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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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Task-Based Language Teaching for EFL Writing Development Liando, Nihta V. F.; Rorimpandey, Rinny
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.v13i1.4595

Abstract

One aspect of English that is difficult for students to master is writing, because it requires the right method/technique in teaching after the pandemic. For this reason, this research was appointed, with the aim at knowing whether the TBLT method has an impact on the students' English learning process, especially for their writing skill. This research was conducted in class VIII of junior high school students, because this is an experimental study, a pre-experimental design is used with the type of one-group pre-test and post-test. In addition, in assessing the writing of students, this study adapts the writing rubric of (Brown, 2007). The results showed that TBLT has a very significant effect on students' writing, this can be seen in the mean scores of the pre-test and post-test. However, considering also the situation of students at the time of the study, it is hoped that further researchers or readers can examine more deeply about the learning losses found in this study or can use the results of the research as a starting point for learning problems during the new normal.
Graduate Students Perceptions Toward the Integration of Heutagogy Approach in Material Development Class Tatipang, Devilito Prasetyo; Fitra, Muh. Al Fachrizah; Nur, Sahril
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.v13i1.4597

Abstract

This study investigates graduate students' perspectives on integrating the heutagogical approach in a Material Development course, emphasizing its effects on engagement, critical thinking, skill acquisition, and real-world applicability. Heutagogy, or self-determined learning, prioritizes learner autonomy, critical reflection, and the flexibility to tailor learning strategies to individual needs. The research employs a descriptive qualitative design, utilizing Likert-scale questionnaires and interviews to collect data from 15 doctoral students, with five selected for in-depth discussions. Findings indicate that most participants consider heutagogy highly effective in promoting self-directed learning and creativity in material development. Notably, 73% strongly believe this approach will benefit their academic and professional futures, demonstrating its relevance to evolving trends in educational material creation. Additionally, 67% feel confident in their ability to innovate and adapt, while 53% recognize its role in developing transferable skills for interdisciplinary projects. Furthermore, 80% affirm that heutagogy is well-suited for doctoral-level education, reinforcing its value in advanced academic settings. Despite these positive outcomes, challenges remain, particularly regarding students' confidence in mentoring others through heutagogical methods. This underscores the need for further investigation into peer-learning and mentorship strategies within this framework. Overall, the study highlights heutagogy’s effectiveness in fostering critical thinking and adaptability in higher education.
Among Video-Based Learning, Web-Based Learning and EFL Students’ Mastery of Conditional Sentences: A Study of Senior High School Level Mangundap, Juniva J.; Rorintulus, Olga A.; Wuntu, Ceisy N.
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.v13i1.4599

Abstract

This research explored the impact of Video-Based Learning (VBL) and Web-Based Learning (WBL) on enhancing the understanding of conditional sentences (Types 1, 2, and 3) among Grade 10 students at SMA UNKLAB Airmadidi. Employing a quasi-experimental design, 60 students were assigned to two groups: one received instruction via VBL, while the other was taught using WBL. Pre-test and post-test results were examined using IBM SPSS Version 26, with both paired-sample and independent-sample t-tests applied. The paired-sample t-test indicated notable improvement in both groups. The average score for the VBL group rose from 33.60 to 77.87, and for the WBL group from 33.20 to 59.73. The independent-sample t-test yielded a Sig. (2-tailed) value of 0.001, signifying a statistically significant difference between the groups. While both approaches were effective, VBL demonstrated a more substantial effect on students' grammar proficiency. Additionally, analysis showed no significant difference in performance based on gender, suggesting that both teaching methods were equally effective for male and female students. Overall, the findings underscore the advantages of incorporating digital media in grammar instruction, with VBL particularly enhancing student engagement and understanding of complex grammar topics. This study affirms the value of multimedia in English teaching and highlights the potential of visual and interactive content to boost learner motivation and success.
Feminism Reflected in The Main Character in The Movie Little Women 2019 by Louisa May Alcott Rorintulus, Olga A.; Rahmat, Subhan; Nurmaisyah, Nurmaisyah; Fitra, Muh. Al Fachrizah
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.v12i1.4600

