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Festif Rudolf Hoinbala
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Journal of Language Education, Literature, and Culture
Published by Universitas Kristen Artha Wacana
ISSN : -     EISSN : 30260302     DOI : https://doi.org/10.1357/l.v2i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Language Education, Literature, and Culture (ISSN online: 3026-0302) is a biannual journal that publishes original research-based articles in Language, Education, Literature, and culture, specifically focusing on Language description and documentation, sociolinguistics, translation, discourse analysis, multilingual education, ELT strategies and methods, creative writing, curriculum design and development, language planning, language assessment, folk narratives and oral traditions, and interdisciplinary linguistic studies. The journal is published by the English Education Study Program of Artha Wacana Christian University in July and December. The articles are written in English. The journal is published twice a year, in July and December, by the English Education Study Program of Artha Wacana Christian University. Each article goes through a blind review by at least two reviewers. The final decision to publish the articles is based on the recommendation from the reviewers.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 34 Documents
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The Use of Smart Box Media in Teaching Synonyms and Antonyms to Improve Students’ Vocabulary at SMA Kristen 1 Kupang Timo, Putri A.; Marpaung, Tiarma; Tlonaen, Zuvyati
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.48

Abstract

This study aimed to enhance vocabulary mastery in teaching synonyms and antonyms using smart box media among eleventh-grade students at SMA Kristen 1 Kupang. Employing a classroom experimental design, researchers conducted pre-tests, applied treatment using smart box media, and followed up with post-tests to evaluate outcomes. Quantitative analysis of the scores revealed significant improvement, substantiating the efficacy of the intervention. Initially, students in the experimental class scored a cumulative 790 in the pre-test. After implementing smart box media, their total post-test score increased to 1300, marking a 64% improvement. The calculation used for these scores involved dividing the number of correct responses by the total number of questions, multiplying by 100, and summing all individual scores. The overall percentage increase was derived using a formula where the difference between the final and initial results was divided by the initial score and multiplied by 100. These results indicate that smart box media is a powerful tool for enhancing vocabulary acquisition. The significant score increases highlights that integrating innovative teaching aids can substantially boost student engagement and learning effectiveness. Thus, the study concludes that the use of smart box media in teaching vocabulary, particularly synonyms and antonyms, is highly effective and beneficial for eleventh-grade students at SMA Kristen 1 Kupang, offering a promising approach for vocabulary instruction in similar educational contexts.
USING MATCHING GAMES IN BUILDING ELEMENTARY SCHOOL STUDENTS’ THREE-LETTER WORD ENGLISH VOCABULARY Marpaung, Tiarma; Mesah, Murni Yunita; Tanu, Estaya; Taneh, Vebi Ari Yunita; Eky, Sepy Solitha
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.49

Abstract

As the basis of learning language skills, vocabulary mastery plays a crucial role. For students to understand and produce the language, they should have sufficient vocabulary knowledge and other language components to express their thoughts, feelings, and ideas. To accommodate students in mastering the target vocabulary, a word-matching game was used to help students learn vocabulary learning and acquisition. To do so, a classroom action research was conducted. The research took 27 students as the research participants. They were in their third grade of primary school. A pre-test and two post-tests were conducted to evaluate students’ vocabulary mastery in two cycles of the classroom action research. Students gained 17.29 of the average score in the pre-test with only 7 % of students being excellent, then improved the score in post-test 1 by 61.03 with 15% of the students getting excellent results, and got an even higher score in post-test 2 by 79.17 with 53% of them got an excellent score. By using the word-matching game technique, students' vocabulary mastery has shown significant improvement.
The Epistemological Teacher-beliefs Towards the Implementation of Written Corrective Feedback (WCF) in ELT: A Systematic Literature Review Manafe, Thedy Hardi; Hoinbala, Festif Rudolf
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.50

Abstract

Epistemological beliefs are "individual interpretations (beliefs) about knowledge and understanding," Epistemological teachers' beliefs refer to instructors' views on how knowledge is acquired. Teachers' EB is essential in how a teacher evaluates knowledge, justifies the organization and source of information, and, more broadly, how the learning process develops. Therefore, this Systematic Literature Review (SLR) study aims to explore the epistemological beliefs of teachers or educators in the implementation of Written Corrective Feedback in English Language Teaching (ELT) context from multiple existing literatures. There are various results found in this study, such as that the epistemological beliefs cover four categories: necessity and effectiveness, focus, strategy, and scope, teachers' and students' responsibility in WCF, and the teachers' epistemological beliefs in the term of giving WCF in order to improve students writing skills in ELT context.
Representation of Political Identity in Billboard Advertisement: Linguistic Landscape Analysis in Kupang City Benu, Naniana N.; Denil, Mauli; Prasetyo, Lery
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.51

