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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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The Use of STAD Cooperative Learning Model to Improve Reading Comprehension Skills of Junior High School Students Rorimpandey, Rinny S.; Kartini, Kartini; Moybeka, Adolfina M. S.
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.v12i2.11082

Abstract

This study investigates the importance of English language learning in Indonesia, particularly focusing on reading comprehension among students at Kakaskasen Christian Junior High School. As English has become a global lingua franca, mastering it is essential for students to enhance their communication skills and improve their employability in an increasingly interconnected world. However, many students struggle with reading comprehension, as evidenced by assessments showing that only 7 out of 25 students met the minimum required score. The challenges identified include limited vocabulary, lack of engagement with reading materials, and ineffective teaching methods. To address these issues, the research advocates for the implementation of cooperative learning strategies, specifically the Student Teams Achievement Divisions (STAD) model. This approach encourages collaboration among students and fosters an interactive learning environment that can enhance their reading skills. The findings suggest that employing cooperative learning techniques can significantly boost student motivation and performance in reading comprehension, ultimately preparing them for future academic and career opportunities while promoting a deeper understanding of cultural diversity through language learning.
The Effectiveness of Collaborative Learning in Improving English Writing Skills in Higher Education Khusnul Khatimah, Elsa; Ilham, Ilham; Humairah, Humairah
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.v13i1.11147

Abstract

The study investigates the effectiveness of collaborative learning in improving English writing skills among higher education students. Despite widespread advocacy for collaborative learning, there remains a significant gap in understanding its specific impact on various aspects of writing, such as coherence, grammar, and vocabulary use. The research employs a Systematic Literature Review (SLR) approach to synthesize findings from recent studies (2018-2024) on collaborative learning in writing instruction. Key findings reveal that collaborative learning, particularly through peer feedback and real-time digital tools like Google Docs, enhances students' writing skills in coherence, grammar, and vocabulary. The study also identifies the role of technology in facilitating collaborative processes and highlights challenges such as time management and student engagement. Pedagogical implications include the need for structured group activities, the integration of digital tools, and instructor facilitation to optimize the benefits of collaborative learning. This research contributes to the field by providing a comprehensive analysis of collaborative learning's impact on writing skills, offering insights for educators to enhance writing instruction in higher education.
A Systematic Review of Effective Techniques For Overcoming Difficulties in Academic Writing Nurjadi, Nurjadi; Ilham, Ilham; Irwandi, Irwandi
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.v13i1.11149

Abstract

This study explores the challenges students face in academic writing and identifies effective techniques that can help overcome these problems. The research background shows that academic writing skills are essential for students and researchers, but many face difficulties in organising ideas, following writing guidelines, and structuring arguments logically. Using a qualitative approach, this study applied systematic literature review (SLR) to collect data from in-depth interviews and observations of students and researchers. The results showed that good planning, clear language use, and peer feedback significantly improved the quality of writing. In addition, techniques such as mind mapping and the use of writing aids were also shown to support a more systematic writing process. This study fills a gap in the literature by highlighting the lack of integration of various academic writing techniques and the influence of external factors such as social support and stress levels on the effectiveness of these techniques. The findings are expected to provide guidance for academic writers in selecting techniques appropriate to the challenges faced and provide insights for educators in supporting the development of students' writing skills.
Between Vocabulary and Digital Media: To what Extent the Implementation of TikTok in EFL Classroom Setting Arunde, Mitsela; Wongkar, Yapi; Rizal, Awaludin
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.v13i1.11702

Abstract

The purpose of this research is to determine whether TikTok can improve students' vocabulary mastery. With the rise of social media as an innovative educational resource, TikTok's engaging video format presents a unique opportunity for language learning. This is a quantitative study using pre-test and post-test design through written test in a form of Multiple Choice, fill in the blank, Mix and Match question and questionnaire. The subjects of this study consisted of 18 students from Class 10 at SMA Negeri 1 Tatoareng.The highest score on the pre-test was 50, while the lowest score was 20. In contrast, the post-test results showed a remarkable improvement, with the highest score reaching 100 and the lowest score being 80 while the mean score for the pre-test was 40, and the mean score for the post-test go up till to 85. These results indicate significant improvements, leading to the conclusion that TikTok is an effective learning medium for enhancing English vocabulary mastery among students at SMA N 1 Tatoareng.
Indonesian EFL Students’ Perceptions of AI-Based Chatbots in English Language Learning at The Secondary School Level Andreansyah, Mochamad Rizky; Nugroho, Him'mawan Adi
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.v13i1.11770

