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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Wistara: Jurnal Pendidikan Bahasa dan Sastra e-Journal of ELTS (English Language Teaching Society)
Mukrim Mukrim
Tadulako University
Humanities Education Languange, Linguistic, Communication & Media Other

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Unveiling The Efficacy of Digital Pedagogy: Evaluating Online English Learning at High School Level Hastini Abdul Gani; Mukrim Mukrim; Maghfira Maghfira; Oktaviani Oktaviani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 2 (2023): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i2.9267

Abstract

This research endeavors to explore the efficacy of online English learning at SMA Negeri 3 Palu. Its primary objective was to contribute to the ongoing discussion in this field by (1) investigating the effectiveness of online English language learning at SMAN 3 Palu and (2) identifying factors contributing to the challenges faced by both teachers and students in the context of online learning during the COVID-19 pandemic.. Employing a qualitative approach with a case study design, this study involved five English teachers and ten representatives from SMAN 3 students, with two students selected from each class taught by the teachers through purposive sampling. Data collection involved in-depth individual interviews with the informants. Thematic analysis techniques were applied, involving four stages: transcription, coding, categorization, and drawing conclusions from the coded data. The findings revealed that online English learning was ineffective for students at SMAN 3 Palu due to issues such as internet connectivity, the availability of students' smartphones, and the fact that the majority of students reside in remote areas of Sigi regency, which posed challenges for implementing online English learning.
MBTI Dichotomies and Speaking Achievement Analysis of English Tadris Students Nabilah Fairuz R; Mukrim Mukrim
Jurnal Pendidikan Bahasa dan Sastra Vol 7 No 1 (2026): Vol. 7. No.1. 2026
Publisher : Program Studi Magister Pendidikan Bahasa dan Sastra Indonesia, Program Pascasarjana, Universitas Pasundan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/wistara.v7i1.47096

Abstract

This study aims to know whether there is a difference between the MBTI dichotomies on students' speaking achievement and how the variety of MBTI dichotomies influences students' speaking achievement. This study was conducted using mixed methods with an explanatory sequential design. The sampling technique used was non-probability sampling; purposive sampling. The sample was Tadris English students' class of 2022 of UIN Datokarama Palu. The research sample consisted of 29 students, 8 of them were informants for the interview. The quantitative data as the core data were analyzed using SPSS, precisely the One Way ANOVA test, revealing that there is no difference in students' speaking achievement between extrovert-introvert, sensing-intuition, thinking-feeling, and judging-perception. Moreover, the absence of differences in results influences the MBTI varieties, indicating that MBTI dichotomies do not influence students' speaking achievement. In addition, based on the findings per trait, there is no influence on students' Extrovert, Introvert, Thinking, and Feeling beliefs in the speaking class; the assessment focused on students' activeness in speaking. Meanwhile, students Sensing, Intuiting, Judging, and Perceiving stated that the evaluation was based on the answers presented in speaking class and the demands of the answer in the form of the question to be answered. Therefore, the study assumed that students' personalities changed in speaking performance. Thus, there was no difference and no influence on speaking achievement based on the MBTI dichotomies because several factors influenced these changes. The factors are the demands of the goals, the precision of answers based on context, and the demands for activeness in speaking class. These findings have significant implications for English language education and psychology, challenging the traditional belief in the influence of MBTI dichotomies on students' speaking achievement.
The Effectiveness of Pronunciation Coach 3D Application in Enhancing Students’ Ability in Pronouncing Interdental Sounds Cindy Cynthia Anastasya Zees; Mukrim Mukrim; Darmawan Darmawan; Rofiqoh Rofiqoh; Simon Moxon
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study aimed to determine whether the use of Computer-Assisted Pronunciation Training (CAPT), a software named Pronunciation Coach 3D, was effective in enhancing students' ability to pronounce interdental sounds at SMA Al-Azhar Mandiri Palu. This research was initiated by the preliminary research that showed students’ difficulties in pronouncing interdental sounds (/θ/ and /ð/), which are uncommon in Bahasa Indonesia as their native language. This study used a quasi-experimental design involving two groups: an experimental group and a control group, each consisting of 26 students. The experimental group was taught using Pronunciation Coach 3D, while the control group received conventional instruction. Data were collected through tests: pre-test and post-test, then analyzed using descriptive and inferential statistics, including the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that both groups improved. The average score of the experimental group increased from 57.40 to 90.38, while the control group increased from 71.35 to 82.88. The Wilcoxon test showed a statistically significant difference between pre-test and post-test scores in both groups (p < 0.05). Furthermore, the Mann-Whitney U test (p = 0.050) showed a marginal difference between the two groups. The effect size (r ≈ 0.27) indicated a small effect. It can be concluded that Pronunciation Coach 3D is effective in enhancing students' pronunciation skills, although the impact is not substantially higher than conventional teaching methods.
The Effect of Canva Application on Vocational Students’ English Vocabulary Mastery Aulia Purwaningtias Dandela; Mukrim Mukrim; Mashuri Mashuri
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3235

Abstract

Vocabulary mastery is essential for vocational students’ communication and workplace readiness, yet tenth-grade students may experience difficulties in using descriptive adjectives to describe people in English. This study examined the effect of Canva-based instruction on the vocabulary mastery of tenth-grade Visual Communication Design students at SMK Negeri 5 Palu. A pre-experimental one-group pretest-posttest design was employed with 17 students who completed a 20-item vocabulary test before and after a Canva-based instructional session involving descriptive poster design. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-Gain analysis, and a paired-samples t-test using SPSS 21. The results showed an increase in the mean vocabulary score from 9.59 in the pretest to 15.24 in the posttest. The paired-samples t-test indicated a statistically significant difference between the scores, t(16) = -6.197, p .001, while the N-Gain score of 0.535 indicated a medium level of improvement. These findings suggest that Canva-based instruction can support vocabulary learning by integrating visual design and language practice in a vocational EFL classroom. The study highlights the potential of visually oriented digital media to provide engaging vocabulary-learning experiences for vocational students.
THE CORRELATION BETWEEN ENGLISH CONTENT EXPOSURE ON INSTAGRAM AND STUDENTS' READING COMPREHENSION I Gede Bagus Gunawan; Mukrim Mukrim; Zarkiani Hasyim; Sriati Usman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6850

Abstract

This study aimed to investigate the correlation between students' exposure to English content on Instagram and their reading comprehension at SMA Negeri 2 Palu. This study employed a quantitative approach with a correlational research design. The participants were 60 eleventh-grade students selected through purposive sampling. Data were collected using a 20-item questionnaire measuring students' exposure to English content on Instagram and a 20-item reading comprehension test. The collected data were analyzed using the Spearman Rank Correlation test because one of the variables was not normally distributed. The findings revealed a correlation coefficient of 0.038 with a significance value of 0.773 (p > 0.05), indicating that there was no statistically significant correlation between exposure to English content on Instagram and students' reading comprehension. The findings suggest that incidental exposure to English content through Instagram alone is insufficient to improve students' reading comprehension without purposeful and structured learning activities. Therefore, Instagram should be regarded as a supplementary learning resource that supports English learning rather than a substitute for formal reading instruction.
Co-Authors Aulia Purwaningtias Dandela Cindy Cynthia Anastasya Zees Darmawan Darmawan Hastini Abdul Gani I Gede Bagus Gunawan Maghfira, Maghfira Mashuri Mashuri Nabilah Fairuz R Oktaviani Oktaviani Rofiqoh Rofiqoh Simon Moxon Sriati Usman Zarkiani Hasyim