Abstract

Feminism is an enduring social issue, persisting from ancient times to the present. The struggles of early feminists resonate today, with patriarchy still evident in modern media, such as Greta Gerwig's adaptation of Little Women. This research examines how Little Women portrays the social issues of feminism, focusing on the experiences of the main character. Utilizing Sugihastuti's feminist approach, which defines feminism as a movement advocating for equality between men and women across political, economic, educational, and social spheres, the study explores the film's depiction of these themes. Additionally, Betty Friedan's feminist theory is employed to delve deeper into the feminist issues presented. The findings highlight several key feminist themes, including the societal expectation that women must marry to secure their future, the notion that women's roles are confined to homemaking, and the resistance to these norms by characters who choose their paths. The film illustrates the tension between traditional expectations and the characters' desires for independence, revealing the complexities of feminism and its relevance in contemporary society. Through this analysis, the research underscores how Little Women reflects ongoing feminist struggles and challenges the persistent patriarchal norms, offering a nuanced portrayal of women's autonomy and empowerment
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.
The Interplay Among AI, Language Research, and Academic Publishing: A Systematic Review of Trends and Future Directions Tatipang, Devilito P.; Pontillas, Marlon S.; Alrajafi, Gali; Rovikasari, Mala; Ndruru, Falentinus
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.v12i2.4602

Abstract

The transformative role of Artificial Intelligence (AI) in language research and academic publishing has garnered significant attention in recent years. This systematic review explores the interplay among AI, language research, and academic publishing, focusing on trends, challenges, opportunities, and future directions. A total of 30 peer-reviewed articles published between 2020 to 2024 were analyzed using PRISMA guidelines to ensure comprehensive coverage. Findings reveal that AI technologies such as Natural Language Processing (NLP), machine translation, and automated peer-review systems are revolutionizing methodologies in linguistic studies and scholarly dissemination. While the adoption of AI presents numerous opportunities such as enhanced accessibility, increased efficiency, and advanced linguistic analysis it also raises challenges. Key concerns include ethical issues, data privacy, biases in AI algorithms, and resistance to adoption due to fears of over-reliance on automation. Additionally, the future of AI in these domains points to exciting possibilities, including ethical AI development, generative AI’s role in redefining authorship, and the integration of AI literacy into academic training. This review contributes to the growing discourse by mapping current trends and identifying gaps in research, offering actionable recommendations for stakeholders. It underscores the need for responsible and inclusive AI practices to harness its potential fully, ensuring sustainable advancements in language research and academic publishing.
The Teaching of Intermediate Grammar Using A Student-Centered Learning Approach Rombepajung, Paula; Anabokay, Yanrini Martha; Sailun, Betty
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.6146

Abstract

The active learning component of the student-centered learning strategy involves students working in teams to complete projects and solve issues. They also ask and answer their own questions, discuss topics, and provide explanations in class. This study intends to examine how lecturers view the student-centered learning strategy when teaching intermediate grammar to second-graders in higher education. It also seeks to ascertain how effective this technique is in this setting. This study specifically responds to the following queries: 1). How do the teachers feel about implementing a student-centered learning strategy when instructing intermediate English grammar? 2). How do the pre-test and post-test results of the control and experimental groups compare? An experimental research design was used in this study. The control group and the experimental group are the two groups that make up this study.  First-graders in the experimental group were steered through student-centered education to improve their command of intermediate grammar. The findings demonstrated that student-centered learning was highly successful, while instructor perceptions were favorable, neutral, and negative. So, there are still pros and cons if teaching grammar uses a student-centered learning approach
Enhancing Students' Proficiency in English Grammar Through the Implementation of Snowball Throwing Pedagogical Model Arsai, Alfons Napoleon; Arsai, Almendita Flora W.
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.6263

