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All Journal Lingua Scientia Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat Cetta: Jurnal Ilmu 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 Edumaspul: Jurnal Pendidikan
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 AI"‘Infused ELT in the Indonesian Context: A Needs Analysis for a Digital"‘Literacy Course Tatipang, Devilito Prasetyo; Iskandar, Iskandar; Alrajafi, Gali; Liando, Nihta Vera Frelly; Wuntu, Ceisy Nita; Budiman, Jeihn; Ganap, Nindy Nource
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93783

Abstract

This study explores the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) and its impact on enhancing students"™ digital skills, specifically within the context of digital literacy. Utilizing a questionnaire and interviews with students, the research examines perceptions regarding the necessity and relevance of AI in digital literacy learning. Findings indicate that a significant majority of students recognize the benefits of AI, including improved digital literacy, increased confidence in understanding technology, enhanced critical thinking skills, and greater creativity. Specifically, 64% of respondents reported that AI usage helps them improve their digital literacy skills, while 60% expressed heightened confidence in navigating digital technologies. However, challenges remain, with many students noting difficulties in adjusting to AI tools, emphasizing the need for adequate support and training. The results align with existing literature that highlights the potential of AI to personalize learning experiences and foster critical analysis among students. Despite the positive feedback, it is crucial to address the challenges associated with AI integration to ensure that all students can fully benefit from these advancements. Recommendations for educators include developing comprehensive training programs, providing ongoing support, and fostering a learning environment that encourages exploration of AI technologies. Overall, this study underscores the transformative potential of AI in ELT, offering insights into its role in preparing students for the demands of the digital age while highlighting the importance of supportive frameworks for effective implementation.
Academic Writing Training for High School Students: Pelatihan Akademik Writing Bagi Siswa SMA Paula Audry Rombepajung; Trully Christien Haenny Wungow; Yapi Hendrik Wongkar; St. Nur Aima Fatima; Nindy N. Ganap; Fergina Lengkoan; Amirudin Ais; Awaludin Rizal
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/

Abstract

Academic Writing Training for high school students is a program designed to improve students' ability to write good and correct academic papers. This program consists of several steps that can be taken, including an introduction to the concept of academic writing, developing writing skills, using references and sources, developing editing skills, using technology, developing presentation skills, developing peer review skills, developing writing skills for various disciplines, developing writing skills for various purposes, and developing writing skills for various sources. This training has several objectives, such as improving clear and logical writing skills, improving students' ability to organize ideas and structure their writing, improving students' ability to use effective and efficient language, improving students' ability to develop strong and logical arguments, and improving students' ability to develop effective communication skills. This training can be conducted using several effective and interactive methods, such as writing workshops, brainstorming, peer review, and others. In writing workshops, high school students are divided into groups and each group is given a specific topic to write about. After completing their writing, the groups will present their writing and receive feedback from teachers and classmates. In brainstorming, high school students are assisted by teachers to gather relevant ideas and analyze them critically. In peer review, high school students are divided into groups and each student is given a classmate's writing to monitor and provide feedback. Through this Academic Writing training, high school students can improve their ability to write good and correct academic papers, as well as enhance their skills in using technology and various disciplines. This training is crucial for several reasons, such as improving writing skills, critical thinking skills, organizing ideas, using references, editing skills, communication skills, becoming an independent learner, improving academic assignment skills, and developing character.
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.
Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning Budiman, Jeihn N. C.; Ganap, Nindy N.
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
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.
Investigating Students Motivation as Autonomous Learners in English Language Acquisition: A Study on Politeknik Pelayaran Sulawesi Utara Jeihn Novita C. Budiman; Nindy N. Ganap
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7655

Abstract

This research delves into the motivations propelling cadets at Politeknik Pelayaran Sulawesi Utara as autonomous learners in the realm of English language acquisition. Employing a comprehensive questionnaire, the study explores the intricate factors influencing students' commitment and enthusiasm for independent language mastery. Results indicate a pronounced inclination among cadets to adopt autonomy both within and beyond the traditional classroom, emphasizing a proactive approach to English language learning. Motivations identified encompass the intrinsic joy derived from engaging with English instruction, coupled with the obligation inherent in the maritime context where English proficiency is imperative. Further, this present study delves into the interplay between academic success and motivation, revealing a compelling desire for high grades as a driving force. External factors, including praise and punishment, also contribute to shaping the motivational landscape. Additionally, the research uncovers supporting elements such as clear learning objectives, a passion for language acquisition, conducive learning environments, stimulating teaching materials, active participation opportunities, and collaborative interactions with study partners. This comprehensive exploration provides valuable insights into the nuanced motivations of cadets at Politeknik Pelayaran Sulawesi Utara, offering a foundation for informed educational strategies and interventions tailored to foster an environment conducive to autonomous language learning
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