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All Journal Jurnal Kreatif Tadulako Online KEMBARA EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan ELS Journal On Interdisciplinary Studies in Humanities Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Eduscience (JES) Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Journal of Applied Science, Engineering, Technology, and Education FOSTER: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Mattawang: Jurnal Pengabdian Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat Journal of English Language and Education Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Panrannuangku Jurnal Pengabdian Masyarakat English Learning Innovation (englie) Datokarama English Education Journal (deejournal) Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study Literacy : International Scientific Journals of Social, Education, Humanities Pulchra Lingua EDUMALSYS Journal of Research in Education Management e-Journal of ELTS (English Language Teaching Society)
Patmasari, Andi
Tadulako University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Utilizing Scramble Words Technique to Enhance Students’ Vocabulary Mastery Puspa Natasya; Mashuri Mashuri; Andi Patmasari; Mochtar Marhum
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 on The Implementation of Flashcards in Teaching Vocabulary Fikriani Fikriani; Konder Manurung; Andi Patmasari; Mochtar Marhum
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.
Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing Dhea Agustianingsih; Wahyudin Wahyudin; Andi Patmasari; Darmawan Darmawan
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.v5i1.996

Abstract

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.
Improving Personal Letter Writing Skills Through Outlining Technique: A Quasi-Experimental Study at State Islamic Senior High School Elvira Nazarina; Rofiqoh Rofiqoh; Sukmawati Sadilia; Andi Patmasari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11166

Abstract

This study was conducted to prove that the use of outlining can improve the personal letter writing skills of eleventh grade students of State Islamic Senior High School. Despite the recognition of outlining as an effective pre-writing strategy, few researchers have examined the effectiveness of the strategy as a tool for teaching personal letter writing among secondary students. Personal letter writing is unique compared to other forms of writing in that students are expected to arrange their ideas systematically but also express their personal experience, emotions, and interpersonal relations effectively in the process. Thus, the present study was designed to measure the effectiveness of the outlining strategy in enhancing personal letter writing skills among students. This study utilized a quantitative research design where 43 participants were assigned into two groups; experimental group composed of 21 students and control group comprised of 22 students. In the experimental group, the outlining strategy was used as a tool while the conventional method was used among the control group students. It was noted that there was an increase in the mean score of the experimental group from 62.43 during the pre-test to 86.67 during the post-test, while the control group recorded scores of 66.77 during the pre-test and 76.09 during the post-test. In addition, the results from the independent-samples t-test suggested that there was a statistically significant difference between the two groups (t= 6.282, p< .001). Lastly, from the effect size analysis, the effect size value was found to be Cohen’s d = 1.92, which indicates a large effect. Therefore, this shows that outlining is an effective instructional method for enhancing students’ personal letter writing abilities. This study has established that English teachers should apply outlining as a useful instructional strategy to enable their students to write good personal letters. Moreover, this study has added to the existing body of knowledge on writing theory by proving empirically that outlining is an effective strategy for planning purposes.
The Use of Guessing Meaning from Context in Improving Students’ Vocabulary Mastery Rihadhatul Nur Ramadhiani; Nadrun Nadrun; Andi Patmasari; Abd. Kamaruddin
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2761

Abstract

Vocabulary mastery is a fundamental aspect of language learning as it supports students’ ability to understand and use language effectively. However, many students still experience difficulties due to limited vocabulary knowledge and the use of less effective teaching strategies in the classroom. This study aims to investigate the effectiveness of guessing meaning from context in improving students’ vocabulary mastery. This research employed a quasi-experimental design involving an experimental group and a control group consisting of 49 eighth-grade students at SMPN 1 Mepanga. The data were collected through test (pre-test and post-test) used to measure students’ vocabulary achievement. The results showed that the experimental group outperformed the control group. The t-test result revealed that t-count (4.54) was higher than t-table (2.01) at the 0.05 significance level, indicating that the atlernative hypothesis was accepted. Therefore, guessing meaning from context is an effective strategy for improving students’ vocabulary mastery.
Students’ Perceptions of Effective Techniques for Vocabulary Learning in Senior High School Rita Rita; Budi Budi; Andi Patmasari; Wahyudin Wahyudin
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2668

