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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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Improving Students’ Vocabulary Mastery through Visual Learning Style Eka Karina Nadhifah Putri; Aminah Aminah; 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.v8i2.44300

Abstract

The aim of this research is to find whether the use of visual learning style can improve students' vocabulary of the seventh grade of MTsN 2 Kota Palu. This research used a quantitative research design, using a pre-experimental design, this type of research design only has one class, namely the experimental class. that means only one group of students are given a pretest, treatment and posttest. The population of this study was 7th grade students at MTsN 2 Palu City, totaling 256 students, using purposive sampling, 32 students in class VII D were selected. Data collection in this study used tests in the form of pretests and posttests. The results of this study showed that visual learning styles can improve students' vocabulary mastery, as evidenced by an increased in the average score from 14.06 (pretest) to 72.40 (posttest), with an increase of 58.34. These findings indicated that the visual learning style strategy is effective in improving students' vocabulary mastery.
Investigating Students Difficulties in Comprehending English Reading Text at the Ninth Grade of SMP IT Qurrota A’yun Palu Wildan Zahen Da'im; Darmawan Darmawan; Andi Patmasari; Wahyudin Wahyudin
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.v8i2.44352

Abstract

The aim of this study is to identify the most challenging aspect of reading comprehension, particularly in narrative texts, as well as the factors contributing to these challenges. This research adopts a qualitative approach, utilizing tests and interviews as data collection instruments. The participants of this study were students at the junior high school level during the 2024/2025 academic year. A reading comprehension test was administered to 26 students, consisting of 15 questions categorized into five types: identifying the main idea, locating references, understanding vocabulary, making inferences, and finding detailed information. In addition, three students were interviewed using a set of 10 questions. The test findings indicate that the most challenging aspect for the students is identifying detailed information. Furthermore, interview results reveal two main factors contributing to students’ difficulties in reading comprehension: internal and external factors. Internal factors include inadequate reading strategies, limited vocabulary knowledge, and low interest in reading. Meanwhile, the external factor is related to the students’ surrounding environment.
Developing Students' Speaking Skills through Simulation Technique Neysa AR Samaula; Mawardin Mawardin; Andi Patmasari; Anjar Kusuma Dewi
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.v8i3.47544

Abstract

The purpose of this study was to determine whether simulation technique can develop eighth grade students' speaking skills at SMP Negeri 2 Tanantovea. This study used quasi-experimental. The population of this study was 120 students. The sample of this study used cluster random sampling. The data collection of this study was pre-test and post-test. The data were collected through speaking tests, which consisted of pre-test and post-test, and analyzed using simple statistical methods. The result of pre-test in the experimental class was 1.1 and the control class was 1.13 and it means that the average score of the control class was higher than the experimental class while the post-test showed that the experimental class was 13.9 and the control class was 13.5. It means that the score in the experimental class was higher than the control class after using the treatment. It can be concluded that simulation technique significantly improved students' speaking skills and supported from the hypothesis. T-count was 46.2 and T-table was 1.67. It showed that, the null hypothesis was rejected and the alternative hypothesis was accepted. In conclusion, the use of simulation technique can significantly improve students' speaking skills at SMP Negeri Tanantovea Donggala.
Examining the Effectiveness of the Fix-Up Strategy in Enhancing Junior High School Students’ Reading Comprehension Aqilah Chanda; Mochtar Marhum; Andi Patmasari; Afrillia Anggreni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.455

Abstract

This study investigated the effectiveness of the Fix-Up Strategy in improving reading comprehension among eighth-grade EFL learners. Reading comprehension remains a persistent challenge for many students due to limited vocabulary, difficulties in understanding sentence structures, and inadequate strategic awareness during reading. While previous studies have reported the effectiveness of the Fix-Up Strategy, limited attention has been given to its structured implementation among Indonesian junior high school EFL learners. Therefore, this study examined the effectiveness of a systematic five-step Fix-Up Strategy in enhancing students’ reading comprehension achievement. This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design involving 54 eighth-grade students from a public junior high school in Indonesia, divided equally into experimental and control groups. Data were collected through reading comprehension tests and analyzed using descriptive and inferential statistics through SPSS. The findings revealed a substantial improvement in the experimental group, with the mean score increasing from 45.07 to 74.85, while the control group showed only a modest increase from 39.41 to 45.48. The Mann–Whitney U test further confirmed a statistically significant difference between groups (p = .000). These findings indicate that the structured Fix-Up Strategy effectively enhances students’ reading comprehension and offers practical pedagogical guidance for EFL teachers in promoting more active and metacognitive reading practices in junior high school classrooms.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Andi Patmasari; Agussatriana Agussatriana; Afrillia Anggreni; Dwi Putri; Fadhilah Zamzam; Muhammad Ismail
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9032

Abstract

Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills.Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods.Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity).Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH EDUCATION Aulia Septi Cahyani Tariah; Anjar Kusuma Dewi; Andi Patmasari; Sriati Usman
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

