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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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Exploring English Reading Challenges in Southwest Papua EFL Classrooms: The Role of Virtual Learning Nursalim, Nursalim; Nurteteng, Nurteteng; Sari, Galuh Novita; Ayuningtyas, Puteri Nafdila; Yanwarin, Elisabeth
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.v12i2.10023

Abstract

This research explores the obstacles students encounter during English reading instruction through virtual learning in Southwest Papua's English as a Foreign Language (EFL) classrooms. The study was conducted at UNIMUDA Sorong, utilizing both offline and online methods for data collection. The researcher recruited 20 participants through convenient sampling. Qualitative data was collected and analysed thematically, revealing that students perceive virtual learning as highly beneficial for improving their English reading skills. They find it user-friendly and hold a positive attitude towards its integration into learning. Consequently, it is asserted that students' favorable perceptions of virtual learning's value in enhancing EFL classrooms in Papua correspond to their adeptness in utilizing virtual learning for reading comprehension. The findings suggest that virtual learning can effectively support EFL instruction, highlighting its potential to overcome traditional learning barriers in this context. Additionally, the study emphasizes the need for adequate technological infrastructure and continuous training for both students and teachers to maximize the benefits of virtual learning.
Using Authentic Materials to Improve Paragraph Writing Skills in Senior High School HB, Lukman; Said, Rosnaimah; Haidir, Haidir; Fitriani, Fitriani
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.v12i1.10058

Abstract

The aim of the research was to determine whether or not authentic materials are attractive to SMA Negeri 9 Bulukumba students in the tenth grade, as well as to improve the students' achievement in paragraph writing utilising authentic resources. Quasi-experiment research methodology was used. The study was conducted in the academic year of 2023–2024 at SMA Negeri 9 Bulukumba. There were 300 students in the study, divided into 10 classes. Out of 300 students, 40 were chosen randomly and divided into two groups: the control group and the experimental group. This made up the sample. Test writing instruments were employed. The test was used to gather information about the students' writing proficiency. The t-test was used to evaluate the data. The study's findings demonstrated that students' proficiency in writing paragraphs with authentic materials is greater to their proficiency with writing paragraphs without them. The mean scores of the students’ post-test who were taught using authentic materials were 76.55. However, the students' achievement on the post-test that was taught without the use of authentic materials had a mean score of 59.75. It can be stated, then, that teaching students with actual materials improves their ability to write paragraphs.
Overcoming Initial Deficiencies in Confidence and Classroom Management of English Education Students at Teaching Practicum Nurteteng, Nurteteng; Nursalim, Nursalim; Fergina Lengkoan
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.v12i1.10067

Abstract

This study investigates the challenges faced by English Education students at Universitas Pendidikan Muhammadiyah Sorong due to deficiencies in foundational English skills, focusing on their confidence and classroom management during teaching practicums. The research has three primary objectives: to identify specific challenges, analyze the impact of these deficiencies on students' confidence and classroom management abilities, and propose effective interventions. Utilizing a quantitative research design, data were collected from sixth-semester students through structured surveys and self-report questionnaires, which assessed perceived challenges, confidence levels, and classroom management skills. The findings revealed significant difficulties in vocabulary (72%), grammar (65%), pronunciation (58%), listening comprehension (60%), and speaking fluency (70%), compounded by limited exposure to English-speaking environments. A strong correlation was found between low English proficiency and decreased self-confidence, with 68% of respondents feeling unprepared to manage classrooms effectively. To address these challenges, the study proposes targeted interventions, including enhanced language support programs, peer mentoring, simulation activities, regular feedback mechanisms, and workshops on classroom management. These recommendations aim to improve the teaching practicum experience for English Education students, ultimately fostering their professional development and effectiveness as future educators.
Beneath the Bell Jar: Exploring Esther Greenwood's Mental Health Journey in Sylvia Plath's Seminal Novel Posumah, Jennie; Ali, Muhammad Ilham; Andries, Fivy A.
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.v12i1.10091

