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Wiki Tedi Rahmawati
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weeqeefun@gmail.com
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EJEEEexcellence@gmail.com
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Excellence
Published by Universitas Alwashliyah Medan
ISSN : 2807638     EISSN : 2807210     DOI : https://doi.org/10.47662/EJEEE
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Excellence: Journal of English and English Education publishes research article studying foreign language as main object. Scopes of the journal consist of : - Linguistics: Phonology, Morphology, Syntax, Semantics, Discourse Analysis, Psycholinguistics, Sociolinguistics, and Critical Discourse Analysis. - Literature: Comparative Literature, English Literature Studies - Education : English Language Teaching, Language Acquisition, Learning Development Model
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 88 Documents
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First Year Students’ View Point: Encountering Problems In Writing English In Academic Level Rahmawati, Wiki Tedi; Haharap, Yunita Mutiara
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1190

Abstract

This study investigated the problems encountered by first-year university students in writing English at the academic level, focusing on their own view point. Seven participants contributed their writing which elaborated the problems in writing English served as the primary data source. A descriptive analytical method was employed to examine the texts, with the aim of identifying recurring patterns that reflected common writing difficulties. The analysis process involved detecting prominent “problems” in the participants’ writing, followed by interpretation and conceptualization to reveal underlying themes and derive meaning from the data. The findings revealed six major categories of writing problems frequently experienced by the participants: grammatical errors, limited vocabulary, weak writing structure or organization, unfamiliarity with academic writing style, spelling issues, and the incorrect use of punctuation. These problems appeared consistently across the data, highlighting areas in which the participants struggled to meet the expectations of English writing. Such difficulties not only affect the coherence and clarity of their writing but may also influence their confidence and motivation to write. Therefore, supportive instruction, practical exercises, and personalized feedback are essential to help first-year students overcome these hurdles and develop the competence needed for effective writing communication in English.
A Comparative Study of Google Translate and DeepL in Translating Indonesian to English Among Informatics Engineering Students at Universitas Potensi Utama Medan Amaniarsih, Dwi Suci
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1192

Abstract

This study aims to compare the accuracy and effectiveness of Google Translate and DeepL in translating Indonesian texts into English, focusing on Informatics Engineering students at Universitas Potensi Utama. In an era where machine translation tools have become essential in academic and professional settings, understanding their strengths and limitations is crucial. Grounded in Newmark’s translation theory and supported by insights from neural machine translation research, this study employs a mixed-method approach, combining quantitative scoring of translation outputs and qualitative analysis of linguistic accuracy, context retention, and semantic coherence. The research findings reveal that DeepL generally outperforms Google Translate in preserving contextual meaning and producing grammatically accurate sentences, although Google Translate remains more familiar and accessible to students. The statistical analysis shows a significant difference in translation quality between the two tools (p < 0.05), while student interviews highlight DeepL's advantage in handling nuanced or academic texts. This research provides valuable insights for educators and learners in choosing appropriate translation tools, and offers implications for the integration of machine translation in language learning and academic writing.
Understanding Consonant Sound: The Key to Accurate Pronunciation Maulidya, Amanah; Arsyah, Afifah; Jaariyah, A’inun; Lubis, Yani
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1193

Abstract

This study investigates the role of consonant sounds in English pronunciation and their implications for language learning. Utilizing a qualitative study design, the research covers a sample of 30 non-native English speakers aged 18-30 and 10 English language teachers. Data is acquired through semi-structured interviews, focus group discussions, classroom observations, and audio analysis of recorded reading sessions. While acoustic analysis evaluates students' pronunciation accuracy, thematic analysis of interview transcripts finds recurrent themes pertaining to the comprehension and instruction of consonant sounds.The results demonstrate the difficulties students encounter when learning consonants and the efficient teaching methods teachers employ to overcome these difficulties. Consonants are crucial for communication, listening comprehension, and general language proficiency, according to the study. It also provides recommendations for curriculum development that focuses on pronunciation skills. Ultimately, this research contributes to a comprehensive understanding of consonant sounds in English, offering insights that benefit both language learners and educators, and enhancing the language learning experience.
Leveraging ChatGPT to Enhance Article Publication: A Strategic Initiative for Advancing Academic in Higher Education Daulay, Sholihatul Hamidah; Nabila , Afanin; Dalimunte , Muhammad; Daulay , Ernita
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1194

