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E-CLUE Journal of English Culture, Language, Literature and Education
Published by Universitas Negeri Manado
ISSN : 28071352     EISSN : 19783493     DOI : https://doi.org/10.53682/eclue.v8i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
E-Clue Journal of English Culture, Language, Literature and Education focuses its publication on the issues around Teaching English, Linguistics, and Literature. The area of discussion may include: Teaching English Linguistics Literature Teaching and learning strategies Second Language Acquisition Linguistics in the process of teaching and learning The use of literary works in teaching and learning English Identities in the fields of English in teaching and learning
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 158 Documents
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Students Perception of Using the Duolingo Application in Mastering English Language Skills in an English Study Program Sofian, Muhammad; Ilham, Ilham; Bafadal, Moh. Fauzi
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.11734

Abstract

This research aims to analyze the effect of using the Duolingo application on students' mastery of English in the English Education Study Program at one of the universities in Indonesia. A quantitative approach was used in this study, using data collection methods through a Likert scale-based questionnaire adopted from scientific articles. Respondents were selected using a purposive sampling technique, using the criteria of students who have used the Duolingo application for at least one month. The questionnaire consisted of closed-ended statements that measured the intensity of Duolingo application usage and students' English mastery level, including vocabulary, reading, writing, listening, and grammar skills. Data were analyzed using simple linear regression to determine the relationship between the independent variable (intensity of Duolingo usage) and the dependent variable (English language acquisition). The results showed that using the Duolingo application significantly influences students' mastery of English. Duolingo allows students to learn independently outside of class in a more fun and interactive way and improve their English skills effectively. This finding indicates that Duolingo can be used as an effective supplementary learning medium in the context of English language education
Improving Students’ Reading Comprehension Through Interactive Read Aloud Method at SMP Negeri 4 Dumoga Maringka, Putri F.; Mogea, Tini; Hampp, Paula
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.11983

Abstract

This research focuses on the challenges faced by 8th grade students at SMP Negeri 4 Dumoga, with an emphasis on their difficulties in English comprehension. The researcher found that many students find it difficult to read and understand English texts. Based on this problem, the Interactive Read Aloud method is a way that can be used to improve students' reading comprehension. This research used a pre-experimental design that included a one-group pre-test and post-test. The research was conducted at SMP Negeri 4 Dumoga and the research subjects were twenty students of 8th grade. In the data collection process, the researcher used a test consisting of twenty questions in the form of multiple choice. Based on the results obtained from the analyzed data, students' reading comprehension increased as evidenced by the mean score of the pre-test (39.25) and the mean score of the post-test (74.50), where there was an increase in scores from pre-test to post-test. Before the treatment, the students' scores were lower than the scores after the treatment. This shows that the use of interactive read aloud method is effective in improving reading comprehension. Since this method has the ability to adjust to students' different ability levels, it is recommended that junior high school teachers use the interactive read aloud method to improve students' reading comprehension
The Dystopia Characteristics in Aldous Huxley Brave New World Senduk, Jessica S.; Lolowang, Imelda S.; Kumayas, Tirza A.
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.12106

Abstract

Dystopian literature is defined as fiction that portrays an uncertain future for society and humanity. This can be considered a warning to society members to be aware of their surroundings and the potential for horrible things to happen without their knowledge. One example of literary works that portraying dystopian characteristics is Brave New World (1932) by Aldous Huxley. Thus, this research aims to identify and reveal the dystopia characteristics in the novel Aldous Huxley’s Brave New World using dystopian characteristics theory by Terri Chung. This research uses qualitative research because the data is in the form of word. In analyse the data, the researcher are using objective approach which focuses on the novel’s intrinsic elements, including its characters, setting, and themes. The result of this research shows that the novel contains all nine dystopia characteristics from Chung’s theory including propaganda, restricted knowledge, social control, dehumanization, and the illusion of a perfect society. The character, John the Savage, represents the struggle of true human experience in a world dominated by artificial happiness and control. His tragic fate highlight the novel warning that society prioritizing stability over freedom ultimately dehumanizes its citizens. The results showed that Brave New World novel portrays a dystopia society that appears perfect on the surface but is actually controlled and oppressive
Exploring the Meanings of the Figurative Language in A Dog’s Way Home Movie Pradita, Dara; Adi, A B Prabowo Kusumo; Suwarti, Tarcisia Sri
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.12198