Abstract

Learning vocabulary is crucial to being fluent in English, but students frequently struggle to select efficient teaching techniques. Many vocabulary acquisition techniques have been covered in earlier research, but little focus has been placed on how students perceive which techniques work best in their real-word learning environment. The purpose of this study was to investigate students perceived efficient techniques for learning vocabulary. The participants consisted of 29 eleventh-grade students of SMK Negeri 1 Taopa who completed a questionnaire and 5 students who participated in semi-structured interviews. The collected data were analysed using descriptive qualitative analysis. The results showed that students employed a variety of techniques for learning vocabulary, such as memory, cognitive, social and communication, game-based, and technology-based techniques. The most successful of these were found to be social and communication technique and game-based learning. These techniques were favoured because they were engaging, participatory, and improved students’ comprehension.
Improving Grade VIII Students’ Vocabulary Mastery through Flashcards at SMP Negeri 7 Palu Tika Tika; Mawardin M Said; Andi Patmasari
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1455

Abstract

Students’ limited vocabulary mastery remains a challenge in learning English at the junior high school level. This study aims to examine the effectiveness of using flashcards in improving the vocabulary mastery of Grade VIII students at SMP Negeri 7 Palu. This research applied a quasi-experimental design with a non-equivalent control group design. The sample consisted of 58 students, including 29 students in the experimental class (VIII F) and 29 students in the control class (VIII E). Data were collected through pre-test and post-test to measure students’ vocabulary mastery before and after the treatment. The results of descriptive statistics showed that the mean score of the experimental group increased from 76.03 in the pre-test to 84.66 in the post-test, while the control group increased from 71.38 to 76.03. The normality test indicated that the data were not normally distributed. Therefore, the Mann–Whitney U test was used to compare the post-test scores between the experimental and control groups. The result showed that the significance value (Asymp. Sig. 2-tailed) was 0.047, which is lower than 0.05. This indicates that there is a significant difference between the experimental and control groups. Based on these findings, it can be concluded that the use of flashcards is effective in improving students’ vocabulary mastery. The use of flashcards may also support a more engaging learning process.
An Investigation of the Use of Code-Switching in EFL Classroom: Attitudes and Perceptions Andi Patmasari; Agussatriana; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 2 (2022): June
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.071 KB) | DOI: 10.34050/elsjish.v5i2.21006

Abstract

Despite several researches have been conducted to investigate the issue of code-switching, the findings of this research are significant as they can assist both teachers and students to consider the use of code-switching in EFL classroom, specifically in Indonesia. This research sought to investigate not only the teachers’ perceptions but also the students’ attitudes and perceptions towards the use of code-switching in EFL classroom. This research employed mixed methods research (explanatory sequential design). The participants were two teachers and forty students. Data collection instruments were the questionnaire and semi-structured interview. Findings from the teachers’ interview showed that the teachers use code-switching for certain situations and specific reasons. They emphasized that it is important to speak English as much as possible in EFL classroom because the target language is English. Furthermore, findings from the students’ questionnaire and semi-structured interview showed that most of the students have positive attitudes and perceptions towards the use of code-switching in EFL classroom. They assumed that the teacher should be allowed to use code-switching in EFL classroom since it is used for assisting students and maintaining a good communication between teacher and students.
Using Mind Mapping to Improve Students’ Reading Comprehension Nur Zam Zamia; Konder Manurung; Andi Patmasari; Darmawan Darmawan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44169

Abstract

Reading comprehension plays a pivotal role in students’ academic achievement. However, many learners struggle due to traditional teaching methods and limited strategies. To address this challenge, this research investigates whether the use of mind mapping can improve reading comprehension among eighth-grade students at SMP PT Pasangkayu. This research used a quasi-experimental design. The population consists of eighth-grade students from SMP PT Pasangkayu, totaling 85 students from 3 classes. The sample is class B as the experimental class and class C as the control class. Tests were used to collect data consisting of pre-tests and post-tests. The test results show that the average pre-test score obtained by the experimental class is 35.14, while the average pre-test score obtained by the control class is 43.72. Then the average post-test score of the experimental class was 79.64, while the control class was 53.93. The calculated t-value (3.37) was greater than the t-table value (1.674), which means the hypothesis is accepted. The t-test is used to test the significance and relevance between two unpaired sample groups. Based on the research results, the use of mind mapping can improve the reading comprehension of eighth-grade students at SMP PT Pasangkayu.
Exploring Academic Reading Strategies Among EFL University Students: A Study at Tadulako University Tribuana Puspitasari; Darmawan Darmawan; Andi Patmasari; Mochtar Marhum
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44252