Abstract

This study delves into Sylvia Plath's "The Bell Jar," focusing on the protagonist Esther Greenwood's nuanced portrayal of mental illness. Through a qualitative approach, the research explores Esther's psychological journey, examining her struggles and resilience in the face of mental health challenges. The study employs various literary analysis techniques to dissect and interpret the novel's content, with the primary data source being Plath's prose itself. This approach provides a broader context and theoretical framework for understanding the novel's themes, blending literary analysis with psychological and sociological perspectives. The study pays particular attention to the depiction of 1950s psychiatric treatments, critically examining their inadequacies and limitations. Special focus is given to the portrayal of electroconvulsive therapy, a controversial treatment that plays a significant role in Esther's experiences. Findings underscore the critical importance of empathetic care and robust societal support in addressing mental health challenges. By delving into Esther's experiences, the research illuminates the profound impact of understanding, compassion, and appropriate treatment on individuals struggling with mental illness. Furthermore, this analysis reveals how Plath's work continues to resonate with contemporary readers, touching on timeless themes of identity, societal expectations, and the human psyche. The study argues that "The Bell Jar" serves as a poignant exploration of mental illness and a critique of societal norms and mental health treatment in mid-20th century America. This interdisciplinary approach appeals to a broad scholarly audience interested in literature, mental health, and social history, offering insights that bridge multiple fields of study.
The Effect of Edpuzzle as Learning Media for Junior High School Students’ Writing Skill Khuluq, Dimas Ageng Kusnul; Aminin, Zainul
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.v12i2.10620

Abstract

These days, technology mostly contributes to education, particularly for students who wish to learn English writing. Edpuzzle is an innovative educational tool designed to teach English. This app is a video-content-based learning tool that may be developed for the benefit of the students. As thus, the key objective of the current research is to aid teachers in using Edpuzzle as a means of instruction for junior high school students with the objective to determine the effect it has on their abilities to write. The present research was conducted quantitatively and utilized a pre-experimental approach. According to the research's design, the researcher has given a writing assessment to 32 students as a sample over this research. Pretests and posttests, which are written assessments, were the research instruments utilized in this research. The research came across that Edpuzzle were having significant effects on the abilities to write of 8th junior high school students. The researcher admits as the current study may not have been finest; there were several barriers or weaknesses experienced throughout the procedure. As an outcome, it is uncertain that what was discovered of the present research can be generalized to wider populations or overseas.
Improving Students’ Speaking Skill through Communicative Approach: Discussion Mansyur, Mansyur; Syamsuddin, Muhammad Rifqi; Aeni, Nur
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.v12i1.10732

Abstract

The research aimed to determine whether the use of a communicative approach (discussion) improves students’ speaking skills. The researcher applied a pre-experimental method with a one-group pretest-posttest design. The variables of the research were independent and dependent. The independent variable was discussion. The dependent variable was the students’ speaking skills. The population of this study was the second-grade students of MAN Baraka Kab. Enrekang in the academic year of 2023/2024. A total of 31 students in one class were decided by using the cluster random sampling technique. The data were obtained by administering the speaking test to the XI MIA 4 and analyzed by using SPSS 20 to know about the result of the student’s scores. The researcher found the results that discussion improves students’ speaking skills. The mean score of the pre-test was 25.62 with a standard deviation was 8.56 and the mean score of the post-test was 45.34 with a standard deviation was 12.26. So, it is concluded that the students of second-grade students of MAN Baraka Kab. Enrekang showed significant improvement in their speaking skills.
Integrating Digital Games-Based Language Learning for EFL Speaking Skills Development: A Case Study in an Indonesian University Mustari, Sri Hariati; Noni, Nurdin; Salija, Kisman
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.v12i2.10904

