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All Journal BAHASANTODEA Jurnal Pendidikan Bahasa Inggris EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra FOSTER: Journal of English Language Teaching JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Journal of General Education and Humanities Journal of Language and Literature Studies English Language Teaching Methodology (ELTM) Jurnal Kreatif Online Pulchra Lingua TELL - US JOURNAL Journal of Advanced Research in Social Sciences and Humanities Ulil Albab PESHUM e-Journal of ELTS (English Language Teaching Society)
Mochtar Marhum
Universitas Tadulako, Palu-Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Patterns of Code-Switching in English Speaking Practice: A Descriptive Analysis of University Students Nurina, Syava Aizhawa Putri; Suriaman, Aminah; Zamzam, Fadhilah; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.883

Abstract

Many university students experience difficulties in academic English speaking due to limited vocabulary, grammatical problems, nervousness, and the need to convey ideas clearly. To cope with these challenges, students often switch between English and Bahasa Indonesia during speaking activities. This study aims to examine the frequency of code-switching in academic speaking and to identify the main factors influencing its use among EFL university students. This study employed a quantitative descriptive design involving 32 third-semester students in an English for Public Speaking course at Tadulako University. Data were collected through a 20-item questionnaire covering linguistic, psychological, communicative, and social factors, supported by semi-structured interviews. Descriptive statistics were used to analyze the data. The findings reveal that code-switching occurs very frequently, with 96.88% of students reporting frequent use. Linguistic factors were the most dominant, followed by social and communicative factors, while psychological factors had the lowest influence. Interview data confirmed that students use code-switching to maintain fluency, clarify meaning, and support interaction. Overall, code-switching is a common and strategic practice that helps students manage academic speaking challenges in multilingual EFL classrooms.
The Effectiveness of Educational Videos in Improving Vocabulary Mastery at SMP Negeri 16 Palu Rahmawati, Rahmawati; Kamaruddin, Abd.; Maf’ulah, Maf’ulah; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.923

Abstract

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning; however, preliminary observations at SMP Negeri 16 Palu revealed that many eighth-grade students still have limited vocabulary. Students experienced difficulties in understanding word meanings, identifying word classes, and using vocabulary appropriately in simple sentences, which negatively affected their participation, confidence, and comprehension in English learning. Therefore, this study aimed to find out the effectiveness of educational videos in improving students’ vocabulary mastery. This study employed a quantitative, quasi-experimental research design. The population consisted of 129 eighth-grade students of SMP Negeri 16 Palu in the 2024/2025 academic year. The samples were class VIII C as the experimental group and class VIII E as the control group. The research instruments were vocabulary tests administered as pre- and post-tests, focusing on nouns, verbs, and adjectives. The collected data were analysed using a normality test, a homogeneity test, and an independent-samples t-test in SPSS version 24. The findings indicated that the experimental group achieved a higher mean post-test score (70.27) compared to the control group (58.93). The result of the independent samples t-test showed a significance value of 0.001, which was lower than 0.05, indicating a statistically significant difference between the two groups. These results demonstrate that the use of educational videos, particularly animated videos, effectively improves students’ vocabulary mastery.
The Use of ChatGPT-Based Interactive Exercises to Improve Students’ Vocabulary Mastery Jannah, Miftahul; Mashuri, Mashuri; Patmasari, Andi; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.932

Abstract

This study investigates the use of ChatGPT-based interactive exercises to improve eighth-grade students’ vocabulary mastery at SMP Astra Makmur Jaya. The research employed a quantitative, quasi-experimental design with an experimental and a control group. Students’ vocabulary mastery was measured through pre-test and post-test scores, focusing on two aspects: meaning and use. The experimental group received six sessions of ChatGPT-based, collaborative, small-group interactive exercises, while the control group was instructed through traditional textbook-based methods. The results showed that ChatGPT-based interactive exercises significantly improved students’ vocabulary mastery. The experimental group's post-test score improved to 82.32, while the control group's average score was 70.53. Further statistical analysis revealed that the t-counted value (3.92) was higher than the t-table value (2.008), indicating a significant difference between the two groups. These findings indicate that ChatGPT-based interactive exercises effectively improve students’ vocabulary mastery by providing contextual practice, immediate feedback, and increased student engagement. Therefore, the findings indicate that ChatGPT can serve as an effective learning tool to improve students’ vocabulary mastery.
Utilizing Scramble Words Technique to Enhance Students’ Vocabulary Mastery Natasya, Puspa; Mashuri, Mashuri; Patmasari, Andi; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.945

