Journal of English Culture, Language, Literature and Education
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Challenges and Strategies in Developing Intercultural Communicative Competence among Indonesian Seafarers in Multinational Crews
This study shows that crew members often face difficulties when communicating with people from different cultures. The main problems are usually due to differences in language, speech patterns, and unfamiliar customs. This is most noticeable early in their careers, when they are still adjusting to a diverse environment. However, as they gain experience, they become more confident and communicate more fluently. To overcome this, they maintain an open and respectful attitude, use simple language, adapt their speech, pay attention to coworkers' behavior, build good relationships, and frequently check in to avoid misunderstandings. These steps can help reduce misunderstandings and support effective communication in maritime operations. This study reveals that ICC evolves through continuous interaction and experiential learning. The factors of attitude, knowledge, interpreting skills, relating, discovery and interaction skills, and critical cultural awareness of ICC are interrelated and critical cultural awareness reflects the highest level of competence
intercultural communicative competence, maritime communication, Indonesian seafarers, cultural diversity, thematic analysis
Copyright (c) 2026 Journal of English Culture, Language, Literature and Education https://creativecommons.org/licenses/by-sa/4.0
A Study on Writing Competence of Standardized and Non- Standardized Maritime Documents of Third Nautical Officer Students at Merchant Marine Polytechnic of North Sulawesi
Writing competence is an essential component of written maritime communication, particularly in the preparation of operational documents such as incident reports and handover notes. This study analyzes the writing competence level of Third Nautical Officer students and identifies the challenges they face when writing maritime documents in English. This qualitative research design combines document analysis and semi-structured interviews. The data used in this study consists of thirty maritime documents produced by fifteen student officers, including fifteen incident reports and fifteen handover notes. The documents were analyzed based on a rubric aligned with the Maritime English curriculum (IMO MC 3.17) and CEFR language proficiency levels and profiles, and thematic analysis was used for interview data. The findings indicate that the majority writing competence level of participants is predominantly at the B2 (Upper-Intermediate) level, representing 67% of the total participants. Most students were able to communicate operational information and fulfill the basic communicative purpose of maritime documentation, although recurring limitations were observed in grammatical accuracy, precision of maritime terminology, and completeness of operational explanations. Students generally demonstrated stronger performance in writing handover notes than in incident reports, which require more detailed analytical reporting. There are three major challenges influencing students’ writing performance: First, linguistic and maritime terminology difficulties. Second, limited understanding of maritime document conventions. Third, insufficient exposure to authentic writing practice. Therefore, this study provides valuable insights for Maritime Institutions and instructors by emphasizing the integration of authentic materials, structured writing practice, and instructional feedback in Maritime English instruction to support the development of professional writing competence in maritime education
Metaphors as the Construction of Ideology and Power Relations in The Scarlet Letter
This study aims to analyze the role of metaphors in constructing ideology and power relations in The Scarlet Letter by Nathaniel Hawthorne using the Critical Discourse Analysis framework proposed by Norman Fairclough. This research employs a qualitative descriptive method with textual data derived from metaphorical expressions in the novel. The analysis is conducted through three dimensions: text, discursive practice, and social practice. The findings reveal that metaphors function not only as stylistic devices but also as ideological instruments that represent moral values, social stigma, and mechanisms of control within Puritan society. Metaphors such as scarlet letter, moral wilderness, and dungeon of his own heart construct meanings related to sin, isolation, and internal conflict, while simultaneously reflecting oppressive power relations. Furthermore, the study shows that metaphors also serve as a medium of resistance, where symbols of punishment are transformed into sources of identity and empowerment. Thus, this study demonstrates that metaphors play a significant role in constructing, maintaining, and negotiating ideology and power relations in literary texts.