Abstract

This research endeavors to assess students' proficiency in English grammar pertaining to the past tense through a comparative analysis of their pre-test and post-test scores. Employing the innovative snowball throwing learning model as the intervention strategy, this study aims to augment students' grammatical competence in the past tense. The research methodology adopts a classroom action research approach conducted across two cycles. The subjects comprise Grade X students in the secretary class of the first state Vocational school in Manokwari, selected through purposive sampling from four classes. Research instruments include a reading test, observation sheet, and lesson plan. The initial data analysis of the pre-test yields a result of 29.2, indicating a classification in the poor category. However, following the implementation of the snowball throwing model through two cycles (treatment one and treatment two), noteworthy improvement is observed. Treatment one yields a result of 60.3 in the fair category, while treatment two results in an average score of 80.2, classifying as "Good." Importantly, this score serves as the post-test score. The findings underscore the efficacy of the snowball-throwing model in enhancing students' grasp of past tense grammar
Task Based Learning as an Active Retrieval Approach in the Perception of EFL Students: A Case Study at Bridge Education Manado Wenas, Ichiko; Liando, Nihta V. F.; Rorimpandey, Rinny
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.6417

Abstract

This study set out to find out how participants at The Bridge Education Manado felt about task-based learning (TBL) as a teaching strategy. The poll findings showed that participants generally agreed, highlighting their favorable opinions of TBL's efficiency in fostering student-centered and interesting language learning experiences that promotes a laid-back learning environment where learners' needs and interests are engaged. They acknowledged how language skills were included into TBL, highlighting how well it covered lesson retrieval and made it easier to remember earlier classes and resources as well as to improve language learning experiences and valued their significance and relevance to the actual world. These favorable opinions highlight the usefulness of TBL as a method of instruction that adheres to the fundamentals of communicative language learning and promotes successful language learning outcomes. It is clear from the survey results that TBL is well-liked by students at The Bridge Education Manado. These findings have effects on how the institution teaches languages. First and foremost, it is essential to keep supporting TBL as a pedagogical strategy and to offer ongoing assistance and chances for professional growth to teachers so they can use TBL techniques in the classroom. They would better comprehend TBL ideas, techniques, and material production as a result of this. Collaboration among educators can also encourage the sharing of creative TBL implementation ideas and best practices. Additionally, getting regular input from students can help to enhance TBL practices and better inform instructional design
Would EFL Students learn better through the Implementation of NHT Model?: A CAR Study for Reading Comprehension Improvement of Junior Level Hutapea, Oktin Kristina; Leba, Seli Marlina Radja; Tego, Tego
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): 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.v11i2.6573

Abstract

This class action research aims to apply the Numbered Head Together learning model to improve student learning outcomes in English subjects, especially for reading comprehension skills at the junior level, namely in class VII SMP Negeri 1 Merauke in the 2022/2023 academic year. This research is a Classroom Action Research (CAR), where Classroom Action Research (CAR) is research conducted in two stages of the cycle, where each cycle I and cycle II is carried out twice the learning process meeting. Each cycle consists of 4 stages, namely planning, implementation, observation and reflection. The subjects in this study were 32 seventh grade students. The success indicator of this study is if 75% of students can achieve the Minimum Completeness Criteria (KKM) value of 70. The results showed that the application of the Numbered Head Together (NHT) Learning Model in class VII SMP Negeri 1 Merauke showed an increase in the completeness of students' learning achievement in cycle I with an average of 61.65% increasing to 80.28% in cycle II. The percentage of learning completeness also increased from cycle I by 12.5% increasing to 100% in cycle II. In addition, There was also a very significant increase in each teacher and student activity based on the observation sheet. Where in cycle I the teacher's activities were at 89.28% and students at 66.07%, then increased in cycle II, where teacher activities became 96.42% and students at 91.07%.

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