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E-CLUE Journal of English Culture, Language, Literature and Education

e-clue
Website

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 256 Documents

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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

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

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

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 nbsp;Kurikulum 2013 nbsp;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 < div>

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

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

Fostering Students Motivation through Teachers Verbal Reinforcement: Insights from an Indonesian EFL Classroom Hamid, Kurniawan; Sunra, La; Aryani, Amra
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): 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/cv3drk35

This study investigates how teachers’ verbal reinforcement influences students’ motivation to learn English at SMPN 40 Makassar. Employing a descriptive qualitative design, data were gathered through six classroom observations, semi-structured interviews with three English teachers and seven eighth-grade students, and documentation. The findings reveal that verbal reinforcement expressed through praise, affirmation, positive feedback, and personalization significantly enhances students’ motivation, confidence, and participation. Teachers’ consistent and context-sensitive use of encouraging language reduced anxiety, promoted active engagement, and fostered long-term interest in English learning. Students reported feeling recognized and supported when their efforts were acknowledged verbally, even in cases of partial or incorrect responses. The study concludes that authentic verbal reinforcement not only strengthens students’ intrinsic motivation but also functions as an affective pedagogical strategy that nurtures emotional connection and communicative confidence in EFL classrooms. Theoretically, the study contributes to understanding how verbal reinforcement, viewed through Self-Determination and Growth Mindset frameworks, operates as a motivational mechanism within teacher-student interactions.

Exploring Students' Media Choices for English Learning Outside of School Alghifari, Rifki Rifadil; G, Hasriani; Sally, Fauzan Hari Sudding
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): 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: 10.53682/625hh250

This study investigates the types of digital media selected by high-achieving students to support English learning beyond formal classroom settings. Employing a qualitative research design with purposive sampling, the study involved five eleventh-grade students from SMA IT Wahdah Islamiyah Makassar. Data were gathered through in-depth interviews and supporting documentation, then analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results reveal that students predominantly utilize platforms such as YouTube, TikTok, Apple Music, and Komiku as supplementary learning resources. These media contribute significantly to the development of vocabulary, pronunciation, listening, and reading skills by providing authentic, engaging, and easily accessible English content. Students favor these platforms due to their flexibility, allowing self-paced learning that aligns with individual interests and learning preferences. Additionally, interactive features such as comment sections, duets, and content sharing foster greater motivation, confidence, and willingness to use English in real-life contexts. Nevertheless, the study also identifies several challenges, including potential distractions, unstable internet connectivity, limited application features, and difficulties in maintaining learning discipline. Despite these constraints, the findings suggest that digital media plays a meaningful role in facilitating enjoyable, autonomous, and effective English learning outside school environments.

The Influence of Parental Parenting on the English Speaking Ability of PGRI Vocational School Students in Gianyar Regency Loktika, Nengah Nita
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): 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: 10.53682/8xjabc18

This research investigates the effect of parenting style on the English speaking ability of students at vocational high schools (SMK PGRI) in Gianyar Regency. The study adopts an explanatory quantitative design complemented by qualitative insights, employing a mixed-methods approach to obtain a more comprehensive understanding of the phenomenon. Data were gathered through questionnaires, in-depth interviews, and classroom observations involving 90 students from three SMK PGRI institutions in Gianyar. To examine the relationships among variables, the data were analyzed using Structural Equation Modelling with the Partial Least Squares (SEM-PLS) technique. The findings demonstrate that parenting style exerts a positive and statistically significant influence on students’ English speaking ability. This is evidenced by a path coefficient (β) of 0.299, a t-statistic value of 3.215, which exceeds the critical threshold of 1.96, and a p-value of 0.001, indicating a strong level of significance. These results suggest that supportive and positive parenting practices, particularly democratic parenting, play a crucial role in fostering students’ confidence, motivation, and proficiency in spoken English. Furthermore, the study highlights that students who receive encouragement, open communication, and emotional support from their parents tend to demonstrate better performance in English oral communication. Therefore, this research emphasizes the necessity of strengthening collaboration between families and schools to create a supportive and communicative learning environment that effectively promotes the development of English speaking competence among vocational high school students

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Fergina Lengkoan

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eclue@unima.ac.id

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Kab. minahasa,

Sulawesi utara

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Fergina Lengkoan

Contact Email pbinggris@unima.ac.id

Phone +6281245002209

Journal Mail Official eclue@unima.ac.id

Editorial Address Manado

Location Kab. minahasa, Sulawesi utara INDONESIA

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Fergina Lengkoan

Contact Email
pbinggris@unima.ac.id

Phone
+6281245002209

Journal Mail Official
eclue@unima.ac.id

Editorial Address
Manado

Location
Kab. minahasa,

Sulawesi utara

INDONESIA