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Louisa Sarah Kamanasa
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Koli Journal: English Language Education
Published by Universitas Pattimura
ISSN : -     EISSN : 27459055     DOI : https://doi.org/10.30598/koli
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
KOLI Journal is an international peer-reviewed and open-access language education journal published biannually in June and December. The aim is to publish theoretical and empirical articles investigating the use of the English language in pedagogy and the daily encounter with language in education. All articles should be in English. The scope of the journal includes: - English Language Teaching and Learning - English Language curriculum and development - English Language Testing and Assessment - Multiculturalism and language education - Technology Enhanced Language Learning - English Applied Linguistic - English Language Acquisition - Discourse Analysis
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 66 Documents
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ENHANCING WRITING ABILITY BY USING STUDENTS' PERSONAL EXPERIENCE IN RECOUNT TEXT AT XI GRADE OF SMK NEGERI 7 MBD Lewier, Winnie Mariana; S.S, M.Hum, Monica; Tiwery, Yulina
Koli Journal : English Language Education Vol 5 No 2 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.2.80-88

Abstract

This research aims to examine whether the use of students' personal experiences can improve their ability to write recount texts and to determine students' responses to the application of this strategy. The research was conducted at SMK Negeri 7 MBD with research subjects of 15 class XI students. This research used a Classroom Action Research (PTK) design which was carried out in two cycles, each consisting of five meetings. Data was collected through observation, questionnaires and written tests. The research results show that the use of personal experience as a learning strategy can improve students' writing skills in recount text. The students' average score increased from 57.8 on the pre-test to 68.7 on post-test I, and 81.8 on post-test II. The success indicator is defined as 75% of students achieving a minimum score of 70 or more. The percentage of students who achieved a completeness score was 20% on the pre-test, 60% on post-test I, and 100% on post-test II. This proves that the target of success has been achieved. In addition, the questionnaire results showed a student satisfaction level of 80%, which was categorized as "good". Based on these results, it can be concluded that the use of personal experience can significantly improve students' writing skills in recount texts. Keywords: Writing, Personal Experience, Recount Text.
Exploring Teachers' Strategies in Speaking Skill at the Tenth Grade Students of SMA Negeri 13 MBD Perasoa, Angga Nita; Binnendyk, Sophia; Tiwery, Dian Sartin
Koli Journal : English Language Education Vol 5 No 2 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.2.59-64

Abstract

This study investigates teachers’ strategies to enhance speaking skills among tenth-grade students at SMA Negeri 13 MBD. Using a qualitative approach that involved interviews and observations, the researcher focused on the experiences and classroom practices of the English teacher. The study identified four primary strategies utilized in teaching speaking: think pair share, role play, storytelling, and group discussion. Each technique fosters a supportive learning environment, encourages student interaction, and boosts confidence in speaking English. The findings indicate that these strategies improve students’ fluency and accuracy and engage them more deeply in the learning process
Using Pictures to Improve Students' Vocabulary in Fifth Grade of SD Negeri Wakarleli Salmon, Nice Violeta; Hukom, Salmon James; Tiwery, Yulina
Koli Journal : English Language Education Vol 5 No 2 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.2.65-70

Abstract

This study aims to improve student's vocabulary mastery in the fifth grade of SD Negeri Wakarleli using pictures as visual media. The research was conducted as Classroom Action Research (CAR) in two cycles involving 20 students. Both qualitative and quantitative data were collected using observation checklists and pre-tests/post-tests. The findings indicate a significant improvement in students' vocabulary acquisition through pictures, especially in fruits and occupations. The results show that in the second cycle, more students reached 'excellent' and 'very good' levels of vocabulary mastery compared to the first cycle. These results suggest that using pictures as teaching media improves vocabulary acquisition
Implementation of Board Race Game in Improving Vocabulary of Grade 5 Student of Wakarleli Elementary School Tutleta, Surlina Fanbora Tutleta Surly; Hukom, Salmon James; Kamanasa, Louisa Sarah
Koli Journal : English Language Education Vol 5 No 2 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.2.89-96