Abstract

This study examines the potential of ChatGPT, an AI-driven conversational model, to enhance student academic writing in higher education. In response to the increasing demand for advanced writing competencies, the research explores ChatGPT’s role as a support tool for developing students' writing skills. It critically analyzes the benefits, challenges, and ethical implications of AI-assisted writing, offering insights and recommendations for educators, institutions, and students. The study aims to contribute to the discourse on integrating AI in academic development by highlighting ChatGPT’s potential and limitations in improving writing quality within higher education contexts. The strategic utilization of ChatGPT should constitute an indispensable element of a comprehensive academic strategy that amalgamates technological innovation with robust mentorship, the cultivation of a research-oriented culture, and ethical education.
Enhancing English Listening Skills through Metacognitive Strategy: A Study on Student Achievement Nasution, Zuraidah; Prihatini, Syafrina
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1196

Abstract

This study investigates the significant effect of metacognitive strategy instruction on students’ achievement in listening comprehension among eighth-grade students at SMP Muhammadiyah 7 Medan during the 2022/2023 academic year. The population consisted of 60 students, divided into an experimental group taught using metacognitive strategies and a control group taught by conventional methods. Employing a quantitative descriptive design, data were collected through multiple-choice and essay listening tests and analyzed using an independent samples t-test. The results demonstrated a statistically significant improvement in the experimental group’s listening comprehension compared to the control group (t₀ = 15.52 > tₜ = 2.00, p < 0.05, df = 94). This finding aligns with contemporary research highlighting that metacognitive strategies—such as planning, monitoring, and evaluating listening processes—enhance learners’ ability to manage comprehension challenges and improve performance (Aktar, 2020). The study confirms that teaching metacognitive strategies fosters greater learner autonomy, motivation, and effective listening skills, particularly in second language contexts where learners face difficulties such as limited vocabulary and lack of exposure to native speakers. Implications suggest that integrating metacognitive strategy instruction into listening curricula can significantly boost students’ listening achievement and overall language proficiency.
Enhancing English Speaking Skills through Video Blogging (VLOG) Fitriany, Fitriany
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1202

Abstract

This qualitative study explores the integration of vlogging in English as a Foreign Language (EFL) classrooms to enhance students’ speaking skills. Drawing from constructivist and communicative language teaching frameworks, the study investigates how vlogging enhances learners’ fluency, pronunciation, and speaking confidence. The study employed qualitative research design to explore how the use of vlogging as media in enhancing English speaking skills among English learners. Data were collected through classroom observations, semi-structured interviews, and analysis of student-created video blogs over a six-week period. Findings reveal that vlogging promotes learner autonomy, reduces speaking anxiety, and fosters more fluent and authentic oral communication. Keywords: vlogging, speaking skills, English language teaching, digital media, EFL
Applying Rosenblatt’s Reader-Response Theory to The Yellow Wallpaper Ginting, Hestika
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1204

Abstract

This study applies Rosenblatt’s Reader-Response Theory to Charlotte Perkins Gilman’s The Yellow Wallpaper, examining how individual readers understand and connect with the literary text through personal experiences and knowledge. Using a qualitative methodology involving questionnaire and interviews, the research gathers responses from 15 students of English Literature to explore interpretations of the story’s theme, particularly mental health, gender roles, and autonomy. The findings shows that students are able to express their Affective responses, Associative responses, Reflective responses, Interpretive responses and Inferential responses. The study further demonstrates that the Reader- Response Approach has helped the students to understand the literary text by showing empathy, critical thinking, and active literary engagement.
Micro-learning-Based English Learning Videos for Vocational High School Students: Needs Analysis Lubis, Sofia Idawati; Harahap, Yunita Mutiara; Rahmawati, Wiki Tedi
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1220

Abstract

This study aims to identify the needs of vocational high school students in learning English grammar, particularly focusing on tenses, to support the development of microlearning-based instructional videos. Using Hutchinson and Waters’ (1987) needs analysis theory, the research involved 30 eleventh-grade Accounting students from a vocational high school in Medan. Data were collected through semi-structured interviews and analyzed thematically. The findings show that students perceive English tenses; Simple Present, Simple Past, and Present Perfect as essential for academic tasks and workplace communication. However, they experience significant difficulties in understanding these grammar rules due to the lack of engaging, contextual, and accessible learning media. Students expressed a strong preference for short, visually-rich videos with relatable examples that they can access independently. These results suggest that instructional materials should integrate microlearning principles to address students’ necessities, lacks, wants, and learning preferences. The study recommends the design of microlearning videos embedded with project-based and problem-based learning models to support 21st-century skills.

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