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All Journal ELS Journal On Interdisciplinary Studies in Humanities Journal of English Language and Education 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.
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.
DISCOVERY LEARNING IN TEACHING DESCRIPTIVE WRITING AT SMP NEGERI 1 PALU Muhammad Gazali; Mashuri Mashuri; Maf’ulah Maf’ulah; Mochtar Marhum
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6369

Abstract

This research explored the use of Discovery Learning in teaching descriptive writing at SMP Negeri 1 Palu. The study also examined students’ difficulties during writing activities and investigated the contribution of the strategy to students’ writing development. A qualitative descriptive approach was applied involving three English teachers as research participants. The data were gathered through classroom observations, interviews, and document analysis and were interpreted using qualitative data analysis procedures. The results indicated that Discovery Learning was implemented through a sequence of learning activities that encouraged students to explore information, discuss findings, and construct knowledge independently. The study found that students still faced challenges related to vocabulary, idea generation, and grammatical accuracy. However, the strategy helped increase students’ participation, confidence, motivation, and understanding of descriptive writing. The findings suggest that Discovery Learning can support the teaching of descriptive writing by creating a more active and engaging learning environment. Therefore, teachers may combine this strategy with additional vocabulary and grammar support to improve students’ writing performance.
The Effect Of Word Wall On Vocabulary Mastery Of The Eighth Graders Students At SMP Negeri 30 Sigi Tresia Hartati Upe; Nadrun Nadrun; Desrin Lebagi; Mashuri Mashuri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/at3wd373

Abstract

Vocabulary mastery plays a fundamental role in English language learning because it supports students’ ability to understand and use the language effectively. However, many junior high school students still experience difficulties in mastering vocabulary, particularly in spelling, meaning, and word use. This study aimed to investigate the effect of Word Wall on the vocabulary mastery of the eighth-grade students at SMP Negeri 30 Sigi. This research employed a quantitative approach using a quasi-experimental non-equivalent control group. The participants consisted of 37 eighth-grade student divided into an experimental group and a control group. Data were collected through vocabulary pre-tests and post-tests comprising multiple-choice and sentence-construction items that measured students’ mastery of nouns and verbs. The data were analyzed using descriptive statistics and an independent sample t-test with SPSS. The findings revealed that the experimental group achieved a substantially higher mean post-test score (M=28’56) than the control group (M==15.79). The hypothesis testing also indicate a statistically significant difference between the two groups (p < .001), demonstrating that the use of Word Wall had a positive effect on students’ vocabulary mastery. These findings suggest that Word Wall provides meaningful visual support and repeated exposure that facilitate vocabulary learning. Therefore, Word Wall can be considered an effective instructional medium for improving junior high school students’ vocabulary mastery in English as a Foreign Language (EFL) classroom.
Co-Authors Aulia Purwaningtias Dandela Budi Budi Darmawan Darmawan Dela Zahra Desri Desri Desrin Lebagi Maf’ulah Maf’ulah Mawardin M. Said Mochtar Marhum Moh Rafli Rafli Moh. Abraham Akbar Eisenring Muhammad Gazali Mukrim Mukrim Nadrun Nadrun Sindi Klodia Sriati Usman Tresia Hartati Upe Wahyudin Wahyudin