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All Journal BAHASANTODEA Journal of English Teaching, Literature, and Applied Linguistics Journal of Research on English and Language Learning (J-REaLL) Sambulugana e-Journal of ELTS (English Language Teaching Society)
Manangkari, Ismail
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Education Energy Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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IMPLEMENTING CONTEXTUAL TEACHING AND LEARNING TO IMPROVE VOCABULARY AND TO RAISE STUDENTS LEARNING MOTIVATION OF THE SEVENTH GRADE STUDENTS AT MTS NEGERI 1 BANGGAI Manangkari, Ismail; Rita, Ferry; Hente, Muh. Asri
BAHASANTODEA Vol 5, No 3 (2017)
Publisher : BAHASANTODEA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.532 KB)

Abstract

Penelitian ini dilakukan untuk mengetahui penggunaan metode contextual teaching and learning (CTL) dapat meningkatkan kosakata dan minat belajar pada siswa MTS Negeri 1 Banggai. Desain penelitian ini adalah pre-eksperimen dengan pre test post-tes one group design. Sebanyak 45 orang siswa kelas VII A menjadi sample pada kelas eksperimental dan 45 siswa kelas VII C pada kelas kontrol menjadi sampel dan dipilih menggunakan convenience sampling. Instrumen yang digunakan untuk mengumpulkan data adalah tes dan kuisioner. Nilai rata-rata dari tes awal pada kelas eksperimen adalah (50.84) dan nilai rata-rata tes awal dari kelas kontrol adalah (48.24). Sementara, nilai rata-rata tes akhir dari kelas eksperimen yaitu (81.13) dan nilai rata-rata tes akhir kelas kontrol adalah (63.49). Hasil perbandingan t-test menunjukan bahwa nilai t-counted (5.212) lebih besar dari t-table (2.003) pada taraf signifikansi 0.05. Hasil dari kuesioner yang dibagikan kepada kelas eksperimen dan kelas kontrol dianalisa menggunakan skala Likert dan dengan teknik persentase. Hasil analisis menunjukan bahwa 89.65 persen dari siswa di kelas eksperimen berada pada kategori motivasi tinggi dan ini berlawanan dengan kelas kontrol yang hanya 55.72 persen siswa pada kategori motivasi tinggi. Dengan kata lain, hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa penerapan metode CTL meningkatkan kosakata siswa dan minat belajar siswa.
Pembelajaran Bahasa Inggris Melalui Contextual Teaching And Learning Di Kelurahan Talise Valangguni Kecamatan Mantikulore Kota Palu: Learning English through Contextual Teaching and Learning in Talise for Elementary School Students Mappewali, A; Omolu, Fikriani Aminun; Manangkari, Ismail; Prasetyaningsih, Rahayu; Kusdiharjo, Vincentius Stephandi; Irvan, Moh.
Sambulu Gana : Jurnal Pengabdian Masyarakat Vol. 2 No. 3 (2023): September 2023
Publisher : Lembaga Penelitian dan Pengabdian Pada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/sambulu_gana.v2i3.4103

Abstract

For the people of Palu, English has yet to become an important part of communication that must be introduced to children early. English is only known and mastered by academics. Meanwhile, the general public (non-academics) uses Indonesian or regional languages in various daily communication activities. This community service activity aims to introduce English to elementary school-age children. The implementation took place in the Talise-Valangguni sub-district, Mantikulore District. The servants in this activity are lecturers and students from the Faculty of Teacher Training and Education, Muhammadiyah University, Palu. From this activity, 16 elementary school students were interested in participating in learning English. The small number of participants shows that interest and motivation in learning English still needs to be higher.
The Profile of 21st Century Skills on Students with Diverse Learning Preferences in EFL Classroom Ismail Manangkari; Ernitasari Mulyadi; Abdah Abdah; Dewi Rara Amiati; Nurul Khasanah
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6387

Abstract

This study aimed to investigate the profile of 21st-century skills among students with diverse learning preferences in an EFL classroom and to identify learning patterns associated with different learning preference groups. This study employed a qualitative descriptive design involving 17 students enrolled. Data were collected through classroom observations and semi-structured interviews conducted over the course of the study. Classroom observations focused on students’ participation, interactions, problem-solving behaviors, communication practices, and creative contributions during learning activities. The interviews were conducted to gain deeper insights into students’ learning experiences, preferred learning strategies, and perceptions of their own skill development. To ensure the credibility and trustworthiness of the findings, data were analyzed using triangulation techniques by comparing and cross-checking information obtained from observations and interview responses. The findings revealed that all participants demonstrated evidence of the four dimensions of 21st-century skills; however, the degree and manner in which these skills were expressed varied according to students’ learning preferences. Visual learners predominantly demonstrated creativity through visual representation, innovative project development, and the use of diagrams, images, and multimedia tools to convey ideas. Auditory learners exhibited stronger communication skills, characterized by active participation in classroom discussions, effective verbal interactions, and confidence in expressing opinions and responding to peers. Read/write learners showed higher levels of critical thinking through analytical reading, reflective writing, information synthesis, and the evaluation of arguments and evidence. Meanwhile, kinesthetic learners displayed stronger collaboration skills through active engagement in experiential learning tasks, group projects, and hands-on activities that required teamwork and collective problem-solving.
Exploring MALL and AI integration in EFL: Impacts on speaking skills and learners’ motivation Andi Mappewali; Fikriani A. Omolu; Ernitasari Mulyadi; Ismail Manangkari; Raga Driyan Pratama
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24221