Abstract

Vocabulary mastery is a fundamental component of English language learning. Nevertheless, many junior high school students encounter difficulties due to monotonous instructional methods. This study aimed to investigate the effect of the Scramble Words technique on vocabulary mastery among eighth-grade students. Using a quantitative quasi-experimental design, the study involved 61 eighth-grade students from SMP Negeri 7 Palu, who were divided into an experimental and a control group. Data were collected through a vocabulary pretest and posttest focusing on nouns, verbs, adverbs, and adjectives. The experimental group was instructed using the Scramble Words technique, whereas the control group received conventional teaching. Based on the analysis, the experimental group showed superior gains in vocabulary mastery compared to the control group. This difference was statistically significant, as evidenced by the t-test, which showed that the calculated t-value exceeded the t-table value at the 0.05 level. These findings suggest that the scramble words technique is an effective and engaging approach for enhancing vocabulary mastery among junior high school students.
A Study of Suffix -En Usage Comprehension in Words by EFL Students at Tadulako University Ahmad, Nur Anisa Fitri; Marhum, Mochtar; Patmasari, Andi; Manurung, Konder
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1930

Abstract

This study investigates the extent of EFL students’ understanding of the suffix -en in English word formation at Tadulako University. This research employs a descriptive quantitative design, with data collected through a multiple-choice test and a questionnaire focusing on recognition, word formation, and meaning of the suffix -en. The data are analyzed using descriptive statistics. The findings indicate that students experience low difficulty in recognizing the suffix -en, moderate difficulty in understanding its meaning, and high difficulty in word formation using the suffix -en. These results suggest that students’ difficulties lie mainly in productive and semantic aspects rather than in formal recognition, indicating the need for explicit instruction focusing on word formation practice and contextualized meaning analysis.
The Effect of Group Work on Students’ Speaking Skills Hidayat, Andika Firdaus; Marhum, Mochtar; Nadrun, Nadrun; Kamaruddin, Abdul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1745

Abstract

Many seventh-grade students struggle with speaking skills due to limited linguistic knowledge and speaking anxiety, despite the expectations of the Merdeka Curriculum for junior high school learners to communicate effectively in English. To address these challenges, group work is often recommended as a strategy to reduce anxiety and increase student participation. However, most previous studies were conducted at higher education levels, leaving limited evidence for younger learners. Therefore, this study aims to investigate whether group work significantly improves the speaking skills of seventh-grade students at SMP Negeri 18 Palu. A quasi-experimental design was used, involving two intact classes of 28 students each. Both groups completed a pre-test and post-test consisting of three oral questions assessing fluency and comprehensibility. The treatment will be administered over six sessions, from the second to the seventh meeting. The experimental group will use the group work technique, while the control group will receive conventional instruction. The data were analyzed using the Mann–Whitney U Test because the scores were not normally distributed. The findings showed that although both groups demonstrated increased mean scores from pre-test to post-test, the significance value (p = 0.113) exceeded the 0.05 threshold. Thus, the null hypothesis (H0) was accepted, indicating that group work did not produce a statistically significant improvement in students’ speaking skills. These results suggest that group work may require longer implementation or additional support to yield stronger effects for junior high school learners.
Willingness to Communicate and English Speaking Performance: A Phenomenological Study of Tadulako University EFL Students Reza, Mutia; Hastini, Hastini; Sadilia, Sukmawati; Marhum, Mochtar
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1843