Abstract

The rapid advancement of technology has brought transformative changes to the field of education, including English language learning. This study investigates Indonesian EFL secondary school students’ perceptions of AI-based chatbots in English language learning, guided by the Technology Acceptance Model (TAM). Employing a quantitative survey design, data were collected from 142 senior high school students across East Java who had prior experience using AI-based chatbots such as ChatGPT, Gemini, and Perplexity. The analysis explored five dimensions of TAM: Perceived Usefulness, Perceived Ease of Use, Positive Attitudes, Negative Attitudes, and Behavioral Intention. The results indicated generally favorable perceptions, with students reporting high ease of use and a positive outlook on chatbot-assisted learning, especially for reading and writing. However, they expressed moderate concerns regarding ethical risks, such as academic dishonesty and the need for supervision. Gender analysis revealed that female students reported significantly higher negative attitudes, while no significant differences were found across grade levels. These findings affirm the relevance of TAM in understanding technology adoption in EFL contexts and highlight the need for pedagogical strategies and digital literacy to ensure the ethical and effective integration of AI-based chatbots into formal language learning environments.
Students' Perceptions of Immediate Feedback and Delayed Feedback in Learning Writing Ajam, Ali; Sahmadan, Safrudin; Budi Lestari , Sri Ayu; Dewi, Ni Putu Juliani Lestari
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.v13i1.12094

Abstract

This study stems from the existence of corrective feedback whose timing has become a hotly debated issue and requires further empirical investigation by second language researchers. This needs to be done because related to the ideal time to implement corrective feedback, some studies confirm that immediate feedback has more positive effects and maximizes students' learning opportunities. However, on the other hand, some researchers claim that of the two types of feedback, delayed feedback is more influential and beneficial in students' language development. This study aims to further explore students' perceptions of immediate feedback and delayed feedback in the writing learning process. Descriptive Qualitative Method was carried out in this study by   involving 20 students as samples. The instruments used in collecting data are questionnaire and interview. The data analysis technique used is an interactive model consisting of data collection, data filtering, data display and conclusion making or verification. The results of data analysis showed that all responses to immediate corrective feedback were positive as indicated by 66% of students chose strongly agree and 34% chose agree. As for delayed corrective feedback, only 35% of students agreed and the remaining 65% disagreed.
Preserving the Regional Language of Mongondow: A Contrastive Analysis of Word Formation Patterns and Persona Pronouns Ratu, Donal Matheos
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.v13i2.4594

Abstract

This study discusses the similarities and differences between persona pronouns in the regional languages of Mongondow and Indonesian in terms of form, function, and meaning, as well as their implications on the learning of regional languages in schools in Bolaang Mongondow Regency. The method used was a contrastive analysis with a qualitative descriptive approach, which involved observation and interviews with 30 native bilingual speakers of Mongondow and Indonesian. The results show that persona pronouns in both languages have fundamental morphological similarities and syntactic functions, but the pragmatic context in Mongondow is richer and reflects local social and cultural values. The research emphasizes the importance of understanding these differences and similarities as the basis for the development of effective local content teaching materials to support the preservation of regional languages. In addition, the results of the research are expected to encourage the integration of local content of the Mongondow language in competency-based curricula in schools and motivate the younger generation to preserve regional languages. This study also paves the way for further research to expand other linguistic aspects for the sustainable preservation of local culture. This research makes a significant contribution to the development of regional language learning based on empirical data while strengthening local and national cultural identity
The Effect of Pre-Service EFL Teachers’ Deeper Learning Awareness on the 21st-Century Skills Promotion Sukarno, Sukarno; Pratiwi, Dwiyani
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.v13i2.12731

Abstract

The current study aims to investigates the effect of pre-service EFL teachers' awareness of promoting deeper learning on students’ 21st-century skills encouragement. This quantitative research uses a cross-sectional survey design. The participants were 366 pre-service EFL teachers from five universities in the Special Region of Yogyakarta, Indonesia. The data were collected by distributing two questionnaires: the Deeper Learning Awareness, adapted from Jiang (2022) and Rodriguez and Fitzpatrick (2014), and the 21st-Century Skills questionnaires, adapted from Kelley et al. (2019). The pilot testing, expert judgement and SPPS analysis were used to assess the questionnaires’ validity, reliability, and practicality. The data were analyzed using Regression Analysis. The result reported that pre-service EFL teachers in the Special Region of Yogyakarta are aware of promoting deeper learning to support students’ 21st-century skills. Their deeper learning awareness also significantly predicted the promotion of 21st-century skills. The more pre-service EFL teachers are aware of promoting deeper learning, the more the 21st-century skills are implemented in the EFL learning.

Page 16 of 16 | Total Record : 158

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