Collaborative Learning and Its Effect on Critical Reading Development in EFL Classes
This study investigates the impact of collaborative learning on the development of critical reading skills in English as a Foreign Language (EFL) class. Thirty-four students in the experimental group were engaged in collaborative learning activities, while thirty-four students in the control group received conventional instruction. Both groups completed pre-tests and post-tests assessing their critical reading abilities. The results demonstrated a significant improvement in the experimental group, with mean scores rising from 65.53 (SD = 5.91) in the pre-test to 89.00 (SD = 4.78) in the post-test. In contrast, the control group exhibited only a modest increase, from a pre-test mean of 64.71 (SD = 5.97) to a post-test mean of 68.62 (SD = 6.12). Statistical analyses, including independent and paired samples t-tests, confirmed that the improvement in the experimental group was significantly greater than in the control group (p < 0.001). These findings suggest that collaborative learning strategies are highly effective in enhancing critical reading skills among EFL learners. The study highlights the importance of interactive and student-centered approaches in language education to foster deeper comprehension and critical thinking in reading
Collaborative Learning, Critical Reading, EFL Classes, EFL Context
The Influence of Parental Parenting on the English Speaking Ability of PGRI Vocational School Students in Gianyar Regency
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
Parenting Style English Speaking Ability Vocational Students Language Learning SEM-PLS
Exploring Students' Media Choices for English Learning Outside of School
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.
Media choices, English learning, High-achieving students, Outside of school learning
Fostering Students Motivation through Teachers Verbal Reinforcement: Insights from an Indonesian EFL Classroom
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.
Verbal Reinforcement, Learning Motivation, English Learning, Qualitative Study, EFL pedagogy
Evaluating the Efficacy of ChatGPT for Grammar Assessment and Personalized Feedback
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 < p>
AI Chatbot ChaptGPT Personalized feedback Grammar Assessment
Copyright (c) 2025 Journal of English Culture Language Literature and Education https: creativecommons org licenses by sa 4 0
The Effect of Pre Service EFL Teachers Deeper Learning Awareness on the 21st Century Skills Promotion
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 < p>
Deeper learning, Awareness, 21st-century skills, Pre-service EFL teachers
Challenges Faced by EFL Teachers in Setting Learning Objectives for Writing Materials in the Senior High School Context
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;< span>Kurikulum 2013< em> nbsp;< span>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 < span>< div>
An Analysis Reduplication of Sabu Language in Eikare Village Sabu Liae District Sabu Raijua Regency
This research is An Analysis Reduplication of Sabu< em> Language In Eikare Village Sabu< em> Liae District Sabu< em> Raijua Regency The purpose of this research are 1 to find out the forms of reduplication in the Liae dialect of the Sabu< em> language and 2 to find out the functions of reduplication in the Liae dialect of the Sabu< em> Language The research method that the researcher used is qualitative descriptive The researcher takes two native speakers as informants in the Liae dialect of the Sabu< em> Language The instrument used in this research is thirty sentences in Indonesian then translated into the Sabu< em> Language The researcher will use three data collection techniques: transcribing identifying and analyzing Reduplication in the Sabu< em> language is often used to give intensification or quantity to these words For example in the Sabu< em> language the noun is used to express the number of objects such as manu< em> chicken into manu manu< em> chickens In addition expressing repeated actions such as bejhi< em> sleep becoming bejhi bejhi < em> means to lie down It should be noted that reduplication in the Sabu< em> language is not just a repetition of words without phonological and morphological changes Each type of reduplication has specific rules and functions so it is necessary to analyze to understand the concept The results of this research are expected to positively contribute to the field of linguistics especially in improving the understanding of regional languages developing literacy and supporting local cultural preservation efforts by promoting the importance of the Sabu< em> language in the cultural context of the Sabu< em> community< p>
Analysis, Reduplication, Sabu Language, Eikare Village
Exploring the Meanings of the Figurative Language in A Dog s Way Home Movie