Abstract

Digital learning has become a potential learning tool since the COVID pandemic which causes the use of new technologies including digital games-based language learning. However, the implementation still has challenges due to technical, instructional, and financial barriers. Previous studies suggest exploring more teaching experiences related to the use of digital games-based language learning for future contributions. This study aims to explore the implementation of digital games-based language learning in higher education. To achieve this goal, this study was conducted in an Indonesian higher education, the State University of Makassar by applying a qualitative case study to collect data. The researcher collected the data from 2 lecturers recruited using a convenient sampling technique. The thematic analysis was used to analyze the collected data. This study explores teacher experiences in using digital games-based language learning in a speaking classroom. This study found that the lecturers plan, implement, and evaluate digital games-based language learning in three categories namely well, moderate, and low implemented. From this result, it is claimed academically that digital games-based language learning (DGBLL) can be planned, implemented, and evaluated strategically in speaking classrooms based on learning objectives, learning outcomes, and students' learning needs. Combining technology with game-based learning, education can be more dynamic and relevant, accommodating a variety of learning styles and motivating students to be more actively involved in the learning process.
Does it Work?: Applying English Translation Shift to Achieve Students’ Ability Arsai, Alfons Napoleon; Arsai, Almendita Flora Wendelmood
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.v12i2.10935

Abstract

This study investigates the translation abilities of English Education students, specifically the 2022 cohort at the English Education Department, Faculty of Teacher Training and Education, University of Papua. Conducted in March 2024, this research adopts a quantitative method, utilizing a translation shift approach to analyze the collected data. The study's sample consisted of 20 purposively selected students from the 2022 batch (Arikunto, 1993). A translation test was employed as the primary data collection instrument, focusing on simple phrases and sentences. The collected quantitative data were analyzed to evaluate students' translation skills and determine the frequency of applied translation shifts. The findings reveal that students predominantly utilized translation shifts in their translations, with the most frequent being structure shifts and unit shifts. These shifts highlight the students' preference for adapting grammatical structures and linguistic units to achieve equivalence between the source and target languages. Moreover, out of six recognized types of translation shifts, the students successfully demonstrated competence in four, reflecting their ability to handle a range of translation challenges based on the provided test items.
Self-Sacrifice As Seen in Harry Potter and The Philosopher’s Stone Movie Andries, Fivy A.; Warouw, Gisella L. G.; Maukar, Merlin M.; Tulus, Arie
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.v12i2.11051

Abstract

The purpose of this study is to reveal Self-Sacrifice as Seen in Kloves's Harry Potter and the Philosopher's Stone. In conducting the study, the writer delimited this study only in revealing self-sacrifice using descriptive qualitative method. In analyzing the data the writer used psychological approach based on the theory of Carl Jung. Jung said that we must deal with three powerful archetypes that compose the self there are the Shadow, the Anima, and the Persona. The data taken from the Harry Potter and the Philosopher's Stone movie script by Steve Kloves based on the novel by J.K. Rowling. After analyze the movie script the writer may concluded that the characters in Harry Potter and the Philosopher’s Stone indeed their self-sacrifice through their Sincerity of Love which is anima; Willingness to make Commitment and Willingness to tell Lies which are shadow; and Willingness to take a Risk which is persona as the components of self-sacrifice. These four types of self-sacrifice clearly describe in the movie. Through these findings, how sincere and valuable are self-sacrifice that felt by the main character Harry Potter and experienced by his family and friends seen in Harry Potter and the Philosopher's Stone Movie.  
Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
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.v12i2.11062

Abstract

Intercultural competence is an essential skill for students in today’s globalized educational landscape, particularly in English language learning contexts. This study investigates students’ intercultural competence, focusing on their ability to adapt and communicate effectively across diverse cultural boundaries. Employing a quantitative survey approach, data were collected from 53 university students engaged in English language programs. Findings reveal varying levels of competence: while 35.8% of participants reported ease in adapting to cultural differences, nearly half (49.1%) expressed neutrality, indicating limited confidence or experience. Challenges such as language barriers (62.3%) and unfamiliarity with social customs (20.8%) were identified as significant obstacles. Despite these challenges, students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence, gaining enriched perspectives, improved communication skills, and stronger social bonds. Positive experiences included language acquisition, cultural understanding, and mutual respect. To address gaps, the study recommends integrating intercultural communication training, cultural awareness workshops, and experiential learning programs into curricula. Additionally, fostering supportive environments through mentorship and safe spaces for dialogue is essential. These interventions aim to empower students, equipping them for effective communication and collaboration in multicultural academic and professional settings.

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