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All Journal ELS Journal On Interdisciplinary Studies in Humanities FOSTER: Journal of English Language Teaching Journal of English Language and Education Journal of General Education and Humanities
Moh Abraham Akbar Eisenring
Universitas Tadulako
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving Vocabulary Mastery Through the Vocabulary Self-Collection Strategy (VSS): A Case of Junior High School Students Nispa Ramadani; Nadrun Nadrun; Moh Abraham Akbar Eisenring; Abd. Kamaruddin
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.822

Abstract

This study aimed to investigate whether the Vocabulary Self-Collection Strategy (VSS) could improve the vocabulary mastery of the eighth-grade students at SMP Negeri 4 Palu. A quasi-experimental design involving pre-test and post-test control groups was employed. The population consisted of all eighth-grade students, with two classes selected through purposive sampling: class VIII APEL, serving as the experimental group, was taught using VSS (n = 32), and class VIII RAMBUTAN, serving as the control group, employed the conventional method (n = 30). The study focused on students’ understanding of word meanings and their use of two high-frequency lexical categories: common nouns and action verbs. The data collected were analysed using descriptive statistics and an independent sample t-test, employing a 0.05 significance level. The results showed an improvement in the experimental group, whose mean score increased from 51.8 in the pre-test to 80 in the post-test, while the control group improved only from 54.8 to 63.3. The t-test result, t-count (9.81), exceeded the t-table (1.671), indicating a significant difference between the two groups. These results demonstrate that VSS, when applied to specific vocabulary categories and competency levels, could improve students’ vocabulary mastery. Overall, integrating VSS effectively improved students’ vocabulary mastery by encouraging active participation and recommending its integration into instruction.
Missing Lyrics in English Songs: Improving Listening Skills in SMP 16 Palu Megasari Mongi; Hastini Hastini; Moh Abraham Akbar Eisenring; Wahyudin Wahyudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45216

Abstract

This research investigates the effectiveness of using missing lyrics in English songs to improving listening skills of the ninth-grade students at SMP 16 Palu. The research applied a quasi-experimental approach involving two groups: an experimental group that experiences the treatment using missing lyrics in English songs, and a control group that continued with the traditional learning skills before and after intervention. The results revealed that the experimental group showed a notable improvement in their listening skills compared to the control group. Using missing lyrics in English songs helped improve students’ interest and active participation during lessons. Additionally, this method provided genuine exposure to the English language. Overall, the findings indicate that incorporating missing lyrics in English songs can be an effective technique to support and develop students listening skills in language learning.
Teachers’ Perception on the Use of Problem-Based Learning for Teaching Reading Skills at Senior High School Ni Kadek Siska; Abdul Kamaru ddin; Moh Abraham Akbar Eisenring; Rofiqoh Rofiqoh
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2493

Abstract

This study examined teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in teaching reading skills. Many students still struggle to comprehend texts and demonstrate low motivation during reading activities. Problem-Based Learning (PBL) is considered a suitable approach to support student-centered learning within the Merdeka Curriculum. While previous studies have discussed the effectiveness of PBL, research specifically exploring teachers’ perceptions of PBL implementation in teaching reading skills at the senior high school level remains limited. This study employed a qualitative research design. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing. The observation data supported the interview findings and demonstrated consistency between teachers’ perceptions and classroom teaching practices. The findings indicated that teachers held positive perceptions of PBL because this method improved students’ engagement, reading comprehension, motivation, and critical thinking skills. However, several challenges, such as time constraints and differences in students’ abilities, were also identified. Overall, the implementation of PBL was considered an effective and authentic approach to supporting the development of students’ reading skills in the context of English as a Foreign Language (EFL) education when accompanied by appropriate instructional guidance in classroom practices.
ChatGPT in Indonesian EFL Academic Writing: A Study of Critical Thinking and Creativity in Higher Education Jihan Hikmah Awwaliyah Erfandy; Mukrim Mukrim; Moh Abraham Akbar Eisenring
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.437

Abstract

The integration of ChatGPT into academic writing has raised important questions about its influence on students' cognitive processes, yet studies examining both critical thinking and creativity simultaneously in EFL contexts remain limited. This qualitative descriptive study explored students' perceptions of how ChatGPT influences their critical thinking and creativity in academic writing at Tadulako University, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with five purposively selected undergraduate students from the English Education Study Program who had experience using ChatGPT for academic writing tasks, and analyzed using Miles et al.'s (2014) qualitative procedures, guided by Facione's (1990) critical thinking framework and Torrance's (1966) creativity dimensions. The findings revealed three major themes: students engaged in active evaluative verification by cross-checking AI-generated content against academic sources; ChatGPT stimulated idea generation and topic exploration aligned with Torrance's dimensions of fluency and flexibility; and students consciously maintained their personal writing voice by paraphrasing and adapting AI outputs. The study concludes that ChatGPT can meaningfully support both critical thinking and creativity in academic writing when students engage with it reflectively and critically.
Co-Authors Abd. Kamaruddin Abdul Kamaru ddin Hastini, Hastini Jihan Hikmah Awwaliyah Erfandy Megasari Mongi Mukrim Mukrim Nadrun, Nadrun Ni Kadek Siska Nispa Ramadani Rofiqoh Rofiqoh Wahyudin Wahyudin