This research investigates how figurative language expresses deeper meanings and emotional dimensions in the film While figurative language is widely used in cinematic works studies that explore its types implied meanings and narrative contributions are still limited Therefore this study aims to analyze the types and meanings of figurative language found in A Dog s Way Home< em> using M H Abrams s classification of figurative language and Geoffrey Leech s theory of meaning A qualitative descriptive method was employed to analyze selected dialogues and scenes that contained figurative expressions A total of 64 figurative expressions were identified with personification 21 9 and irony 20 3 as the most frequent types followed by simile metaphor hyperbole metonymy paradox and synecdoche Each expression was examined to reveal conceptual connotative affective and social meanings The findings show that figurative language in the film not only serves stylistic functions but also deepens the thematic and emotional aspects of the story It conveys themes of loyalty loneliness resilience and the strong bond between humans and animals especially through the portrayal of the protagonist s internal struggles This study contributes to the field of film and language studies by highlighting the significant role of figurative language in enriching narrative depth The implication suggests that figurative language analysis can be a useful approach in educational contexts to foster deeper interpretation of film texts< p>
Meanings, Figurative language, Movie, A DogÃƒÆ’Ã†â€™Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â€šÂ¬Ã…Â¡Ãƒâ€šÃ‚Â¬ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â€šÂ¬Ã…Â¾Ãƒâ€šÃ‚Â¢s Way Home
The Dystopia Characteristics in Aldous Huxley Brave New World
Dystopian literature is defined as fiction that portrays an uncertain future for society and humanity This can be considered a warning to society members to be aware of their surroundings and the potential for horrible things to happen without their knowledge One example of literary works that portraying dystopian characteristics is Brave New World < em> 1932 by Aldous Huxley Thus this research aims to identify and reveal the dystopia characteristics in the novel Aldous Huxley s Brave New World< em> using dystopian characteristics theory by Terri Chung This research uses qualitative research because the data is in the form of word In analyse the data the researcher are using objective approach which focuses on the novel s intrinsic elements including its characters setting and themes The result of this research shows that the novel contains all nine dystopia characteristics from Chung s theory including propaganda restricted knowledge social control dehumanization and the illusion of a perfect society The character John the Savage represents the struggle of true human experience in a world dominated by artificial happiness and control His tragic fate highlight the novel warning that society prioritizing stability over freedom ultimately dehumanizes its citizens The results showed that Brave New World< em> novel portrays a dystopia society that appears perfect on the surface but is actually controlled and oppressive< p>
Dystopia, Literary Analysis, Terri Chung, Individuality, Brave New World
Students Perceptions of Immediate Feedback and Delayed Feedback in Learning Writing
This study stems from the existence of corrective feedback whose timing has become a hotly debated issue and requires further empirical investigation by second language researchers This needs to be done because related to the ideal time to implement corrective feedback some studies confirm that immediate feedback has more positive effects and maximizes students learning opportunities However on the other hand some researchers claim that of the two types of feedback delayed feedback is more influential and beneficial in students language development This study aims to further explore students perceptions of immediate feedback and delayed feedback in the writing learning process Descriptive Qualitative Method was carried out in this study by involving 20 students as samples The instruments used in collecting data are questionnaire and interview The data analysis technique used is an interactive model consisting of data collection data filtering data display and conclusion making or verification The results of data analysis showed that all responses to immediate corrective feedback were positive as indicated by 66 of students chose strongly agree and 34 chose agree As for delayed corrective feedback only 35 of students agreed and the remaining 65 disagreed < p>
Delayed feedback; Immediate feedback; studentsÃƒÆ’Ã†â€™Ãƒâ€ Ã¢â‚¬â„¢ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã†â€™Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â‚¬Å¡Ã‚Â¬Ãƒâ€¦Ã‚Â¡ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¬ÃƒÆ’Ã†â€™Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â‚¬Å¡Ã‚Â¬Ãƒâ€¦Ã‚Â¾ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¢ perception; Writing
This research was involving 20 grade XI students as subject or informan. Then, the determination of the subject was based on the consideration of the subject matter taught.