Abstract

This study aims to improve the vocabulary acquisition of Grade 5 students at Wakarleli Primary School through the implementation of the Board Race Game. The research employed a Classroom Action Research (CAR) design, involving 22 students, and was conducted in two cycles, each consisting of four stages: planning, action, observation, and reflection. Data were collected through observations, vocabulary tests (pre-test and post-test), and interviews to evaluate the effectiveness of the game in enhancing students' vocabulary mastery. Each cycle included four meetings where the Board Race Game was integrated into the learning activities. The results indicated a significant improvement in students' vocabulary acquisition, along with increased student engagement and motivation in the learning process. This study contributes to the development of more effective, interactive, and engaging vocabulary teaching strategies, while also addressing knowledge gaps regarding the use of game-based learning in language instruction
Writing Difficulties of Accounting Students: A Cognitive, Linguistic, and Affective Analysis Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.1-19

Abstract

This study examines the writing difficulties faced by second-semester accounting students through the cognitive-linguistic-affective framework. Despite the growing importance of written communication in accounting professions, research on discipline-specific writing challenges remains limited, particularly regarding how cognitive, linguistic, and affective factors manifest in specialized contexts. This descriptive quantitative study employed survey methodology with 52 second-semester accounting students at Pattimura University in Indonesia. A structured questionnaire measured writing difficulties across three dimensions using a 5-point Likert scale. Results revealed that linguistic challenges (M=3.18) were the most significant, followed by affective (M=3.06) and cognitive dimensions (M=3.04). Writing anxiety about consequential errors (M=3.54) and vocabulary limitations (M=3.21) emerged as the highest-scoring subdimensions, suggesting a cyclical relationship between language deficiencies and emotional responses. Audience-appropriate terminology adaptation (M=3.29) and integrating numerical data within coherent textual structures (M=3.23) presented distinctive challenges specific to accounting discourse. Demographic analysis showed minimal gender differences but identified higher linguistic difficulties among students with basic English proficiency. These findings underscore the need for integrated pedagogical approaches that address technical competencies, linguistic development, and psychological barriers in accounting education. The study extends the current understanding of writing difficulties beyond general academic contexts into specialized professional areas, providing evidence-based insights for designing targeted writing instruction in accounting programs.
Implementing Problem-Based Learning In English Language Teaching: A Case Study Of Teacher Experiences Luhulima, Pretty Wulandari; Ferdinandus, Marcy S
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.20-31

Abstract

The use of Problem-Learning (PBL) has become increasingly important in language education as it encourages student engagement, collaboration, and the development of critical thinking skills. However, there remains a gap between the theoretical benefits of PBL and the practical challenges teachers face in its implementation, particularly in teaching English contexts. This study aims to explore English teachers’ perceptions of the implementation of PBL in teaching English at SMP 15 Ambon. A mixed-method approach was employed, combining questionnaires and interviews with two English teachers to gather both quantitative and qualitative data. The findings indicate that teachers hold a generally positive perception of PBL, acknowledging its potential to enhance student motivation, participation, and critical thinking. Despite these benefits, the study also revealed notable challenges, such as students’ limited vocabulary and difficulty in understanding the lesson material, which hinder the full effectiveness of PBL. In conclusion, while PBL is perceived as a beneficial and effective teaching approach, its implementation requires additional support and strategies to overcome existing obstacles in the classroom, particularly in terms of language proficiency and student readiness.
Mastering English Vocabulary in a Rural EFL Context: Students’ Difficulties and Learning Strategies Tiwery, Yulina
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.32-43

