E-CLUE Journal of English Culture, Language, Literature and Education
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
Articles
158 Documents
<![CDATA[Why Always Women?: Gender Inequality in Rusmini’s “Kenanga” (A Feminist Criticism Study) ]]>
<![CDATA[Apriani Riyanti]]>;
<![CDATA[Umul Khasanah]]>;
<![CDATA[Indriyati Kamil]]>;
<![CDATA[Ni Putu Juliani Lestari Dewi]]>;
<![CDATA[Imelda S. Lolowang]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.5931
<![CDATA[The issue of gender equality is no longer a new one. It arises along with the stereotype of men who have a higher nature than women. In addition, in terms of strength and rights women are also below men. This aspect of gender inequality is one of the aspects developed by Rusmini in her novel "Kenanga". It tells the story of women who live under the pressure of men due to their gender. This research was then made to examine every gender inequality behavior that occurs in this novel. Using a qualitative method, the research then applies a feminist approach in analyzing each event of gender inequality that occurs in Rusmini's novel "Kenanga". The results show that, gender inequality against women mostly occurs due to stereotypes from the society in which they live. This gender inequality occurs starting from the aspect that women's nature is under men, therefore women must always obey men. Moreover, in terms of education, women are also prohibited from getting a proper education than men because basically, women's job is only to take care of men. In addition, women from the poor are often treated harshly because the customs enforced in society greatly differentiate between castes. From this research, a new direction is given that gender inequality needs to be a concern because considering today's developments, it allows everyone including women to develop and have a career.]]>
<![CDATA[A Correlational Study of Gadget Used Towards Reading Interest ]]>
<![CDATA[Siti Chadijah]]>;
<![CDATA[Nur Syariatin]]>;
<![CDATA[Yuli Rohmiyati]]>;
<![CDATA[Jepri Utomo]]>;
<![CDATA[Arief Yanto Rukmana]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.6056
<![CDATA[The purpose of this study was to determine the relationship between the use of gadgets and reading interest of class XII students in one of the high schools. The approach in this study uses descriptive quantitative methods with a correlation approach. The population of this study were all XII grade students and the sample used was 30 students. The technique used in sampling is proportional stratified random sampling. Data collection was carried out using questionnaires, observation and documentation. Variable measurement was carried out using a questionnaire with a Likert scale. The data analysis technique is descriptive analysis and correlation test. The results of this study found that there is a relationship, where the use of smartphones affects students' reading interest. Based on the result the product moment correlation test analysis with a value of X ̅ = 67,77 and Y ̅ = 80,4 resulting in r = 0,949 meaning that there is a significant correlation between gadget used toward reading interest. This evidenced by the value of the product moment coefficient which shows that r> 0.01. Therefore, Teachers/parents are expected to be able to minimise students' gadget use, in addition, the role of teachers/parents in motivating providing reading materials or reading activities can be one aspect of supporting students' interest in reading.]]>
<![CDATA[The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer ]]>
<![CDATA[Tirza Kumayas]]>;
<![CDATA[Fergina Lengkoan]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.6058
<![CDATA[Grammar overall, is a challenging language skill. Even experienced English lecturers may face difficulties in explaining grammar to students. Grammar is the primary skill to be developed when learning English as a foreign language. Yet, when other languages' skills gained more attention, grammar came to be seen as the least important skill. Without using proper assessment to reduce student understanding, this is frequently explained in a straightforward manner by means of other skills. This study focuses on the challenges English language teachers use when teaching grammar at the second-grade level. In this essay, every single English language teacher participates. The researchers interviewed them, copied, and analysed the data obtained from the interview. Problems and difficulties of students are no less important for lecturers to know in teaching grammatical structures. In this case, English lecturers are challenged to find more strategic and creative ways of teaching grammar. Mastery of good grammar guarantees students' ability to master other skills such as writing and speaking. Due to this, the study may benefit other English language teachers and lead to new ideas for addressing the problem at hand. Everyone agreed that she experienced three challenges while they were learning grammar. This study can be a good reference for other English lecturers and students, and parents in overcoming these challenges.]]>
<![CDATA[Developing EFL Students’ Writing Ability Through Contextual Teaching and Learning (A Classroom Action Research Study) ]]>
<![CDATA[Adolfina M. S. Moybeka]]>;
<![CDATA[Fabianus Hadiman Bosco]]>;
<![CDATA[Corneles Rubenaser Apalem]]>;
<![CDATA[Detri Amelia Chandra]]>;
<![CDATA[Efendi Efendi]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.6107