Improving Students Reading Comprehension Through Interactive Read Aloud Method at SMP Negeri 4 Dumoga
This research focuses on the challenges faced by 8th grade students at SMP Negeri 4 Dumoga with an emphasis on their difficulties in English comprehension The researcher found that many students find it difficult to read and understand English texts Based on this problem the Interactive Read Aloud method is a way that can be used to improve students reading comprehension This research used a pre experimental design that included a one group pre test and post test The research was conducted at SMP Negeri 4 Dumoga and the research subjects were twenty students of 8th grade In the data collection process the researcher used a test consisting of twenty questions in the form of multiple choice Based on the results obtained from the analyzed data students reading comprehension increased as evidenced by the mean score of the pre test 39 25 and the mean score of the post test 74 50 where there was an increase in scores from pre test to post test Before the treatment the students scores were lower than the scores after the treatment This shows that the use of interactive read aloud method is effective in improving reading comprehension Since this method has the ability to adjust to students different ability levels it is recommended that junior high school teachers use the interactive read aloud method to improve students reading comprehension< p>
Reading Comprehension, Interactive Read Aloud, English Learning, Pre-Experimental Design
Students Perception of Using the Duolingo Application in Mastering English Language Skills in an English Study Program
This research aims to analyze the effect of using the Duolingo application on students mastery of English in the English Education Study Program at one of the universities in Indonesia A quantitative approach was used in this study using data collection methods through a Likert scale based questionnaire adopted from scientific articles Respondents were selected using a purposive sampling technique using the criteria of students who have used the Duolingo application for at least one month The questionnaire consisted of closed ended statements that measured the intensity of Duolingo application usage and students English mastery level including vocabulary reading writing listening and grammar skills Data were analyzed using simple linear regression to determine the relationship between the independent variable intensity of Duolingo usage and the dependent variable English language acquisition The results showed that using the Duolingo application significantly influences students mastery of English Duolingo allows students to learn independently outside of class in a more fun and interactive way and improve their English skills effectively This finding indicates that Duolingo can be used as an effective supplementary learning medium in the context of English language education< p>
Duolingo Usage, English Mastery, Learning Application
Among Video Based Learning Web Based Learning and EFL Students Mastery of Conditional Sentences: A Study of Senior High School Level
This research explored the impact of Video Based Learning VBL and Web Based Learning WBL on enhancing the understanding of conditional sentences Types 1 2 and 3 among Grade 10 students at SMA UNKLAB Airmadidi Employing a quasi experimental design 60 students were assigned to two groups: one received instruction via VBL while the other was taught using WBL Pre test and post test results were examined using IBM SPSS Version 26 with both paired sample and independent sample t tests applied The paired sample t test indicated notable improvement in both groups The average score for the VBL group rose from 33 60 to 77 87 and for the WBL group from 33 20 to 59 73 The independent sample t test yielded a Sig 2 tailed value of 0 001 signifying a statistically significant difference between the groups While both approaches were effective VBL demonstrated a more substantial effect on students grammar proficiency Additionally analysis showed no significant difference in performance based on gender suggesting that both teaching methods were equally effective for male and female students Overall the findings underscore the advantages of incorporating digital media in grammar instruction with VBL particularly enhancing student engagement and understanding of complex grammar topics This study affirms the value of multimedia in English teaching and highlights the potential of visual and interactive content to boost learner motivation and success < p>
Video-Based Learning (VBL), Web-Based Learning (WBL), Grammar Mastery, Conditional Sentences, Educational Technology
The Effectiveness of Differentiated Learning Approach within PBL Model to Improve Students Critical Thinking Skills
This study aims to determine the effectiveness of the Differentiated Learning Approach within the Problem Based Learning PBL model in improving students critical thinking skills in English particularly on the topic of analytical exposition text among grade XI students of SMA Negeri 2 Tondano This study employed a quantitative method using a quasi experimental design of the Non Equivalent Group Design type The sample consisted of class XI A as the experimental group and XI B as the control group each with 20 students selected through random sampling Data collection techniques included pre test post test observations and documentation Data were analyzed using the t test to examine the effect off Differentiated Learning approach within PBL to students Critical Thinking The results revealed a significant difference between the experimental and control classes Students in the experimental group who received instruction using the Differentiated Learning Approach within the PBL model showed notable improvement The average pre test score in learning achievement increased from from 58 45 to 83 20 The t test showed a significance value of 0 000 lt; 0 05 These findings demonstrate that the Differentiated Learning Approach within the Problem Based Learning model is effective in enhancing students critical thinking skills particularly in learning English analytical exposition texts < p>