Abstract

This study explores the political identity representation in billboard advertisements of the governor of NTT and the Mayor of Kupang candidates for the 2024-2029 period in Kupang City through the lens of linguistic landscape analysis. The research addresses three key aspects: the language employed in candidate billboards to shape political identity, the linguistic elements that reflect the candidates’ ideologies and political values, and the incorporation of local culture and languages to establish connections with the voters. Data was obtained using observation and documentation methods. Using qualitative analysis, this research reveals that the language and visual components of the billboards play a pivotal role in constructing the candidates' public personas, aligning political ideologies with the cultural and linguistic diversity of the region. The findings highlight the strategic use of local languages and cultural symbols, illustrating how these elements build rapport with voters and foster a sense of shared identity within the community.
The CORRELATION BETWEEN MORPHOLOGICAL AWARENESS AND VOCABULARY MASTERY OF FOURTH-SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT ARTHA WACANA CHRISTIAN UNIVERSITY Poilema, Evandertus; Hambandima, Erni Selfina Nggala; Nenotek, Seprianus Arwadi
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.52

Abstract

The correlation between morphological awareness and vocabulary mastery is a crucial area of investigation within language education. Understanding this relationship is important because it can inform effective teaching strategies that enhance vocabulary acquisition among students. Research shows a general link between morphological awareness and vocabulary mastery but lacks focus on specific educational stages. This study addresses that gap by examining fourth-semester students in the English Education Study Program at Artha Wacana Christian University, who have just completed their morphology course, to see how well they apply this knowledge to improve their vocabulary. Thus, the researcher formulate the research problem as follow: Is there any correlation between morphological awareness and vocabulary mastery of fourth-semester students of the English Education Study Program at Artha Wacana Christian University? The research utilized a quantitative approach with a correlation study design. Morphological awareness tests and vocabulary level tests were administered to a sample of 20 fourth-semester students. The findings revealed a correlation coefficient (rxy) of 0.802, which exceeds the 5% and 1% levels of significance, indicating a very high correlation between the two variables. These results suggest that enhancing morphological awareness could be an effective strategy for improving vocabulary mastery. Therefore, educators should consider incorporating morphological awareness activities into their teaching practices to support vocabulary development in their students
PROBLEMS ENCOUNTERED IN ENGLISH TEACHING IN ONLINE LEARNING Lenggu, Otniel; Maromon, Eltina
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.56

Abstract

Online learning frequently necessitates students to be more independent and assume more accountability for their own instruction in online learning. Students can use the internet to access lectures, assignments, and instructional resources through online learning. One of the biggest benefits of online learning is its flexibility, which lowers barriers to education by allowing students to study at their own need anywhere. Students and teachers can participate in asynchronous learning activities that can be customized to meet each student's needs or in-person interactions using learning management systems (LMS) like Canvas and Moodle, as well as platforms like Zoom and Google Classroom. In gaining data, online questionnaires then uploaded in google form to be accessed by teachers. The results, show that teachers had several problems encountered in online teaching process that classified into understanding on the material, teachers’ ability to use technology in online learning, the limitation in the learning controlling, media of online learning, internet access, internet quota, and the less students’ enthusiastic to participate in online learning, lack of direct supervision by teachers, which unable to support them to stay motivated, focused, and organized.
A Correlation Study Between Students’ Grammar Mastery and Writing Ability in The Second Semester Students of The English Education Study Program Mesah, Murni Yunita; Tamelan, Thersia Magdalena; Ludji, Ifoni
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.59

Abstract

Writing requires learners to articulate their thoughts and ideas in a coherent and organized manner. Understanding grammar can help students organize their thoughts in sentences that readers can easily understand. This study, title " A Correlation Study Between Students' Grammar Mastery and Writing Ability in The Second Semester Students of The English Education Study Program", aim to investigate the correlation between students' grammar mastery and their writing ability and to know the extent of the two variables correlate. The research method used is a quantitative method that applies a correlational study. The research instrument is documentary data, with the sample of this study being 19 students. The results show that there is a correlation between the two variables. The correlation between the two variables is proven by the rxy=0.747. The correlation coefficient is in the range of 0.60 to 0.80 showing a strong correlation, which indicates the extent of the correlation between the two variables. In simple terms, the null hypothesis (H0) was rejected. Meanwhile, the alternative hypothesis (H1) was accepted, which means that second-semester students of the English Study Program who are good at grammar are also likely to be good at writing.
The Influence of Tiktok as a Learning Media to Develop Youngsters' English Proficiency Mooy, Adoni Seniputra; Marpaung, Tiarma; Hambandima, Erny Selfina Nggala
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.61

