelangi by Andrea Hirata and The Grapes of Wrath by John Steinbeck. Using a descriptive qualitative method and an objective approach, the study focuses on analyzing intrinsic elements such as themes, characters, and conflicts within the texts. Laskar Pelangi portrays the social realities in Belitung, Indonesia, highlighting issues such as social inequality and limited access to education while delivering a message of hope and perseverance through the struggles of underprivileged children. In contrast, The Grapes of Wrath captures the hardships faced by migrant farmworker families in the United States during the Great Depression, emphasizing labor exploitation and the importance of social unity. Although the two works emerge from different cultural and historical backgrounds, they converge on the themes of social injustice and the pursuit of societal transformation. The findings demonstrate that literature serves as a powerful medium for articulating social critique and fostering awareness of significant societal issues. This analysis reinforces the role of literary works in illuminating social realities and inspiring critical reflection among readers. The research employs an objective study method to ensure an impartial evaluation of the texts' intrinsic elements.
The Effect of Verbal Plus Picture and Verbal only Information on Immediate Retention of Maritime Vocabulary Budiman, Jeihn Novita Christanty; Ganap, Nindy Nource
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4091

Abstract

English proficiency is a crucial skill for maritime professionals, as effective communication plays a significant role in ensuring safety and operational efficiency. However, acquiring and retaining maritime-specific vocabulary remains a challenge for many cadets. This study investigates the effectiveness of verbal-plus-picture and verbal-only instructional methods in enhancing the immediate retention of maritime English vocabulary. Additionally, it examines whether gender and prior English course experience influence vocabulary retention outcomes. Employing an experimental post-test research design, this study involved 200 cadets from Politeknik Pelayaran Sulawesi Utara, who were randomly assigned into two groups. The experimental group received instruction through a combination of verbal and pictorial learning approaches, while the control group received verbal-only instruction. A post-test was administered immediately after the intervention to measure vocabulary retention. Independent samples t-tests were conducted to compare the mean scores between the two groups, and multiple linear regression analysis was applied to evaluate the impact of gender and prior English course experience on vocabulary retention. The results indicate that cadets who received verbal-plus-picture instruction demonstrated significantly higher vocabulary retention compared to those in the verbal-only group (p-Value < 0.001). The mean post-test score for the experimental group was 67.65, while the control group scored 56.45, confirming the effectiveness of multimodal learning in maritime English education. However, gender and prior English course experience were found to have no statistically significant impact on vocabulary retention (p-Value = 0.500 and p-Value = 0.258, respectively). These findings support the Dual Coding Theory (DCT), which posits that integrating verbal and visual stimuli enhances learning and recall. The study highlights the importance of incorporating multimodal instructional strategies into maritime English training programs to optimize vocabulary acquisition.
Building Bridges with Words: Teacher–Student Talk Dynamics in Young Learners’ English Classrooms Budiman, Jeihn N. C.; Ganap, Nindy N.
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i1.7472

Abstract

Understanding effective teaching strategies alongside student needs plays a crucial role in selecting materials that align with students’ preferred learning styles. When teaching English to young learners, age is a significant factor, as early childhood is considered a critical period for language acquisition. During this golden age, the collaborative efforts of parents and teachers can enhance students' cognitive development, leading to better learning outcomes. This study utilized a literature review method, drawing from various previous research studies. The analysis followed several steps, starting from identifying the problem to interpreting the data. Classroom interaction emerged as a key component of the learning process, where both teachers and students are expected to actively participate. The findings reveal a noticeable imbalance between teacher talk and student talk, as supported by prior research. This imbalance highlights an important issue that educators need to address to foster a more engaging and participatory learning environment for students.
AI-DRIVEN EDUCATIONAL INTERVENTIONS: HARNESSING ARTIFICIAL INTELLIGENT TO FOSTER LIFELONG LEARNING (A SYSTEMATIC INVESTIGATION) Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Budiman, Jeihn N. C.; Ganap, Nindy N.; Lengkoan, Fergina
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.97633

Abstract

This systematic investigation delves into the integration of artificial intelligence (AI) into educational interventions with the aim of fostering lifelong learning. The study examines the efficacy of AI-driven educational interventions, addressing key challenges and ethical considerations associated with their implementation, and proposing mitigation strategies. Drawing insights from a systematic review, the research highlights the transformative potential of AI technologies in promoting lifelong learning outcomes, including increased learner engagement, enhanced knowledge retention, and improved skill acquisition. However, the investigation also uncovers challenges such as disparities in access to AI-powered learning tools, algorithmic bias and discrimination, concerns about data privacy and security, and the potential depersonalization of education. Mitigation strategies are proposed to address these challenges, including investing in infrastructure and resources for equitable access, implementing transparent data collection and reporting practices, and fostering a human-centered approach to AI in education. By prioritizing ethical principles and values, stakeholders can harness the benefits of AI-driven educational interventions while safeguarding learners' privacy, autonomy, and well-being. The findings of this investigation contribute to the ongoing discourse on the responsible integration of AI into lifelong learning frameworks, providing insights and recommendations for educators, policymakers, and technology developers striving to create inclusive and equitable learning environments in the digital age.
Co-Authors Agustine Clara Mamentu Alrajafi, Gali Amirudin Ais Awaludin Rizal Budiman, Jeihn N. C. Budiman, Jeihn Novita C. Budiman, Jeihn Novita Christanty Ceisy Nita Wuntu Devilito Prasetyo Tatipang Fergina Lengkoan Grace Shirley Luntungan Iskandar Iskandar Jeihn Novita Lengkoan, Fergina Nihta Vera Frelly Liando Paula Audry Rombepajung St. Nur Aima Fatima Tini Mogea Trully Christien Haenny Wungow Wahju Wibowo, Wahju Yapi Hendrik Wongkar Yosis Onasis