Abstract

This study investigates the difficulties and strategies employed by second-grade students at SMP PGRI Kaiwatu in mastering English vocabulary. Using a descriptive qualitative method, data were collected through semi-structured interviews and a questionnaire comprising 15 statements addressing obstacles such as pronunciation, spelling, word meaning, appropriate vocabulary usage, connotation, and grammar. The study involved 24 students, with a purposeful selection of 9 participants representing varying proficiency levels (low, middle, high). Key findings reveal that approximately 93% of students struggle with the differences between English spelling and pronunciation, while 96% face difficulties with similar-looking words having different meanings. Only 29.62% confidently use vocabulary appropriately, and 92.59% struggle with understanding word connotations. Grammar also poses challenges, as only 66.67% of students effectively use grammar-related vocabulary in sentences. To overcome these challenges, students employ strategies such as practicing with peers (24 students), using dictionaries (23 students), and seeking teacher assistance (22 students). Additionally, some students use multimedia resources (21 students), contextual sentence arrangement (15 students), and attend English courses (9 students). Interviews highlight that high-level students emphasize vocabulary's importance but struggle with pronunciation and meaning, while medium and low-level students find verbs, memorization, and context-specific usage particularly challenging. The teacher plays a critical role in addressing these issues by using group work, direct speaking practice, and vocabulary-building exercises. The findings indicate that while students face significant obstacles in learning vocabulary, they demonstrate strong motivation and adopt various strategies to enhance their skills. Teachers' guidance and tailored approaches are vital in supporting students' progress and improving their overall language proficiency.
Developing Speaking Proficiency through Interview Projects: Insights from EFL Learner Experience and Classroom Practice Maruanaya, Hendrik Jacob; Tuasella, Patrick; Camerling, Bella Claudia F.; Samsuri, Dian Faradila
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.75-88

Abstract

This study investigates This study investigates the perceived impact of the Student Interview Project (SIP) as a pedagogical tool in enhancing students’ speaking skill in a professional speaking class. Employing a mixed-methods approach, both qualitative and quantitative data were collected through classroom observations, questionnaires, and interviews with 12 undergraduate students. The findings indicate that SIP significantly improves students' confidence, fluency, and linguistic competence, while reducing anxiety and shyness. The project also fostered authentic communication and active engagement. The study concludes that interview project activities offer a practical and motivational learning strategy for developing professional speaking abilities.
Empowering Students’ Reading Comprehension through Paired Reading Method at the Tenth Grade of SMA Negeri 14 Maluku Barat Daya Meyer, Fredi; Kakerissa, Wenda Marlin
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.56-66

Abstract

This classroom action research study aimed to enhance and empower reading comprehension among tenth-grade students at SMA Negeri 14 Maluku Barat Daya through the systematic application of the paired reading method. The study sought not only to improve students’ technical reading skills but also to foster greater self-efficacy and motivation by engaging them in structured peer learning. Baseline assessments revealed that many students faced challenges when reading individually, highlighting the need for a collaborative instructional approach. In Cycle 1, the intervention was implemented with strategic pairing based on reading proficiency and enhanced teacher facilitation; the results indicated that approximately 64% (16 out of 25) of the students met the predetermined reading comprehension benchmark. Based on these findings, refinements were made for Cycle 2 including improved pairing strategies, increased scaffolding, and more rigorous data management—which culminated in all 25 students (100%) achieving the benchmark. These outcomes demonstrate that iterative application of the paired reading method can significantly elevate reading comprehension outcomes while simultaneously empowering students through collaborative learning. This study contributes to the growing body of evidence supporting classroom action research as an effective means for refining instructional practices, and its findings underscore the potential benefits of peer-assisted reading strategies in secondary education.
Multimedia Glosses and the Cognitive Process in EFL Learning: A Study at SMP Negeri 2 Tiakur Kamanasa, Louisa Sarah; Julianus, Jeni; Lekawael, Rosina F. J.
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.67-74

Abstract

Vocabulary acquisition is a cornerstone in language learning, particularly for English as a Foreign Language (EFL) students, where proficient vocabulary knowledge underpins comprehension and communication skills. This study investigates the efficacy of multimedia glosses in enhancing vocabulary learning and retention among EFL learners of SMP Negeri 2 Tiakur, Southwest Maluku Regency, addressing the limitations of traditional methods in supporting vocabulary acquisition. Drawing from the literature on language acquisition and educational technology, the study employs an experimental design to compare the effectiveness of multimedia glosses against traditional approaches. Twelve male and fifteen female junior high school students of SMP Negeri 2 Tiakur participated and were divided into control and treatment groups. Results indicate a statistically significant advantage for the treatment group, demonstrating enhanced vocabulary learning outcomes. Moreover, the study explores the nuanced effects of multimedia glosses on vocabulary acquisition tasks, shedding light on the cognitive processes involved. Findings underscore the potential of multimedia glosses in facilitating vocabulary acquisition and comprehension among EFL learners, offering insights for educators and curriculum designers. This research contributes to the discourse on language learning methodologies and underscores the importance of leveraging technology to address pedagogical challenges in language education.

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