Abstract

While mobile-assisted language learning (MALL) and artificial intelligence (AI) are known to enhance EFL learning, there exists a deficiency in comprehending their exact influence on discrete speaking sub-skills. This study addresses this gap by providing a granular analysis of how the AI-powered application ELSA Speak affects specific aspects of speaking proficiency and motivation. Employing a quasi-experimental, pretest-posttest design over six weeks, 20 Indonesian EFL learners were divided into an experimental group (n=10) using ELSA Speak and a control group (n=10) receiving conventional instruction. The results showed a notable enhancement in the speaking abilities of the experimental group, with statistical significance (t(9) = 6.025, p < .001), whereas the control group showed no significant improvement. The mean score for the experimental group increased from 58.6 to 68.7, with fluency showing the most substantial gain (+18.3 points), followed by intonation (+16.8) and pronunciation (+8.1). Furthermore, questionnaire data indicated very high motivation (M=4.49/5.00). A significant limitation of this study is its limited sample size, which impacts the generalizability of the results. The primary practical implication is that AI tools like ELSA Speak are highly effective as supplementary resources for building learner fluency and confidence. More extensive studies with broader demographics and longer time frames are required to validate the results.
INTERACTIVE VIDEO INSTRUCTION AND VOCABULARY MASTERY OF GRADE XI VOCATIONAL STUDENTS: A QUASI-EXPERIMENTAL STUDY Vernita A. Pegia; Andi Naniwarsih; Ismail Manangkari
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6918

Abstract

This study examined whether interactive video-based instruction produces larger gains in English vocabulary mastery than conventional instruction among Indonesian vocational secondary students. A non-equivalent control group quasi-experimental design was applied to two intact Grade XI classes at SMK Muhammadiyah 1 Palu (experimental n = 8; control n = 8). Both groups sat the same 30-item vocabulary test covering nouns, adjectives, verbs and adverbs as a pretest and a posttest. The experimental group received six sessions in which segmented instructional videos were combined with embedded response prompts, paired analysis and small-group tasks; the control group covered identical content through teacher explanation, word lists and written exercises. Baseline scores did not differ, t(14) = 0.44, p = .664. The mean gain was 28.50 points (SD = 12.46) in the experimental group and 10.75 points (SD = 10.85) in the control group; the 17.75-point difference was significant, t(14) = 3.04, p = .009, Hedges' g = 1.44, 95% CI (5.23, 30.27). Analysis of covariance with the pretest as covariate confirmed the group effect (adjusted difference = 19.58 points, p = .001), and a distribution-free test corroborated it (U = 55, p = .018). Average normalized gain was 0.60 for the experimental group and 0.19 for the control group, and the proportion reaching the mastery criterion rose from 12.5% to 75% in the experimental group while remaining unchanged in the control group. The findings support generative-processing accounts of learning from video, though the small sample and absence of a delayed posttest limit generalization.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF TIKTOK FOR ENGLISH LEARNING Moh. Hidayat; Sari Wulandari; Ismail Manangkari
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6920

Abstract

This study explored fourth-semester students’ perceptions of TikTok for English learning in the English Education Study Program at Universitas Muhammadiyah Palu. Ten students completed a 15-item questionnaire, and three participated in semi-structured interviews. Questionnaire responses were summarized using frequencies and percentages, while interview data were organized thematically. The findings indicate a generally favorable but conditional perception. Eighty percent of respondents reported using TikTok for learning when they found relevant content, 80% considered English-learning content very easy to find, and all respondents regarded the search feature as helpful. Students valued short audiovisual videos and interactive functions, but reported difficulty filtering content, distraction, advertisements, unstable internet access, and inconsistent creator responses. The study suggests that TikTok may serve as a supplementary resource when students use it purposefully and critically. Because the sample was small and the data were based on perceptions, the findings do not demonstrate improved English proficiency.
TikTok-Mediated English Language Learning: Exploring Students’ Experiences and Perceived Benefits Moh. Hidayat; Ismail Manangkari; Sari Wulandari
Jetlal Vol 10 No 2 (2026): Journal of English Teaching, Literature, and Applied Linguistics
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v10i2.12601

Abstract

TikTok has become a widely accessible short-video platform that may extend English learning beyond formal classrooms, yet students’ everyday experiences and perceived benefits require closer qualitative attention. Previous studies often emphasize learning outcomes or patterns of use, while fewer studies examine how learners themselves describe the ways TikTok supports and shapes their English learning practices. This study explores students’ experiences of using TikTok for English language learning and identifies the benefits they perceive from this practice. The manuscript is structured as a qualitative descriptive study using semi-structured interviews and reflective accounts from university-level EFL students who regularly engage with English-language or English-learning content on TikTok. Data are analyzed thematically. The analysis is organized around accessible English input, vocabulary and pronunciation development, engagement and learning autonomy, and interaction and creative participation, while also recognizing distraction, uneven content quality, and fragmented learning. TikTok can function as a complementary informal learning environment when learners critically select content and connect platform-based exposure with purposeful language practice.
Co-Authors A. Mappewali Abdah Abdah Andi Naniwarsih Dewi Rara Amiati Ernitasari Mulyadi Fikriani A. Omolu Fikriani Aminun Omolu Hente, Muh. Asri Irvan, Moh. Kusdiharjo, Vincentius Stephandi Mappewali, A Moh. Hidayat Nurul Khasanah Prasetyaningsih, Rahayu Raga Driyan Pratama Rita, Ferry Sari Wulandari Vernita A. Pegia