Abstract

TikTok's emergence as a global social media platform has demonstrated its potential as a powerful tool for developing English proficiency. Its engaging content, immersive experience, and interactive features provide learners with unique opportunities to enhance their language skills enjoyably and authentically. The influence of TikTok among youngsters has made it an appealing platform for them to be connected with English-learning videos from numerous English content creators. This research aims to answer two research questions: 1. What are the varieties of English learning types on TikTok that youngsters use use? 2. How does TikTok influence the development of English Proficiency among Youngsters? To answer those two questions, the writer applied the descriptive qualitative method, which was taken from 55 respondents who fall into the Gen Z category. After analyzing the data, the writer found that youngsters who learn English from TikTok experienced and saw the varieties of English learning types on TikTok: Short-form videos, language challenges, native speaker videos, and interactive learning. It has also been figured out how TikTok application as an English learning medium has shown its influence in developing youngsters' English proficiency, including the influence of TikTok towards youngsters' communication competence, creativity and critical thinking, self-directed learning, and English learning and teaching tool.
The Effectiveness of Worded Pictures in Teaching Descriptive Writing to Eight Grade Students of SMPN 2 Amarasi Selatan Satap Serang, Yenny Jahra
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.62

Abstract

The objective of the research is to know whether using worded pictures is effective in teaching descriptive writing to eighth-grade students of SMPN 2 Amarasi Selatan SATAP. The research was carried out at SMPN 2 Amarasi Selatan SATAP. The participants of this study were eighth-grade students in the school year 2013/2014. It applied a quasi-experimental design using a single-group approach, involving one class consisting of 39 students. The students were taught by using worded pictures for four meetings. Following the intervention, data were collected through a test and subsequently analyzed using a t-test. Based on the result of data analysis, the findings indicated that the use of worded pictures is effective in enhancing descriptive writing skills among the eighth-grade students of SMPN 2 Amarasi Selatan SATAP in the school year 2013/2014. The mean score on the pre-test was 1.87, which falls within the ‘very poor’ category. In contrast, the post test mean score increased to 3.33, classified as ‘average.’ This improvement indicates a substantial gain in students’ writing performance, with a percentage increase of 78.07%. Furthermore, the t-test analysis revealed that the obtained t-value (-21.43) exceeds the critical t-value (2.024). Therefore, the alternative hypothesis - stating that teaching descriptive writing using worded pictures is effective – was accepted. These findings suggest that teachers should consider incorporating worded pictures as a pedagogical strategy for teaching descriptive writing, as such visual aids can assist students in organizing and expressing their ideas
Implementing Deep Learning in the EFL Classroom: Strategies for Fostering Mindful, Meaningful, and Joyful Language Learning Benu, Naniana N.; Beeh, Norci; Nenotek, Seprianus A.
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.64

Abstract

This article explores the application of the deep learning approach in learning English as a Foreign Language (EFL) at the secondary school level, focusing on integrating mindful learning, meaningful learning, and joyful learning. This study uses a descriptive-analytical theoretical study method by reviewing literature from various scientific sources. The analysis results reveal that the basic principles of deep learning include deep cognitive engagement, contextual connections, and metacognitive reflection, which complement each other to create a deep and meaningful learning experience. In addition, the three learning concepts, mindful, meaningful, and joyful learning, contribute to a holistic approach to language learning, enhancing students' linguistic abilities and building emotional resilience and cultural awareness. The proposed adaptation strategies include the implementation of project-based assignments, gradual scaffolding with affective support, cross-curricular theme integration, and the use of responsive technologies. However, challenges such as exam-oriented curriculum, student resistance to reflective methods, and limitations in teacher training need to be addressed to support the effective implementation of this approach. The theoretical implications of this study pave the way for the recontextualization of constructivist theory and the development of holistic assessment models in language education. This article provides new insights into how innovative approaches can improve the quality of EFL learning and its relevance in facing the challenges of an increasingly complex global world.

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