<![CDATA[Writing ability is an ability that refers to the notion of knowledge and understanding of writing. Judging from language skills, writing is an active productive activity, namely the activity of producing language and writing activity is also a form of realization of abilities and skills in the most recent language mastered by language learners after listening, speaking, and reading skills. Seeing the importance of this writing skill, the purpose of this study is to see the effectiveness of the CLT method in improving students' descriptive text writing skills. In its application, the researcher used CAR. In this study there were 20 students of SMA PGRI Kalabahi in the academic year 2022/2023. The data of this study were obtained from students' writing tests. As a result of the research, the CLT method has a significant impact on students' writing ability. In addition, the supporting factors of learning success include the use of props to write descriptive text and the teacher's proficiency in applying the contextual approach. Meanwhile, the inhibiting factors were students' lack of knowledge about descriptive text, their lack of ability and enthusiasm in stringing words to create descriptive text, students' low interest in descriptive text writing activities, as well as students' enthusiasm and unsupportive play environment. The application of contextual approach was able to develop students' descriptive text writing ability seen from the results of students' descriptive text writing, students' interest and response in following the learning of descriptive text writing by using contextual teaching and learning method.]]>
<![CDATA[The Implementation of Games in Vocabulary Learning at the English Education Department FBS UNIMA ]]>
<![CDATA[Nurmin Samola]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.6142
<![CDATA[The foundation of English is vocabulary, which must be acquired. Reading, listening, writing, and speaking are all made easier with a strong vocabulary. The purpose of this study was to determine whether or not the usage of language games can enhance students' learning achievement in acquiring English vocabulary, given that mastering English vocabulary is essential and important. The outcomes of this research are anticipated to improve vocabulary knowledge. Since this study relies on data and statistics, it adopts a quantitative methodology. The authors use the pre-experimental approach in their investigation. There are two tests: the initial test, which is administered prior to therapy, and the final test, which is administered following treatment. According to the study's findings, the post-test score (score of 7) is greater than the pre-test score (4.8). This proves that games are a highly effective way to improve kids' interest in vocabulary. Since learning becomes interactive and can pique students' imaginations, it can be concluded that the learning model that incorporates educational games will increase student interest in learning. Additionally, instructional games will give pupils a fresh way to learn]]>
<![CDATA[User Experience of Mobile Phone Users in Exploring and Reading Nonfiction Books ]]>
<![CDATA[Fivy A. Andries]]>;
<![CDATA[Jenie Posumah]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i1.6143
<![CDATA[The use of mobile phones should be able to make a positive contribution to its users, while increasing reading habits. We believe that it is very important for users to find information on several non-fiction books related to their needs and desires as well as developing a high-potential platform business model. This paper aims to map the relationship between user experience in exploring and reading nonfiction books using mobile phones. The study is a human center and a qualitative approach, which will carry out an analysis of the surveys distributed and user experience obtained from the interview results. Based on the data obtained, not everyone uses mobile phones to read nonfiction, because there are those who rarely read nonfiction using mobile phones and prefer to use books, but based on their experience reading nonfiction via mobile phones is very helpful and practical. The internet is also a supporting factor in nonfiction browsers via mobile phones.]]>
<![CDATA[The Teaching of Intermediate Grammar Using A Student-Centered Learning Approach ]]>
<![CDATA[Paula Rombepajung]]>;
<![CDATA[Yanrini Martha Anabokay]]>;
<![CDATA[Betty Sailun]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i2.6146
<![CDATA[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]]>
<![CDATA[Enhancing Students' Proficiency in English Grammar Through the Implementation of Snowball Throwing Pedagogical Model ]]>
<![CDATA[Alfons Napoleon Arsai]]>;
<![CDATA[Almendita Flora W. Arsai]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i2.6263
<![CDATA[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]]>
<![CDATA[Task Based Learning as an Active Retrieval Approach in the Perception of EFL Students: A Case Study at Bridge Education Manado ]]>
<![CDATA[Ichiko Wenas]]>;
<![CDATA[Nihta V. F. Liando]]>;
<![CDATA[Rinny Rorimpandey]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i2.6417
<![CDATA[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]]>
<![CDATA[Would EFL Students learn better through the Implementation of NHT Model?: A CAR Study for Reading Comprehension Improvement of Junior Level ]]>
<![CDATA[Oktin Kristina Hutapea]]>;
<![CDATA[Seli Marlina Radja Leba]]>;
<![CDATA[Tego Tego]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v11i2.6573
<![CDATA[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%.]]>
