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All Journal ELS Journal On Interdisciplinary Studies in Humanities Journal of General Education and Humanities
Hastini Hastini
Tadulako University
Humanities Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Grammatical Errors in the Writing of the Eleventh Grade Students at SMA Labschool UNTAD Palu Muh Zakkaria; Konder Manurung; Siska Bochari; Hastini Hastini
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.v4i4.837

Abstract

The study aimed to investigate errors in students’ writing assignments and identify which errors students committed most often. This research was prompted by the fact that students in SMA Labschool UNTAD Palu struggle with the simple past tense as a language feature in recount texts. Utilizing a descriptive quantitative design, the study involved 15 students as the sample. Using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen as a guide, it was shown that students commit all types of grammatical errors. Misformation was committed the most with a total of 127 occurrences (80,89%). Omission ranked second with 20 appearances (12,74%), followed by addition errors with 9 appearances (5,73%), and misordering ranked last with only 1 appearance (0,64%). The high number of misformation errors indicated that students were struggling to form correct verb tenses and to choose the correct word form. This suggests that students’ understanding of English morphology and tense usage is inadequate, especially in forming sentences with past-tense verbs.
The Correlation between Self-Talk and Speaking Ability Muhammad Syahruramadana Syukur; Hastini Hastini; Maf'ulah Maf'ulah
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.v8i2.44965

Abstract

This research used correlational quantitative research design. This research aims to find out whether there is a positive correlation between students' self-talk and their speaking’s ability. The sample of this research consists of 30 students from the academic year 2021/2022 of English Education Study Program at Tadulako University. The sampling technique used in this study is simple random sampling. The instruments used to collect data were  a speaking test and a questionnaire. The method used to analyze the correlation between students' self-talk and students' speaking ability is the Pearson product-moment correlation and simple linear regression test. The result of this research showed that there is a significant correlation between self-talk and students’ speaking ability. This correlation is indicated by a Pearson correlation value of 0.883, which means there is a very strong correlation between the two variables. The value of t-count is 9.975, higher than the t-table 2.048. This implies that students’ self-talk can influence the development of speaking ability. The higher the positive self-talk that students have, the better their speaking ability will be. Conversely, the higher the negative self-talk that students have, the lower their speaking ability will be.
Improving Eighth Grade Students’ Listening Comprehension Through Dictogloss Technique Nila Sahriyah; Hastini Hastini; Fadhilah Zamzam; Abd. Kamaruddin
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.v8i3.45300

Abstract

This study investigates the effectiveness of the dictogloss technique in improving the listening comprehension of eighth grade students at MTs Muhammadiyah Al-Haq Palu during the 2024/2025 academic year. Employing a pre-experimental quantitative design, the study involved all 25 students from the target class as participants. Data were collected using pre-test and post-test instruments, each comprising 10 fill-in-the-blank and 10 multiple-choice questions focused on narrative texts as a test. Dictogloss technique was implemented as the intervention, where students listened to passages, took notes on key points, and collaboratively reconstructed the texts. Statistical analysis revealed a significant improvement in students’ listening comprehension, with the mean score rising from 51.40 (pre-test) to 75.00 (post-test). The Shapiro-Wilk test confirmed normal data distribution, and paired sample t-tests indicated the improvement was statistically significant (p < 0.05). The findings suggest that dictogloss not only improves students’ ability to recognize spoken words and understand main ideas but also increases engagement, vocabulary acquisition, and collaborative skills. The study concludes that integrating the dictogloss technique into classroom instruction is an effective strategy for improving listening comprehension among junior high school students learning English as a foreign language.
Co-Authors Abd. Kamaruddin Fadhilah Zamzam Konder Manurung Maf&#039;ulah Maf&#039;ulah Muh Zakkaria Muhammad Syahruramadana Syukur Nila Sahriyah Siska Bochari