Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities Journal of English Language and Education Datokarama English Education Journal (deejournal) e-Journal of ELTS (English Language Teaching Society)
Nadrun Nadrun
Tadulako University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools Agussatriana Agussatriana; Andi Patmasari; Abdul Kamaruddin; Nadrun Nadrun; Muhammad Ismail
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.154

Abstract

The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
Friend or Foe? EFL Students’ Perceptions of Artificial Intelligence in Writing Classes Yansen Robert Kaluti Yansen; Anjar Kusuma Dewi; Andi Patmasari; Nadrun Nadrun
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6582

Abstract

This study investigated students’ perceptions of the use of Artificial Intelligence (AI) in writing classes at Tadulako University. A mixed-methods approach was employed, combining a questionnaire with 30 students and semi-structured interviews with four participants. The questionnaire consisted of 32 items organized into six dimensions: perceived usefulness, perceived effectiveness, motivation, attitudes, challenges, and responsible use of AI. The findings revealed that students generally hold positive perceptions of AI, particularly regarding idea generation (M=4.20), process support (M=4.17), and vocabulary assistance (M=4.13). Grammar correction was identified as the most effective function of AI (M=3.97). Motivational effects were moderate, with the strongest influence on task completion (M=3.77). Students demonstrated cautious but generally positive attitudes, with more neutrality toward formal AI integration in the curriculum. Prominent challenges included concerns about over-reliance, information inaccuracy, and reliability. Encouragingly, students showed critical and ethical engagement with AI, as evidenced by high scores for information verification (M=4.07) and critical evaluation (M=4.10). These findings suggest that students perceive AI as a conditionally beneficial tool for writing support, provided it is used critically and responsibly.
The Effect Of Word Wall On Vocabulary Mastery Of The Eighth Graders Students At SMP Negeri 30 Sigi Tresia Hartati Upe; Nadrun Nadrun; Desrin Lebagi; Mashuri Mashuri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/at3wd373

Abstract

Vocabulary mastery plays a fundamental role in English language learning because it supports students’ ability to understand and use the language effectively. However, many junior high school students still experience difficulties in mastering vocabulary, particularly in spelling, meaning, and word use. This study aimed to investigate the effect of Word Wall on the vocabulary mastery of the eighth-grade students at SMP Negeri 30 Sigi. This research employed a quantitative approach using a quasi-experimental non-equivalent control group. The participants consisted of 37 eighth-grade student divided into an experimental group and a control group. Data were collected through vocabulary pre-tests and post-tests comprising multiple-choice and sentence-construction items that measured students’ mastery of nouns and verbs. The data were analyzed using descriptive statistics and an independent sample t-test with SPSS. The findings revealed that the experimental group achieved a substantially higher mean post-test score (M=28’56) than the control group (M==15.79). The hypothesis testing also indicate a statistically significant difference between the two groups (p < .001), demonstrating that the use of Word Wall had a positive effect on students’ vocabulary mastery. These findings suggest that Word Wall provides meaningful visual support and repeated exposure that facilitate vocabulary learning. Therefore, Word Wall can be considered an effective instructional medium for improving junior high school students’ vocabulary mastery in English as a Foreign Language (EFL) classroom.
Students’ perception on the implementation of Project-Based Learning in Writing Instruction at SMA Bala Keselamatan Palu Jein Silsilia Day; Abdul Kamaruddin; Desrin Lebagi; Nadrun Nadrun
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1767

Abstract

Project-Based Learning (PjBL) is one of the learning methods in the independent curriculum and is a proven effective teaching methods in writing. However, few studies have explored students' perceptions of the implementation of PjBL in writing. Therefore, this study investigates students' perceptions of the level of participation, benefits, and challenges in the implementation of PjBL in writing instruction among tenth-grade students at SMA Bala Keselamatan Palu. This study selected 7 students through purposive sampling, and data were obtained through semi-structured interviews and focus group discussions in a qualitative phenomenological design. The results showed that they were actively involved in the learning process and increased their confidence in writing, even though they also faced various challenges, including limited vocabulary and differences of opinion within the group. However, most students generally had positive perceptions. In conclusion, PjBL is considered an effective teaching method in writing instruction.
Co-Authors Abdul Kamaruddin Agussatriana Andi Patmasari Anjar Kusuma Dewi Desrin Lebagi Jein Silsilia Day Mashuri Mashuri Muhammad Ismail Tresia Hartati Upe Yansen Robert Kaluti Yansen