Abstract

This research investigates how figurative language expresses deeper meanings and emotional dimensions in the film. While figurative language is widely used in cinematic works, studies that explore its types, implied meanings, and narrative contributions are still limited. Therefore, this study aims to analyze the types and meanings of figurative language found in A Dog’s Way Home, using M.H. Abrams’s classification of figurative language and Geoffrey Leech’s theory of meaning. A qualitative descriptive method was employed to analyze selected dialogues and scenes that contained figurative expressions. A total of 64 figurative expressions were identified, with personification (21.9%) and irony (20.3%) as the most frequent types, followed by simile, metaphor, hyperbole, metonymy, paradox, and synecdoche. Each expression was examined to reveal conceptual, connotative, affective, and social meanings. The findings show that figurative language in the film not only serves stylistic functions but also deepens the thematic and emotional aspects of the story. It conveys themes of loyalty, loneliness, resilience, and the strong bond between humans and animals, especially through the portrayal of the protagonist’s internal struggles. This study contributes to the field of film and language studies by highlighting the significant role of figurative language in enriching narrative depth. The implication suggests that figurative language analysis can be a useful approach in educational contexts to foster deeper interpretation of film texts
An Analysis Reduplication of Sabu Language in Eikare Village Sabu Liae District Sabu Raijua Regency Rohi, Libertina; Anabokay, Yanrini M.; Dewi, Ni Putu Juliani Lestari
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.12447

Abstract

This research is An Analysis Reduplication of Sabu Language In Eikare Village Sabu Liae District Sabu Raijua Regency. The purpose of this research are (1) to find out the forms of reduplication in the Liae dialect of the Sabu language and (2) to find out the functions of reduplication in the Liae dialect of the Sabu Language. The research method that the researcher used is qualitative descriptive. The researcher takes two native speakers as informants in the Liae dialect of the Sabu Language. The instrument used in this research is thirty sentences in Indonesian, then translated into the Sabu Language. The researcher will use three data collection techniques: transcribing, identifying, and analyzing. Reduplication in the Sabu language is often used to give intensification or quantity to these words. For example, in the Sabu language, the noun is used to express the number of objects, such as manu-chicken into manu-manu-chickens. In addition, expressing repeated actions, such as bejhi-sleep becoming bejhi-bejhi, means to lie down. It should be noted that reduplication in the Sabu language is not just a repetition of words without phonological and morphological changes. Each type of reduplication has specific rules and functions, so it is necessary to analyze to understand the concept. The results of this research are expected to positively contribute to the field of linguistics, especially in improving the understanding of regional languages, developing literacy, and supporting local cultural preservation efforts by promoting the importance of the Sabu language in the cultural context of the Sabu community
Challenges Faced by EFL Teachers in Setting Learning Objectives for Writing Materials in the Senior High School Context G, Hasriani; Nurmaisyah, Nurmaisyah; Nur, Sahril
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.12736

Abstract

This study investigates the challenges encountered by English as a Foreign Language (EFL) teachers in setting learning objectives for writing instruction in Indonesian senior high schools. Using a qualitative phenomenological design, data were collected through questionnaires and semi-structured interviews with 20 EFL teachers across various schools in Makassar, followed by thematic analysis to identify shared patterns of experience. The findings reveal five major themes: challenges in curriculum interpretation, constraints from student-related factors, instructional design limitations, adaptive strategies for objective setting, and institutional and professional needs. Teachers reported difficulty translating the broad competencies of Kurikulum 2013 into measurable classroom objectives due to limited training in curriculum interpretation and instructional design. They also faced learner heterogeneity, low motivation, and writing anxiety, which necessitated process-based and differentiated goals. Despite these barriers, teachers demonstrated pedagogical agency through adaptive strategies such as backward design, pre-assessment, authentic writing tasks, and technology-assisted feedback to enhance coherence and engagement. The study highlights the need for sustained, practical, and context-specific professional development that connects curriculum theory with classroom practice. Institutional mentoring and professional learning communities are recommended to strengthen teachers’ ability to design realistic, measurable, and contextually relevant objectives for EFL writing instruction. The research contributes to the broader understanding of teacher cognition and curriculum enactment, illustrating how educational policy, pedagogical decision-making, and local realities interact to shape the quality of writing instruction in Indonesia.
Evaluating the Efficacy of ChatGPT for Grammar Assessment and Personalized Feedback Aeni, Nur; Tahir, Muhammad; Jahrir, Andi Sahtiani
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.12757