Differentiated Learning, Problem Based Learning (PBL), StudentsÃƒÆ’Ã†â€™Ãƒâ€ Ã¢â‚¬â„¢ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã†â€™Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â‚¬Å¡Ã‚Â¬Ãƒâ€¦Ã‚Â¡ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¬ÃƒÆ’Ã†â€™Ãƒâ€šÃ‚Â¢ÃƒÆ’Ã‚Â¢ÃƒÂ¢Ã¢â‚¬Å¡Ã‚Â¬Ãƒâ€¦Ã‚Â¾ÃƒÆ’Ã¢â‚¬Å¡Ãƒâ€šÃ‚Â¢ Critical Thinking, Analytical Exposition Text
Indonesian EFL Students Perceptions of AI Based Chatbots in English Language Learning at The Secondary School Level
The rapid advancement of technology has brought transformative changes to the field of education including English language learning This study investigates Indonesian EFL secondary school students perceptions of AI based chatbots in English language learning guided by the Technology Acceptance Model TAM Employing a quantitative survey design data were collected from 142 senior high school students across East Java who had prior experience using AI based chatbots such as ChatGPT Gemini and Perplexity The analysis explored five dimensions of TAM: Perceived Usefulness Perceived Ease of Use Positive Attitudes Negative Attitudes and Behavioral Intention The results indicated generally favorable perceptions with students reporting high ease of use and a positive outlook on chatbot assisted learning especially for reading and writing However they expressed moderate concerns regarding ethical risks such as academic dishonesty and the need for supervision Gender analysis revealed that female students reported significantly higher negative attitudes while no significant differences were found across grade levels These findings affirm the relevance of TAM in understanding technology adoption in EFL contexts and highlight the need for pedagogical strategies and digital literacy to ensure the ethical and effective integration of AI based chatbots into formal language learning environments < p>
Between Vocabulary and Digital Media: To what Extent the Implementation of TikTok in EFL Classroom Setting
The purpose of this research is to determine whether TikTok can improve students vocabulary mastery With the rise of social media as an innovative educational resource TikTok s engaging video format presents a unique opportunity for language learning This is a quantitative study using pre test and post test design through written test in a form of Multiple Choice fill in the blank Mix and Match question and questionnaire The subjects of this study consisted of 18 students from Class 10 at SMA Negeri 1 Tatoareng The highest score on the pre test was 50 while the lowest score was 20 In contrast the post test results showed a remarkable improvement with the highest score reaching 100 and the lowest score being 80 while the mean score for the pre test was 40 and the mean score for the post test go up till to 85 These results indicate significant improvements leading to the conclusion that TikTok is an effective learning medium for enhancing English vocabulary mastery among students at SMA N 1 Tatoareng < p>
Graduate Students Perceptions Toward the Integration of Heutagogy Approach in Material Development Class
This study investigates graduate students perspectives on integrating the heutagogical approach in a Material Development course emphasizing its effects on engagement critical thinking skill acquisition and real world applicability Heutagogy or self determined learning prioritizes learner autonomy critical reflection and the flexibility to tailor learning strategies to individual needs The research employs a descriptive qualitative design utilizing Likert scale questionnaires and interviews to collect data from 15 doctoral students with five selected for in depth discussions Findings indicate that most participants consider heutagogy highly effective in promoting self directed learning and creativity in material development Notably 73 strongly believe this approach will benefit their academic and professional futures demonstrating its relevance to evolving trends in educational material creation Additionally 67 feel confident in their ability to innovate and adapt while 53 recognize its role in developing transferable skills for interdisciplinary projects Furthermore 80 affirm that heutagogy is well suited for doctoral level education reinforcing its value in advanced academic settings Despite these positive outcomes challenges remain particularly regarding students confidence in mentoring others through heutagogical methods This underscores the need for further investigation into peer learning and mentorship strategies within this framework Overall the study highlights heutagogy s effectiveness in fostering critical thinking and adaptability in higher education < p>
Heutagogy Approach, EFL Students, Material Development, Learner Autonomy, Perception
The Effectiveness of Collaborative Learning in Improving English Writing Skills in Higher Education
The study investigates the effectiveness of collaborative learning in improving English writing skills among higher education students Despite widespread advocacy for collaborative learning there remains a significant gap in understanding its specific impact on various aspects of writing such as coherence grammar and vocabulary use The research employs a Systematic Literature Review SLR approach to synthesize findings from recent studies 2018 2024 on collaborative learning in writing instruction Key findings reveal that collaborative learning particularly through peer feedback and real time digital tools like Google Docs enhances students writing skills in coherence grammar and vocabulary The study also identifies the role of technology in facilitating collaborative processes and highlights challenges such as time management and student engagement Pedagogical implications include the need for structured group activities the integration of digital tools and instructor facilitation to optimize the benefits of collaborative learning This research contributes to the field by providing a comprehensive analysis of collaborative learning s impact on writing skills offering insights for educators to enhance writing instruction in higher education < p>