Abstract

Willingness to communicate (WTC) has emerged as a critical psychological construct mediating between linguistic competence and actual language use, yet its influence on speaking performance remains underexplored in Indonesian EFL contexts through learners' lived experiences. This qualitative study employs Interpretative Phenomenological Analysis (IPA) to investigate how English Education students at Universitas Tadulako experience and interpret the ways WTC shapes their English-speaking performance. Three undergraduate students (semesters 3-5) participated in in-depth semi-structured interviews, with findings triangulated through a lecturer interview. Systematic IPA analysis revealed four superordinate themes: (1) WTC as Dynamic Social-Cognitive State, fluctuating with context rather than functioning as a stable trait; (2) The Fluency-Accuracy Paradox, whereby students universally prioritize comprehensibility over grammatical correctness as a strategic coping mechanism; (3) Fear as Cultural-Pedagogical Construct, wherein judgment anxiety rooted in Indonesian educational culture inhibits WTC despite supportive teaching; and (4) The Preparation Imperative, in which advance notice and cognitive readiness universally facilitate WTC while spontaneous demands trigger defensiveness. Findings demonstrate that WTC operates as a multi-dimensional construct shaped by individual motivation, social ecology, cultural context, and pedagogical environment. Practical implications include creating psychologically safe environments, validating fluency-first strategies, and scaffolding spontaneity through preparation.
Exploring Senior High School Students Speaking Confidence During Pair Work Activities Sari, Puspita; Mashuri, Mashuri; Wahyudin, Wahyudin; Marhum, Mochtar
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1779

Abstract

This study investigates the role of pair-work activities in developing students’ speaking confidence at SMAN 5 Palu. Using a descriptive qualitative research design, four Grade 11 students were purposively selected based on varying levels of speaking confidence. Data were collected through classroom observation, semi-structured interviews, and documentation. The findings reveal that pair-work activities create a supportive, low-anxiety environment that encourages students to speak more freely. Students reported feeling more comfortable, less nervous, and more motivated when interacting with a peer instead of speaking individually or in front of the whole class. Despite challenges such as limited vocabulary, pronunciation difficulties, and fear of making mistakes, pair-work activities helped reduce anxiety and increased communication effort. The study concludes that pair-work is an effective strategy for improving speaking confidence and suggests that teachers integrate more structured and supportive pair-speaking tasks in classroom practice.
The Implementation Mind Mapping Method to Improve Reading Comprehension of the Eleventh Grade Students of SMA Negeri 5 Palu Labaso, Arini; Marhum, Mochtar; Dewi, Anjar Kusuma
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.301

Abstract

This study investigates the implementation of the Mind Mapping method to improve reading comprehension among eleventh-grade students at SMAN 5 Palu. The purpose of this study is to examine the effect of mind mapping on students’ reading comprehension. A quantitative experimental design was employed, with the sample divided into two groups: an experimental group of 35 students taught using the mind mapping method and a control group of 31 students taught through conventional instruction. Pre-tests and post-tests were administered, and the results showed that students taught using mind mapping had better reading comprehension. The data analysis indicated that the mean pre-test score of the experimental group was 46 and the control group 51, which increased after the intervention to 75 for the experimental group and 61 for the control group. An independent sample t-test was conducted, resulting in a t-count of 7.261 compared to a t-table value of 1.997, with 64 degrees of freedom and a significance level of 0.05. Since the t-count exceeds the t-table, the hypothesis is accepted. These findings demonstrate that mind mapping is effective in enhancing reading comprehension, and English teachers are recommended to apply this technique as an easy and effective strategy to help students understand texts
A Study on The Implementation of Flashcards in Teaching Vocabulary Fikriani, Fikriani; Manurung, Konder; Patmasari, Andi; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.951

