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All Journal ELS Journal On Interdisciplinary Studies in Humanities e-Journal of ELTS (English Language Teaching Society) Ranah: Jurnal Kajian Bahasa
Anjar Kusuma Dewi
Tadulako University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Promoting an Appreciation for Diversity Through Reading Literary Works to Prevent Radicalism Yunidar Yunidar; Gusti Ketut Alit Suputra; Anjar Kusuma Dewi
Ranah: Jurnal Kajian Bahasa Vol 13, No 2 (2024): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v13i2.7874

Abstract

This study aims to identify the factors of prejudice that can lead to radicalization among elementary school students and to improve understanding of the values of diversity and tolerance through academic literacy. This study was conducted in elementary schools in Palu City involving 500 students who were divided into two groups: experimental and control. The research method used was descriptive research with a quasi-experimental design, where both groups were given pre- and post-tests to measure the increase in attitudes of respect and tolerance. Data were collected through test instruments that measured students' moral attitudes towards diversity and radicalization, while data analysis techniques used descriptive statistics and hypothesis testing. The results showed that the experimental group that participated in the "Baku Sayang and Baku Jaga" program experienced a significant increase in respect and tolerance values. The N-gain score for respect in the experimental group increased by 0.79 (high category), and for tolerance increased by 0.82 (high category), while the control group only showed a moderate increase with N-gain scores of 0.33 and 0.35, respectively. The findings confirm that the program is effective in increasing students’ respect and tolerance which can reduce the potential for radicalization among them. This study suggests that academic literacy-based approaches and discussion groups are effective strategies to support character education in elementary schools. AbstrakPenelitian ini bertujuan untuk mengidentifikasi faktor-faktor prasangka yang dapat menyebabkan radikalisasi di kalangan siswa sekolah dasar serta untuk meningkatkan pemahaman tentang nilai-nilai keberagaman dan toleransi melalui literasi akademik. Penelitian ini dilaksanakan di sekolah dasar Kota Palu dengan melibatkan 500 siswa yang dibagi menjadi dua kelompok: eksperimen dan kontrol. Metode penelitian yang digunakan adalah penelitian deskriptif dengan desain kuasi-eksperimental, di mana kedua kelompok diberi tes pra dan pasca untuk mengukur peningkatan sikap menghormati dan toleransi. Data dikumpulkan melalui instrumen tes yang mengukur sikap moral siswa terhadap keberagaman dan radikalisasi, sedangkan teknik analisis data menggunakan statistik deskriptif dan uji hipotesis. Hasil penelitian menunjukkan bahwa kelompok eksperimen yang mengikuti program “Baku Sayang dan Baku Jaga” mengalami peningkatan yang signifikan pada nilai rasa hormat dan toleransi. Skor N-gain untuk rasa hormat pada kelompok eksperimen meningkat sebesar 0,79 (kategori tinggi), dan untuk toleransi meningkat sebesar 0,82 (kategori tinggi), sementara kelompok kontrol hanya menunjukkan peningkatan yang moderat dengan skor N-gain masing-masing 0 ,33 dan 0,35. Temuan ini menegaskan bahwa program ini efektif dalam meningkatkan sikap menghormati dan toleransi siswa yang dapat mengurangi potensi radikalisasi di kalangan mereka. Penelitian ini menyarankan bahwa pendekatan berbasis literasi akademik dan kelompok diskusi merupakan strategi yang efektif untuk mendukung pendidikan karakter di sekolah dasar.
Listen, Draw, Understand: A Creative Approach to Teaching Listening Comprehension Nabila Khalifatul Jannah; Aminah Aminah; Budi Budi; Anjar Kusuma Dewi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45289

Abstract

This study investigates the effectiveness of the Listen-and-Draw technique in enhancing the listening comprehension of eighth-grade students at SMP Negeri 1 Banawa Tengah. Employing a quantitative approach and quasi-experimental design, two classes were selected: one experimental group taught using the Listen-and-Draw method and one control group taught with conventional instruction. Pretest and posttest assessments were administered to measure student achievement. The results indicated a significant improvement in the experimental group’s performance (mean posttest score = 47) compared to the control group (mean = 33). The t-test analysis (t-count = 9.97 > t-table = 0.0195) confirmed a statistically significant difference between groups. These findings support the use of the Listen-and-Draw technique as an effective instructional method to improve listening comprehension among junior high school students.
From Play to Proficiency: Using English Podcasts to Sharpen Listening Skills Riska Hazmatul Askia; Aminah Aminah; Maf'ulah Maf'ulah; Anjar Kusuma Dewi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45290