Abstract

This research investigates the role of the AI chatbot ChatGPT in grammar assessment and personalized feedback for second-grade students at SMKN 10 Makassar. It aims to evaluate ChatGPT’s accuracy in assessing students’ grammatical competence, the effectiveness of its feedback in enhancing grammar skills, and students’ perceptions of its usefulness as a grammar learning tool. Using a mixed-method explanatory sequential design, quantitative data were collected through a structured questionnaire involving 46 students, while qualitative insights were gained through interviews with six purposively selected participants. The findings revealed that a majority of students perceived ChatGPT as accurate and consistent in identifying grammatical errors, particularly appreciating the clarity and specificity of its feedback. Furthermore, the data indicated that ChatGPT contributed to improved grammar understanding and motivation, especially through personalized explanations and error correction. Qualitative responses supported these findings, highlighting students’ increased confidence and engagement in grammar learning. While some neutral responses suggested room for refinement in feedback fairness and bias perception, the overall results demonstrate ChatGPT’s potential as an effective supplementary tool in grammar instruction. This research contributes to the growing literature on AI-assisted language learning and offers practical implications for integrating technology into grammar teaching at the junior high school level.
EFL Students’ Perceptions of Difficulties in Listening Section For TOEFL Paath, Gabrilia M.; Pelenkahu, Noldy; Tuerah, Ignatius J. C.
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (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.v12i1.2224

Abstract

The aim of the research is to reveal students’ perception of difficulties in listening section for TOEFL by students of English Education Department UNIMA. This research used descriptive quantitative research. The techniques of collecting the data were questionnaire. The sample was 21-eighth semester students English Education Department UNIMA. The research finding showed that there are three types of difficulties faced by students. They are related with the material, related with the listener, and related with the physical setting. Bored and fatigue with long spoken text is difficulty that is most faced for the material because it has the percentage 90.5%. Difficult in the listening test because of the unclear of pronunciation is most faced by the students for the listener factor with the percentage 81%. Difficult to answer because of the bad quality of recording and difficult to concentrate if there are noises around the room of the listening test are most faced for the physical setting with the percentage 90.5%. Considering the result of this study, the students should be more active in practicing and need to train their listening at home intensively. English lecturers were suggested can decide which teaching strategies can be used to help the students improving their listening skills and can help them to overcome their problem in learning listening
Perception on Learning English Conversation through Zoom Meeting Lamadenreng, Elga N.; Samola, Nurmin; Liando, Nihta V. F.
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (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.v12i1.2407

Abstract

This study aims to find out the perceptions of teachers and students in the process of learning English conversation through Zoom Meeting. The method used in this study was quantitative method. Data collection in this study was carried out using a survey technique by distributing questionnaires. The researcher used Google form as a data collection tool. The type of questionnaire was closed questionnaire. The questionnaires were distributed to 7 English teachers and 36 students. The results of the data analysis stated that teachers and students were greatly helped by learning English conversation through Zoom Meeting in learning activities. Teachers and students also have supporting devices and the government provides assistance to support the process of learning English conversation through Zoom Meetings. However, many teachers have disagreed that they have never experienced obstacles in the process of learning English conversation. It is suggested for teachers to help students improve their learning English conversation through online application in this case Zoom meeting. Students could learn more about the material provided by teachers through Zoom Meeting. For researchers, it could be as a reference in conducting studies regarding perception on learning English conversation.
An Analysis of The Word Formation in Captain Marvel Movie Rantung, Christina; Kamagi, Sarah; Rettob, Alloysius
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (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.v12i1.2517

Abstract

This study analyzes the word formation processes in the Captain Marvel movie, aiming to identify the types and mechanisms of word formation present in the film. Employing a qualitative research method, data were gathered through repeated viewings of the movie and careful examination of its script. The analysis followed the framework proposed by Miles and Huberman (1994), involving data reduction, data display, and conclusion drawing. The findings revealed 64 instances of word formation, categorized into six distinct types. These included nine examples of borrowing, 38 instances of compounding, five instances of clipping, two instances of conversion, three instances of acronyms, and five instances of derivation. Among these, compounding emerged as the most frequently used word formation process, with 38 examples identified. This research highlights the diverse linguistic features embedded in the language of Captain Marvel, with a notable emphasis on compounding as a dominant process. The study provides insights into the dynamic use of word formation in cinematic scripts and contributes to a broader understanding of language in media.

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