Abstract

The objectives of this research are to describe how flashcards are implemented in vocabulary instruction and how students learn vocabulary through their use. This research applied a qualitative design by using a library research method. The data sources were obtained from libraries and online academic databases. The data were analyzed using content analysis, which involved identifying, categorizing, and describing the information from the selected studies. The six previous studies analyzed in this research were conducted by Yusriadi (2021), Mita Agustina Hediyati (2021), Widya Astuti (2022), Fitri Harianingsih (2023), Lisa Febrianti (2024), and Yudit Ba’dung (2024). The results of the data analysis showed that flashcards were used in various ways depending on students’ levels, classroom conditions, and the research design. Generally, the teaching procedures involved introducing vocabulary using flashcards, explaining word meanings through pictures, practicing pronunciation, and reinforcing learning through drilling and repetition activities. The findings revealed that students learned vocabulary effectively through flashcards. Flashcards helped students understand vocabulary more easily through visual media, improve pronunciation through repetition, and remember vocabulary through continuous practice. In quantitative studies, students showed improvement in vocabulary mastery, as indicated by higher post-test scores than pre-test scores, while in qualitative studies, students demonstrated greater engagement, motivation, and understanding of vocabulary. Overall, this study concludes that flashcards are an effective medium that supports both teaching and learning in vocabulary instruction.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Abdul Waris Abraham Abraham Adzani , Feny Nur Afrillia Aggreni Afrillia Aggreni Agussatriana Agustina Risu, Indah Ahdani, Nurhayati Ahmad, Nur Anisa Fitri Aminah Aminah Aminah Aminah Aminah Suriaman Aminuyati Amir Pattu Amri, Hasrawati Anak Agung Gede Sugianthara Ananda Mumtahana Anggreni, Afrillia Anjar Kusuma Dewi Aprilia, Rezki Ardini, Andi Arid, Muhammad Aulia, Shiva Ayu Rizkilla Basitha, Tiara Annur Budi Budi Budi Budi Budi Chelsea Valentine Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Desti Sri Wahyuni Desti Sri Wahyuni Dewi, Anjar Kusuma Dewi, Ni Putu Indah Tiara Dwi Putri, Dwi Eisenring, Moh. Abraham Eisenring, Moh. Abraham Akbar Eka Putri, Arfiyah Elma, Elma Alvionita Erniwati Fadhilah Zamzam Farah Humairah Fatimah Fatimah Azzahrah Zulkfli Feren Putri Patricia Ferry Rita Fifi Dwi Pra Aditya Fikriani, Fikriani Firman Firman Fitriawati, Sitti Gultom, Lentina Hamida Pusparani Hasan Basri Hasna, Hasna Hastini, Hastini Hayati, Mutmainnah Hente, Asri Hente, Muh. Asri Hidayat, Andika Firdaus Jafar, Desi M Jamiluddin Jamiluddin, Jamiluddin Jeric Romero Kamaruddin, Abd. Karina Nadhifah Putri, Eka Khusnul, Khusnul Konder Manurung Kumowal, Widiatris Apriyani Labaso, Arini Lamade, Muzna Left, Left M. Said, Mawardin Maf'ulah Maf'ulah, Maf'ulah Maf'ulah, Maf’ulah Maf’ulah Maf’ulah, Maf’ulah Maghfira, Maghfira Mahmudah, Listiana Eka Dewi Marsandah Marsandah Mashuri Mashuri Djalil Mashuri Mashuri Masyitha, Nur rahmaniar Mawardin Muhammad Said Mawardin, Mawardin Mawardin. M Said Melisa Melisa Miftahul Jannah Moh. Amin Muhammad Fadhil Irawan Hadi Mukrim, Mukrim Muspira, Muspira Nadrun, Nadrun Nahdawati, Nahdawati Natasya, Puspa Nur Ilmi Muslimin Nur Sehang Thamrin Nurdiana, Fina Nurfitri Nurfitri Nurherika, Nurherika Nurina, Syava Aizhawa Putri Nurul Ain, Nurul Nurul Alfiah Wahyuni Nurul, Syarifah Olva Greizela Sudamara Palintin, Afrida Pallawa, Baso Andi Patmasari, Andi Puspita Sari Puspitasari, Tribuana Rachmawati, Redzky Rafika sari lasiara Rahma, Aulia Rahmawati, Rahmawati Ramdania, Siti Rahma Reza, Mutia Rita, Ferry Rizki Amalia Rofiqoh Rofiqoh Romero, Jeric S. Madanun, Nur Rahmi Sadilia, Sukmawati Safitri, Desi Ayu Said, Mawardin Muhammad Salamses, Moh. Rifal Sari, Fierda Mia Rianty Sari, Lufita Selasih S, Jihan Septiani, Cindy Setiani, Nila Utari Shanti Rachmawati Afrilya Shanti Rachmawati Afrilya Silva Iriannur Sindi, Sindi Siraje, Andika Rosadi Siska Bochari Sri Mulyani Sriati Usman Suci Salsabila Sudarkam R Mertosono Sukmawati Sadilia Supuinda, Arum Yudyah A Suryani, Maylina Dwi Tiara Z. Koping Tiara, Uci Trisnawati Katuwu, Chenia Vicha Hulai, Bella Wahyudin Wahyudin Wahyudin Wahyudin Wahyuni, Nurul Alfiah Wahyuningsi, Sri Yulianti, Lola Dwi Yuni Hertiwi Zarkiani Hasyim