Abstract

This study examines the effectiveness of English podcasts as a medium for improving the listening comprehension of eighth-grade students at SMP Negeri 1 Banawa Tengah. Motivated by students’ low listening proficiency and limited exposure to authentic English audio, this research applied a quantitative quasi-experimental design with two groups: an experimental class that received podcast-based instruction over six sessions, and a control class that did not use podcasts. Data were collected through pre-tests and post-tests to measure listening gains. The results showed that the experimental group’s mean post-test score increased from 37 to 52, with nine students meeting the minimum passing standard, while the control group’s scores remained largely unchanged. A t-test revealed a significant difference (t = 7.39 > t-table = 2.009, p < 0.05). These findings demonstrate that integrating podcasts into English instruction can significantly enhance students’ listening comprehension.
The Correlation Between Vocabulary And Reading Comprehension Of SMA Negeri 3 Palu Students Indah Farawansa Moh.S.Mahid; Anjar Kusuma Dewi; Maghfira Maghfira; Afrillia Anggreni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.46177

Abstract

Vocabulary can be defined as the list of words in a language that are understood and memorized, playing an important role in communication and learning processes, while reading comprehension is the ability to understand, interpret, and evaluate the meaning of written texts. This study aims to investigate the correlation between vocabulary and reading comprehension at SMA Negeri 3 Palu. The method used was correlational research, employing vocabulary tests and reading comprehension tests as data collection instruments. The sample consisted of 36 students selected through purposive sampling. The collected data were analyzed using the Pearson Product Moment correlation technique. The results showed a significant positive correlation between vocabulary and reading comprehension ability at SMA Negeri 3 Palu. These findings indicate that an increase in vocabulary can improve reading comprehension.
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH EDUCATION Aulia Septi Cahyani Tariah; Anjar Kusuma Dewi; Andi Patmasari; Sriati Usman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 2 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6349

Abstract

The purpose of this study was to analyze students' perceptions on the implementation of blended learning in the English Language Education Study Program at Tadulako University. This study involved 100 students from the class of 2024 to explore students' views regarding the implementation of blended learning. The research findings indicate that students have fairly moderate views on blended learning in the context of English language learning. They believe that blended learning stimulates active engagement, communication, and critical thinking. Furthermore, students perceived several benefits, particularly related to the integration of online assignments and contributions from classmates in understanding new material. On the other hand, students also faced several challenges, such as ineffective online interactions, difficulty maintaining focus during online sessions, limited participation in online discussions, and the need for longer time to complete assignments. Some students also felt that blended learning did not fully improve their interpersonal communication and understanding of English language learning materials. In conclusion, blended learning brings both positive and negative aspects to the English language learning process. Therefore, improvements in interaction, participation, focus, and material understanding are needed to improve blended learning effectiveness.
EXPLORING EFL STUDENTS’ PERSPECTIVES ON THE USE OF WATTPAD IN ENHANCING READING COMPREHENSION AT TADULAKO UNIVERSITY Maya Syafirah Lamataya; Afrilia Anggreni; Moh. Abraham Akbar Eisenring; Anjar Kusuma Dewi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 2 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6437

