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Louisa Sarah Kamanasa
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Kampus PSDKU Unpatti-MBD, Gedung A, Lt.1 Jl. Kampung Babar, Kota Tiakur, Kecamatan Moa 97442, Indonesia
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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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Improving Students' Reading Comprehension Through The Know, Want, Learn (KWL) Technique Tiwery, Dian Sartin
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.6.1.44-55

Abstract

The purpose of this research is to improve students' reading comprehension in narrative texts through the know want learn technique. The research method used qualitative with the type of classroom action research. This research used two cycles and each cycle consists of four steps, namely planning, action, observation, and reflection. There was a significant increase in their reading comprehension with KKM 70, namely: cycle (1) 65%, cycle (2) 100%. The increase in their reading comprehension was due to activities that can attract interest in the learning process. The KWL technique was designed to give students time to think in understanding the contents of a text. This activity makes students more confident in expressing their opinions. The conclusion of this research is that the KWL technique can improve students' reading comprehension
Dioramas as Multimodal Instructional Media in English Language Education: A Literature Review Kakerissa, Wenda Marlin; Meyer, Fredi
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.89-101

Abstract

In the domain of learning English as a foreign language, there are ongoing discussions regarding the effectiveness of visual learning media in developing contextual and meaningful language skills. This study presents Jewitt and Mayer’s multimodal learning theory, Kolb’s experiential learning theory, and project-based learning approaches as analytical frameworks for exploring the role of dioramas in language instruction. The three theories emphasize that learning experiences are enhanced when students engage through multiple channels of representation (visual, linguistic, spatial) and actively participate in creating meaning through collaborative projects. An extensive review of the literature from the past five years indicates that dioramas effectively enhance contextual vocabulary acquisition, improve both oral and written language production, foster critical thinking, and promote cultural awareness. Dioramas are recognized as effective and practical tools that can be employed across various educational levels and are adaptable to advancements in technology. Theoretical implications indicate that the use of dioramas as a pedagogical method in English language education can be effective when thoughtfully integrated into the curriculum, supported by comprehensive teacher training, and supplemented with pertinent guides addressing both local and global issues.
Opportunities and Challenges of Using Gemini AI for English Language Learning Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.122-141

Abstract

Generative AI (GenAI) tools, such as Gemini, offer new possibilities for English language learning; however, empirical evidence remains limited, particularly in resource-constrained contexts. This quantitative survey examined how 116 English Education undergraduates at Pattimura University in Eastern Indonesia perceived the usefulness of Gemini and the challenges they encountered in listening, speaking, reading, and writing skills. Students rated Gemini highly for all four skills, with reading receiving the strongest endorsement, followed by writing, speaking, and listening. Text-based features proved more reliable and accessible than audio-based functions. The most valued features included explaining complex vocabulary, improving sentence structure, generating presentation scripts, and creating transcripts from audio materials. However, significant challenges emerged. Academic integrity concerns dominated, with students uncertain about proper citation practices and worried that using AI suggestions might constitute plagiarism or reduce originality. Technical barriers, particularly internet connectivity and file format compatibility, hindered consistent access for many students. Information overload from lengthy responses also created difficulty selecting helpful feedback. The results underscore the importance of establishing clear institutional policies on AI collaboration, providing targeted training in the critical evaluation of AI output, and investing in infrastructure to ensure equitable access to AI. While students recognized Gemini's potential benefits, ethical uncertainties and technical constraints limited its optimal use, highlighting the importance of coordinated support across pedagogical, policy, and infrastructural dimensions.
Exploring Effective Strategies In Enhancing Students Speaking Abilities: The English Teachers’ Perception At Smp Negeri 14 Ambon Tuhulele, Firman Agung; Bilmona, Hanafi; Hukom, Salmon J.
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.102-107

Abstract

This study aims to explore the strategies that English teachers at SMP Negeri 14 Ambon consider most effective in enhancing students’ speaking abilities. The research focuses on four aspects of speaking assessed at the school, namely fluency, intonation, accuracy, and pronunciation. This study employed an explanatory sequential mixed-method design, combining quantitative data from a checklist-style questionnaire distributed to 10 English teachers with qualitative data from in-depth interviews with selected teachers. The findings reveal that Conversation, Discussion, and Language Games are the most frequently used strategies, with Conversation consistently ranked as the most effective across all speaking aspects. Additionally, the use of various strategies not only improves students’ pronunciation but also boosts their confidence and motivation to speak English. This study highlights the importance of applying interactive and communicative strategies to create a supportive environment for students to actively practice speaking in real contexts. It is expected that the results of this study can serve as a valuable reference for English teachers to select and implement appropriate strategies to improve students’ speaking skills.
Contextualized Low-Tech Blended Learning for EFL Instruction in Remote Island Schools: A Classroom Action Research at SMP Negeri Tiakur, Indonesia Kamanasa, Louisa Sarah; Meyer, Fredi; Maruanaya, Hendrik Jacob; Keiwury, Nely
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.108-121

Abstract

This study demonstrates that a low-tech blended learning model, which integrates locally contextualized video materials and Google Classroom, can significantly improve English grammar achievement among junior high school students in a remote island context. At SMP Negeri Tiakur in Maluku Barat Daya, Indonesia, a single-cycle classroom action research intervention with thirteen eighth-grade students resulted in a 51.8% mean score increase (from 4.46 to 6.77) and enhanced engagement, motivation, and digital adaptability. To better contextualize this improvement, the 51.8% gain in mean scores translates to an effect size above the general educational 'hinge point' of 0.40, as proposed by John Hattie, indicating a practically significant impact on learning outcomes. Most students (89%) indicated that blending cultural content with technology made English learning more meaningful and accessible. These findings reinforce the view that the impact of digital pedagogy depends on meaningful contextual integration rather than technological sophistication. The study contributes to understanding how culturally grounded, low-tech blended learning can empower learners in underserved educational environments.
Using Digital Visual Literacy to Improve Reading Skills of Junior High School Students in Remote Islands Tiwery, Dian Sartin
Koli Journal : English Language Education Vol 6 No 2 (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.6.2.142-148

Abstract

This Classroom Action Research investigated the use of Digital Visual Literacy (DVL) to improve the reading comprehension of Grade VIII students at SMP Negeri 2 Tiakur, a junior high school located in the remote islands of Maluku Barat Daya. The study was conducted in two cycles following the Kemmis and McTaggart model, involving 23 students and employing multi modal materials such as images, infographics, videos, PowerPoint slides, and digital stories. Data were collected through pretest and post-tests, observation checklists, questionnaires, and interviews. The findings revealed significant improvement in students’ reading comprehension, with mean scores increasing from 56.2 in the pretest to 67.8 in Cycle 1 and 79.1 in Cycle 2. Students showed better ability to identify main ideas, infer information, and understand vocabulary in context. Qualitative results also indicated increased engagement, collaboration, and motivation during reading activities, supported by students’ positive perceptions of DVD-based learning. Despite limited technological infrastructure, the integration of offline digital and visual materials proved feasible and effective in the remote island context. Overall, the study concludes that Digital Visual Literacy enhances both cognitive and affective aspects of reading, making it a powerful instructional approach for improving literacy outcomes in EFL classrooms, particularly in undeserved and low-resource regions.

Page 7 of 7 | Total Record : 66

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