A Systematic Review of Effective Techniques For Overcoming Difficulties in Academic Writing
This study explores the challenges students face in academic writing and identifies effective techniques that can help overcome these problems The research background shows that academic writing skills are essential for students and researchers but many face difficulties in organising ideas following writing guidelines and structuring arguments logically Using a qualitative approach this study applied systematic literature review SLR to collect data from in depth interviews and observations of students and researchers The results showed that good planning clear language use and peer feedback significantly improved the quality of writing In addition techniques such as mind mapping and the use of writing aids were also shown to support a more systematic writing process This study fills a gap in the literature by highlighting the lack of integration of various academic writing techniques and the influence of external factors such as social support and stress levels on the effectiveness of these techniques The findings are expected to provide guidance for academic writers in selecting techniques appropriate to the challenges faced and provide insights for educators in supporting the development of students writing skills < p>
Effective techniques, Overcoming difficulties, Academic writing, Systematic Review
Revealing the Social Criticism in Literary Works: An Objective Study of Laskar Pelangi and The Grapes of Wrath
This article examines the social criticism expressed in two literary works: Laskar Pelangi by Andrea Hirata and The Grapes of Wrath by John Steinbeck Using a descriptive qualitative method and an objective approach the study focuses on analyzing intrinsic elements such as themes characters and conflicts within the texts Laskar Pelangi portrays the social realities in Belitung Indonesia highlighting issues such as social inequality and limited access to education while delivering a message of hope and perseverance through the struggles of underprivileged children In contrast The Grapes of Wrath captures the hardships faced by migrant farmworker families in the United States during the Great Depression emphasizing labor exploitation and the importance of social unity Although the two works emerge from different cultural and historical backgrounds they converge on the themes of social injustice and the pursuit of societal transformation The findings demonstrate that literature serves as a powerful medium for articulating social critique and fostering awareness of significant societal issues This analysis reinforces the role of literary works in illuminating social realities and inspiring critical reflection among readers The research employs an objective study method to ensure an impartial evaluation of the texts intrinsic elements < p>
Social Criticism, Literary Works, Objectives Study, Laskar Pelangi, The Grapes of Wrath
The Use of STAD Cooperative Learning Model to Improve Reading Comprehension Skills of Junior High School Students
This study investigates the importance of English language learning in Indonesia particularly focusing on reading comprehension among students at Kakaskasen Christian Junior High School As English has become a global lingua franca mastering it is essential for students to enhance their communication skills and improve their employability in an increasingly interconnected world However many students struggle with reading comprehension as evidenced by assessments showing that only 7 out of 25 students met the minimum required score The challenges identified include limited vocabulary lack of engagement with reading materials and ineffective teaching methods To address these issues the research advocates for the implementation of cooperative learning strategies specifically the Student Teams Achievement Divisions STAD model This approach encourages collaboration among students and fosters an interactive learning environment that can enhance their reading skills The findings suggest that employing cooperative learning techniques can significantly boost student motivation and performance in reading comprehension ultimately preparing them for future academic and career opportunities while promoting a deeper understanding of cultural diversity through language learning < p>
STAD, Cooperative Learning, Reading Comprehension, High School Students
Copyright (c) 2024 Journal of English Culture Language Literature and Education https: creativecommons org licenses by sa 4 0
Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds
Intercultural competence is an essential skill for students in today s globalized educational landscape particularly in English language learning contexts This study investigates students intercultural competence focusing on their ability to adapt and communicate effectively across diverse cultural boundaries Employing a quantitative survey approach data were collected from 53 university students engaged in English language programs Findings reveal varying levels of competence: while 35 8 of participants reported ease in adapting to cultural differences nearly half 49 1 expressed neutrality indicating limited confidence or experience Challenges such as language barriers 62 3 and unfamiliarity with social customs 20 8 were identified as significant obstacles Despite these challenges students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence gaining enriched perspectives improved communication skills and stronger social bonds Positive experiences included language acquisition cultural understanding and mutual respect To address gaps the study recommends integrating intercultural communication training cultural awareness workshops and experiential learning programs into curricula Additionally fostering supportive environments through mentorship and safe spaces for dialogue is essential These interventions aim to empower students equipping them for effective communication and collaboration in multicultural academic and professional settings < p>
Intercultural, Competence, Ability to Communicate, Cultural