Abstract

This study investigates the reading strategies employed by seventh-semester students of the English Education Study Program at Tadulako University. This study employs a qualitative descriptive design aimed at exploring and analyzing the strategies used by students to comprehend academic texts. The data were collected through structured questionnaires administered to 21 students. The questionnaire includes statements rated on a Likert scale (from 1 = Never to 5 = Always). The findings reveal that while students frequently use strategies such as skimming, scanning, rereading, and using dictionaries to enhance comprehension, other strategies like summarizing, note-taking, and connecting ideas with prior knowledge are used. Moreover, many students rely on translation into their first language and assistance from friends, indicating ongoing challenges in processing academic texts in English. The study provides valuable insights for educators aiming to improve students reading comprehension on academic text.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Adinda Afila, Lala Afrillia Anggreni Afrillia Anggreni Agussatriana Agussatriana Agussatriana Ahmad, Nur Anisa Fitri Ahmar, Ansari Saleh Aisah Apridayani Akkas, Nahdia Alya Noor Khalishah Aminah Aminah Aminah Suriaman Andi Saadillah Anggreni, Afrillia Anida Anida Anjar Kusuma Dewi Anjar Kusuma Dewi Anjar Kusuma Dewi Aqilah Chanda Arwansyah Aulia Septi Cahyani Tariah Ayu Rizkilla Azzajjad, Muhammad Fath Budi Budi Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Dewi Satria Ahmar Dewi, Anjar Kusuma Dhea Agustianingsih Dwi Putri Dwi Putri, Dwi Eisenring, Moh. Abraham Akbar Eka Karina Nadhifah Putri Elis Susanti Elvira Nazarina Erniwati Eva Eliana Eviyanti Eviyanti Fadhilah Zamzam Fadiel, Mohamad Fali, Muhammad Farah Humairah Fatimah Febryanti, Feby Feit Putra Anugrah Feren Putri Patricia Fikriani Fikriani Hastini, Hastini Hijrinia Kusumaning Ayu Ifriana, Ifriana Jamiluddin, Jamiluddin Julia Marfuah Konder Manurung Landu, Miftahurrahma M. Said, Mawardin Maf&#039;ulah Maf&#039;ulah Maf’ulah Maf’ulah Mashuri Mashuri Mashuri Mashuri Mashuri Mauizatul Fitrah Mawardin Mawardin Mawardin Muhammad Said Miftahul Jannah Misnariah Idrus Mochtar Marhum Mocthar, Mochtar Moh. Ismail Muhammad Arid Muhammad Ismail Muhammad Ismail Muhammad Ismail MUHAMMAD RAYHAN Mukrim Mukrim, Muhammad Ihsan Mukrim Mukrim, Mukrim Nadrun Nadrun Nadrun, Nadrun Nasir, Nurul Azizah M Neysa AR Samaula Nirwana Nirwana Nur Malinda Nur Sehang Thamrin Nur Sehang Thamrin Nur Zam Zamia Nuraini, Putri Nurherika, Nurherika Nurul Fitria Oktaviani Oktaviani Purnama Ningsih Puspa Natasya Putri Nabilah Putri Nuraini Rahmi Mawadah Rifara Rihadhatul Nur Ramadhiani Rita Rita Rizkina, Zidna Rofiqoh Rofiqoh Rofiqoh Rofiqoh Rofiqoh rofiqoh rofiqoh Rofiqoh Rofiqoh Said, Mawardin Muhammad Siska Rahma Oktaviani Siti Aisyah Sitti Rahmawati Sriati Usman Sudamara, Olva Greizela sukmawati Sukmawati Sadilia Syahwalya, Fitra Tika Tika Tribuana Puspitasari Triwahyu, Triwahyu Wahyudin Wahyudin Wahyudin Wahyudin Wanda Wanda Whanchit, Wararat Wilda Utami Wildan Zahen Da&#039;im Yansen Robert Kaluti Yansen