Abstract

In the digital era, online platforms have become popular learning resources, especially for English as a Foreign Language (EFL) students. This study aims to explore students’ perspectives regarding the use of Wattpad, specifically focusing on their practices and challenges in enhancing reading comprehension at Tadulako University. This research employed a descriptive qualitative design. Data were collected through semi-structured interviews with seven students of the English Education Study Program who actively use Wattpad to read English texts. The data were analyzed using thematic analysis. The findings revealed two major themes: perceived benefits and encountered challenges. The results showed that students perceived Wattpad positively as it increased their reading motivation, enriched their vocabulary, improved their reading comprehension, and encouraged the use of active reading strategies such as rereading and using contextual clues. However, students also encountered several challenges, including difficulties in understanding unfamiliar vocabulary and complex grammar, interpreting implied meanings, comprehending informal language or slang, and dealing with distractions such as notifications and reading fatigue. This study implies that Wattpad serves as a valuable supplementary learning medium that supports extensive reading practice. Nevertheless, guidance and appropriate reading strategies are still required to optimize its benefits and overcome the existing limitations.
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. 2 (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.
DIFFICULTIES OF ELEVENTH GRADE STUDENTS IN COMPREHENDING ENGLISH READING TEXTS AT SMA NEGERI 6 SIGI Mudia Qurata Ayuni; Anjar Kusuma Dewi; Muhammad Arid; Aminah Suriaman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 3 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6496

Abstract

Reading comprehension is a vital skill for learners of English as a Foreign Language (EFL) because it allows students to grasp written material and build academic literacy. This research examined the challenges faced by eleventh‑grade students at SMA Negeri 6 Sigi when reading and investigated the causes behind these problems. A descriptive qualitative approach, augmented with descriptive statistics, was used. Twenty‑two students answered closed‑ended questionnaires, and three individuals were chosen through purposive sampling for semi‑structured interviews based on the predominant issues highlighted in the questionnaire results. Questionnaire responses were processed with frequency counts and percentages, while interview material was examined via data reduction, display, and inferential drawing. The study identified four principal types of difficulties: restricted vocabulary, trouble spotting main ideas and drawing inferences, motivational obstacles, and external learning influences. The most common problems involved interpreting implicit content and identifying core ideas. The authors conclude that students’ reading comprehension is shaped by linguistic, cognitive, affective, and environmental factors. Accordingly, they recommend focusing on vocabulary growth, explicit reading strategies, and supportive classroom practices to enhance students’ reading abilities.
STUDENTS' PERCEPTIONS ON THE USE OF TIKTOK IN IMPROVING SPEAKING SKILLS AT TADULAKO UNIVERSITY M Adis Ahirian; Anjar Kusuma Dewi; Andi Patmasari; Desrin Lebagi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 3 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6606

Abstract

This study examines how sixth-semester English Education students at Tadulako University perceive TikTok as a tool for developing their English-speaking ability. Using a qualitative descriptive design, the researcher interviewed five purposively selected participants who had used TikTok for speaking-related practice and analyzed the resulting transcripts through Braun & Clarke’s (2006) thematic analysis procedure. Four recurring patterns emerged from participants' accounts: TikTok functioning as a vocabulary and pronunciation resource, TikTok enabling repeated and self-paced speaking rehearsal, a shift toward greater confidence and lower speaking anxiety, and a broadly favorable view of TikTok's contribution to speaking development. Across most accounts, exposure to short-form English content appeared to build vocabulary, model pronunciation, and create low-stakes opportunities to rehearse speaking, which several participants linked to feeling calmer and more capable when speaking. One participant, however, attributed her gains mainly to vocabulary rather than to speaking confidence itself, pointing to differences in how individual students engage with the platform. These results are interpreted through the Technology Acceptance Model (Davis, 1989), Multimedia Learning Theory (Mayer, 2009), and Mobile-Assisted Language Learning (Kukulska-Hulme & Shield, 2008). The study suggests TikTok holds value as a supplementary, learner-driven resource for EFL speaking practice, particularly for building vocabulary, raising pronunciation awareness, and easing speaking-related anxiety.
Co-Authors Afrilia Anggreni Aminah Aminah Aminah Suriaman Andi Patmasari Anggreni, Afrillia Aulia Septi Cahyani Tariah Budi Budi Desrin Lebagi Gusti Ketut Alit Suputra Indah Farawansa Moh.S.Mahid M Adis Ahirian Maf&#039;ulah Maf&#039;ulah Maghfira, Maghfira Maya Syafirah Lamataya Moh. Abraham Akbar Eisenring Mudia Qurata Ayuni Muhammad Arid Nabila Khalifatul Jannah Nadrun Nadrun Riska Hazmatul Askia Sriati Usman Yansen Robert Kaluti Yansen Yunidar