Self Sacrifice As Seen in Harry Potter and The Philosopher s Stone Movie
The purpose of this study is to reveal Self Sacrifice as Seen in Kloves s Harry Potter and the Philosopher s Stone In conducting the study the writer delimited this study only in revealing self sacrifice using descriptive qualitative method In analyzing the data the writer used psychological approach based on the theory of Carl Jung Jung said that we must deal with three powerful archetypes that compose the self there are the Shadow the Anima and the Persona The data taken from the Harry Potter and the Philosopher s Stone movie script by Steve Kloves based on the novel by J K Rowling After analyze the movie script the writer may concluded that the characters in Harry Potter and the Philosopher s Stone indeed their self sacrifice through their Sincerity of Love which is anima; Willingness to make Commitment and Willingness to tell Lies which are shadow; and Willingness to take a Risk which is persona as the components of self sacrifice These four types of self sacrifice clearly describe in the movie Through these findings how sincere and valuable are self sacrifice that felt by the main character Harry Potter and experienced by his family and friends seen in Harry Potter and the Philosopher s Stone Movie < p> < p>
Philosophy of Education in the Digital Age: A Systematic Review of ELT Approaches and Ethical Considerations
The rapid integration of digital technologies into English Language Teaching ELT has significantly reshaped pedagogical practices offering both opportunities and ethical challenges This study reviews the philosophy of education in the digital age with a focus on ELT approaches and the ethical concerns arising from their adoption Three key issues are identified: accessibility and the digital divide data privacy and security and reduced human interaction These challenges underscore the importance of a balanced approach to digital education that upholds equity security and social connection The findings reveal that while digital tools enhance access to educational resources they risk excluding students from marginalized communities due to technological disparities Similarly the growing use of digital platforms raises concerns about the collection and misuse of sensitive student data emphasizing the need for robust data protection measures Additionally the decline in human interaction within virtual learning environments may affect student motivation engagement and emotional well being Addressing these ethical challenges is crucial to ensuring that digital ELT adheres to the principles of inclusivity and fairness fostering a more equitable and secure learning environment for all students This review provides practical insights for educators policymakers and stakeholders in navigating the complexities of digital education < p>
Philosophy in ELT, English Education, Artificial Intelligence, Digital Era
Does it Work?: Applying English Translation Shift to Achieve Students Ability
This study investigates the translation abilities of English Education students specifically the 2022 cohort at the English Education Department Faculty of Teacher Training and Education University of Papua Conducted in March 2024 this research adopts a quantitative method utilizing a translation shift approach to analyze the collected data The study s sample consisted of 20 purposively selected students from the 2022 batch Arikunto 1993 A translation test was employed as the primary data collection instrument focusing on simple phrases and sentences The collected quantitative data were analyzed to evaluate students translation skills and determine the frequency of applied translation shifts The findings reveal that students predominantly utilized translation shifts in their translations with the most frequent being structure shifts and unit shifts These shifts highlight the students preference for adapting grammatical structures and linguistic units to achieve equivalence between the source and target languages Moreover out of six recognized types of translation shifts the students successfully demonstrated competence in four reflecting their ability to handle a range of translation challenges based on the provided test items < p>
Analysis English translation English translation types English translation shift
Integrating Digital Games Based Language Learning for EFL Speaking Skills Development: A Case Study in an Indonesian University
Digital learning has become a potential learning tool since the COVID pandemic which causes the use of new technologies including digital games based language learning However the implementation still has challenges due to technical instructional and financial barriers Previous studies suggest exploring more teaching experiences related to the use of digital games based language learning for future contributions nbsp; This study aims to explore the implementation of digital games based language learning in higher education To achieve this goal this study was conducted in an Indonesian higher education the State University of Makassar by applying a qualitative case study to collect data The researcher collected the data from 2 lecturers recruited using a convenient sampling technique The thematic analysis was used to analyze the collected data nbsp; This study explores teacher experiences in using digital games based language learning in a speaking classroom This study found that the lecturers plan implement and evaluate digital games based language learning in three categories namely well moderate and low implemented From this result it is claimed academically that digital games based language learning DGBLL can be planned implemented and evaluated strategically in speaking classrooms based on learning objectives learning outcomes and students learning needs Combining technology with game based learning education can be more dynamic and relevant accommodating a variety of learning styles and motivating students to be more actively involved in the learning process < p>
Digital Games Based Language Learning (DGBLL), EFL Speaking Classroom, Higher Education, Digital Learning