Abstract

The purpose of this study was to analyze students' perceptions on the implementation of blended learning in the English Language Education Study Program at Tadulako University. This study involved 100 students from the class of 2024 to explore students' views regarding the implementation of blended learning. The research findings indicate that students have fairly moderate views on blended learning in the context of English language learning. They believe that blended learning stimulates active engagement, communication, and critical thinking. Furthermore, students perceived several benefits, particularly related to the integration of online assignments and contributions from classmates in understanding new material. On the other hand, students also faced several challenges, such as ineffective online interactions, difficulty maintaining focus during online sessions, limited participation in online discussions, and the need for longer time to complete assignments. Some students also felt that blended learning did not fully improve their interpersonal communication and understanding of English language learning materials. In conclusion, blended learning brings both positive and negative aspects to the English language learning process. Therefore, improvements in interaction, participation, focus, and material understanding are needed to improve blended learning effectiveness.
THE USE OF ENGLISH MEMES TO IMPROVE STUDENTS’ VOCABULARY MASTERY Eva Eliana; Darmawan Darmawan; Andi Patmasari; 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.v14i02.6527

Abstract

This study examined whether English memes could effectively enhance the vocabulary mastery of eighth-grade students at SMP Kristen Bala Keselamatan Palu. Vocabulary serves as the foundation of language learning because it provides learners with the lexical knowledge required to comprehend messages and communicate effectively in English. However, many students experience difficulties in mastering vocabulary because traditional teaching methods are often perceived as monotonous and less engaging. Therefore, this study proposed English memes as an innovative teaching medium to support vocabulary learning. This study adopted a quantitative research approach using a pre-experimental design based on a one-group pre-test and post-test model. The participants consisted of 30 eighth-grade students selected through cluster sampling. To measure students' vocabulary mastery, the researcher administered a 20-item vocabulary test comprising multiple-choice and word-matching questions. Data were collected through pre-test, treatment, and post-test and analyzed using descriptive statistics and a paired sample t-test with SPSS. The treatment was conducted over six meetings using English memes focusing on action verbs and descriptive adjectives. The results indicated a substantial improvement in students' vocabulary mastery. The average score rose from 45.50 on the pre-test to 88.67 on the post-test. The paired-samples t-test produced a significance value of p < 0.001, demonstrating a statistically significant difference between students' scores before and after the intervention. Based on the results, English memes can be considered an effective instructional tool for supporting vocabulary development among students.
Friend or Foe? EFL Students’ Perceptions of Artificial Intelligence in Writing Classes Yansen Robert Kaluti Yansen; Anjar Kusuma Dewi; Andi Patmasari; Nadrun Nadrun
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.v14i02.6582

Abstract

This study investigated students’ perceptions of the use of Artificial Intelligence (AI) in writing classes at Tadulako University. A mixed-methods approach was employed, combining a questionnaire with 30 students and semi-structured interviews with four participants. The questionnaire consisted of 32 items organized into six dimensions: perceived usefulness, perceived effectiveness, motivation, attitudes, challenges, and responsible use of AI. The findings revealed that students generally hold positive perceptions of AI, particularly regarding idea generation (M=4.20), process support (M=4.17), and vocabulary assistance (M=4.13). Grammar correction was identified as the most effective function of AI (M=3.97). Motivational effects were moderate, with the strongest influence on task completion (M=3.77). Students demonstrated cautious but generally positive attitudes, with more neutrality toward formal AI integration in the curriculum. Prominent challenges included concerns about over-reliance, information inaccuracy, and reliability. Encouragingly, students showed critical and ethical engagement with AI, as evidenced by high scores for information verification (M=4.07) and critical evaluation (M=4.10). These findings suggest that students perceive AI as a conditionally beneficial tool for writing support, provided it is used critically and responsibly.
A Study of Vocabulary Learning Strategies Used by Students at Grade XI Putri Nuraini; Anjar Kusuma Dewi; Andi Patmasari; Nur Sehang Thamrin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.4000

Abstract

This study aims to find out the vocabulary learning strategies used by students at MAN Insan Cendekia Kota Palu. This research used a survey design by using questionnaire of vocabulary learning strategies (VLS) adopted from Yeh and Wang (2004). The instrument contains 50 items with five categories of vocabulary learning strategies based on Schmitt’s (1990) taxonomy. The population of this research was eleventh grade students. The sample was taken using a convenience sampling technique with a total of 90 students. To calculate total sample from population using Slovin’s formula. The data analysis showed that students used all of the six learning categories of Schmitt strategies; determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. But for the most frequently used strategies are determination strategies with mean score is 3.45 and the least frequently used strategies are cognitive strategies with mean score 2.72.
Students’ Perception Toward the Use of Instagram Reels in Enhancing Vocabulary Development at Senior High School Feit Putra Anugrah; Wahyudin Wahyudin; Andi Patmasari; Jamiluddin Jamiluddin
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.v11i4.2952

Abstract

This study investigates students’ perceptions of using Instagram Reels for learning English vocabulary at SMAN 5 Palu. In today’s digital era, social media platforms have become increasingly popular as educational tools that support language learning, particularly vocabulary development. Despite their widespread use, limited research has explored students’ perceptions of Instagram Reels as a learning medium in the classroom. Therefore, this study aimed to describe students’ perceptions of the usefulness, engagement, and effectiveness of Instagram Reels in vocabulary learning. This research employed a quantitative descriptive design involving 30 senior high school students as the respondents. Data were collected through a structured questionnaire and analyzed using descriptive statistics to identify students’ responses. The findings revealed that the majority of students held positive perceptions toward the use of Instagram Reels. They believed that the platform helped them learn new vocabulary, improve pronunciation, remember word meanings more easily, and increased their motivation and interest in learning English. In conclusion, Instagram Reels can be considered an effective, engaging, and accessible medium for enhancing English vocabulary learning among senior high school students.
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