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All Journal ELS Journal On Interdisciplinary Studies in Humanities e-Journal of ELTS (English Language Teaching Society)
Mashuri Mashuri
Tadulako University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect Of Discovery Learning Toward Reading Comprehension Of The grade Eight Students At SMP Labschool UNTAD Palu Dela Zahra; Mashuri Mashuri; Sriati Usman
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.v8i3.45091

Abstract

The Effect of Discovery Learning on the Reading Comprehension Skills of Eighth-Grade Students at SMP Labschool UNTAD Palu. This study aims to examine the effect of the Discovery Learning model on the reading comprehension skills of eighth-grade students at SMP Labschool UNTAD Palu. A quasi-experimental design with a pretest-posttest control group was employed, involving two groups: an experimental group taught using Discovery Learning and a control group taught with conventional methods. The sample consisted of 36 students selected through purposive sampling.The results revealed that the experimental group showed a significant improvement in post-test scores, with an average of 76.00 compared to their pretest average of 59.00. In contrast, the control group exhibited only a slight increase from 50.18 to 60.00. Statistical analysis using an independent t-test confirmed a significant difference between the two groups (p < 0.05), indicating that Discovery Learning effectively enhances students' reading comprehension.
The Implementation of Task-Based Language Teaching (TBLT) to Improve Students’ Reading Skills Sindi Klodia; Budi Budi; Mashuri Mashuri; Sriati Usman
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.v8i3.45319

Abstract

This study aims to analyzed the implementation of Task-Based Language Teaching (TBLT) improve the reading skills of the eighth-grade students at SMPN 9 Sigi. The population in this study is all grade VIII students totaling 41 students. This study used a quasi-experimental method where researcher used two classes to get the results of the study, the class was class VIIIA as an control class with 19 students, and class VIIIB as an experimental class with 22 students. The population of this study is all grade VIII students totaling 41 students. The data collection technique used tests in the form of pretests and posttests. Based on the results of the study, the experimental class's students' reading skills significantly improved once the TBLT approach was implemented. This is shown by the calculation using SPSS, the Sig. (2-tailed) value is 0.000 < 0.05. The experimental class obtained a higher post-test average score of 20.06 points compared to the control class. This mean, H₁: The implementation of Task-Based Language Teaching (TBLT) significantly improves the reading skills of eighth-grade students at SMPN 9 Sigi is accepted. Therefore, it can be concluded that there is a difference in the average learning outcomes between the experimental class using the Task-Based Language Teaching (TBLT) model and the control class using the conventional model.
VOCABULARY MASTERY PROBLEMS OF GRADE IX STUDENTS THROUGH KAHOOT Moh Rafli Rafli; Mawardin M. Said; Moh. Abraham Akbar Eisenring; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study aims to identify the problems faced by Grade XI students of MAN Insan Cendekia (IC) Palu in mastering English vocabulary through Kahoot, a game-based digital learning platform. Although Kahoot has been implemented in vocabulary instruction and is recognized for increasing student motivation and engagement, many students still experience difficulties during the learning process. This research employed a qualitative descriptive design. The participants were Grade XI students of MAN IC Palu in the academic year 2025/2026, selected through purposive sampling. Data were collected through observation, questionnaires, and interviews, and analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings revealed four major categories of problems. First, technical issues, particularly unstable internet connections and slow device performance, frequently interrupted Kahoot sessions. Second, time pressure, as the limited response time caused anxiety and encouraged students to prioritize speed rather than understanding. Third, linguistic challenges, including difficulties in understanding word meanings, spelling, and pronunciation of unfamiliar vocabulary. Fourth, psychological factors, where the competitive features of Kahoot motivated some students but increased anxiety in others. The study concludes that although Kahoot provides an interactive and enjoyable learning environment, its effectiveness in supporting vocabulary mastery depends on several factors, including adequate technological infrastructure, suitable time allocation, clear teacher instructions, and meaningful feedback after quizzes. These findings are expected to help teachers design more effective and supportive vocabulary learning activities using Kahoot in EFL classrooms and improve students’ vocabulary development.
A STUDY ON MIND MAPPING TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION Desri Desri; Darmawan Darmawan; Wahyudin Wahyudin; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study seeks to examine how effective the Mind Mapping technique is in improving students’ reading comprehension by employing a qualitative library research approach. The data were gathered from five earlier studies conducted between 2018 and 2023 that explored the use of Mind Mapping in reading instruction. These studies applied a range of research designs, including Classroom Action Research, pre-experimental, and quasi-experimental approaches. The data were analyzed through content analysis in order to explore recurring patterns, as well as similarities and differences across the findings. The findings of this study suggest that the Mind Mapping technique contributes positively and significantly to students’ reading comprehension. The results demonstrate steady improvement in students’ reading performance, a higher proportion of students meeting the minimum mastery standards, and increased engagement throughout the learning activities. Mind Mapping enables students to structure and represent information visually, which supports their understanding of key ideas, supporting details, and the connections within a text. Furthermore, the technique encourages active participation, cooperative learning, and the development of higher-level thinking abilities, such as interpreting and assessing information. The study also indicates that the effectiveness of Mind Mapping largely depends on how well teachers facilitate and integrate the technique into classroom practices. In general, Mind Mapping can be considered a practical and efficient instructional strategy for improving reading comprehension. Therefore, it is advisable for teachers to incorporate this technique into their teaching in order to foster a more engaging and meaningful learning environment.
Co-Authors Budi Budi Darmawan Darmawan Dela Zahra Desri Desri Mawardin M. Said Moh Rafli Rafli Moh. Abraham Akbar Eisenring Sindi Klodia Sriati Usman Wahyudin Wahyudin