Articles
<![CDATA[THE APPLICATION OF CHORAL AND REPEATED READING STRATEGY TO IMPROVE READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS AT SMP NEGERI 20 SIGI ]]>
<![CDATA[Pratiwi, Pratiwi]]>;
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Maf’ulah, Maf’ulah]]>;
<![CDATA[Darmawan, Darmawan]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.15301
<![CDATA[This study aimed to evaluate the effectiveness of choral and repeated reading strategies in improving the reading comprehension of eighth-grade students at SMP Negeri 20 Sigi. Using a quasi-experimental design, 46 students were selected through cluster random sampling and divided into experimental and control groups. Data were collected through multiple-choice and essay tests administered before and after the intervention. The experimental group’s mean pretest score was 45.96, increasing to 81.35 post-test, while the control group’s mean rose from 50.30 to 76.04. Statistical analysis showed significant improvement, supported by a two-tailed significance value of 0.000 and a correlation coefficient of 0.696. These findings confirm that choral and repeated reading strategies positively impact students' reading comprehension.]]>
<![CDATA[Utilizing Problem-Based Learning to Develop Speaking Skill ]]>
<![CDATA[Farah Humairah Fatimah]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Andi Patmasari]]>;
<![CDATA[Mochtar Marhum]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5349
<![CDATA[Speaking skills are one of the basic language skills that play an important role in oral communication. There are several problems with learning to speak experienced by the eighth-grade students at SMP Negeri 14 Palu. The problem is that students lack vocabulary, which makes it difficult to speak. In addition, students’ lack of confidence hinders their ability to communicate using English during the English learning process. Therefore, the purpose of this research is to prove that the utilizing of problem-based learning can improve the student’s speaking skill of the eighth-grade students at SMP Negeri 14 Palu. To answer the problems above, researchers used a quasi-experimental research design with cluster random sampling to choose the sample. The population of this research were students from grade eight students at SMP Negeri 14 Palu. The samples of this research were students of grade VIII Pattimura as the experimental group and grade VIII Jenderal Sudirman as the control group. To obtain data, the researchers used YouTube as a learning medium and a voice recorder as an instrument to obtain answers from students. The results of this research prove that the implementation of problem-based learning can improve students’ speaking skill in the VIII Pattimura. The results of this research can help teachers find a new method that is designed to make students actively participate in expressing their ideas and opinions in English.]]>
<![CDATA[Project-Based Learning Model: A Strategy to Improved Reading Comprehension ]]>
<![CDATA[Ayu Rizkilla]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Andi Patmasari]]>;
<![CDATA[Mochtar Marhum]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5350
<![CDATA[There are several problems in reading comprehension faced by students at SMP Negeri 14 Palu. The main issue is that when students read, they still have difficulty understanding the text due to limited vocabulary. Additionally, they also have difficulty with complex text structures and have a low interest in reading. Therefore, this research aims to prove that the Project-Based Learning method can improve reading comprehension of students in grade VIII of SMP Negeri 14 Palu. Researchers answer the problems above using a quasi-experimental research design, with cluster random sampling to select samples. There are 22 students in class VIII Slamet Triyadi and 22 students in class VIII Imam Bonjol. To collect data, researchers use narrative tests with 20 multiple-choice questions and 5 essay questions. In the essay section, students are required to create short narrative texts based on story elements. Based on the results of the research, it can be concluded that the use of the Project-Based Learning method is effective in improving the reading comprehension of grade VIII students at SMP Negeri 14 Palu. These findings can help teachers to get new methods designed to make students to think creatively. Through the project, students can delve deeper into the text, understand the context, and connect information with the real world.]]>
<![CDATA[Tiktok Video: An Innovative Platform in Teaching Speaking Skill ]]>
<![CDATA[Tjiangrayudi B Alfaron]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Afrillia Anggreni]]>;
<![CDATA[Rofiqoh]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5793
<![CDATA[There were several challenges in speaking faced by students of SMP Negeri 1 Palu. When the students talk, they often had short pause because they were effortful to decide and generate their ideas. Furthermore, the students were not confident to speak up in front of the class because they did not know how to pronounce the word correctly. Thus, the researchers tried to answer the problems above by using Tiktok stich video. The objective of this research was to prove that the use of Tiktok could improve students' speaking skills of the eight grade of SMP Negeri 1 Palu. Quasi-experimental research design was implemented including pre-test, treatment, and post-test. The population is 349 students. The researchers used purposive sampling to select the sample, VIIID as control group and VIIIG as Experimental group. After collecting and analyzing the data statistically, in pre-test, the mean score of experimental class was 41.88 and on the other hand, the mean score of control class was 52.81. Furthermore, in the post- test, the mean score of experimental class is 75.62 while the mean score of control class is 64.38. This result indicates that Tiktok stitch video improve students speaking skill in fluency and accuracy. Thus, it can be interpreted that teaching using Tiktok stitch video effectively increase students' speaking skill of the eighth grade students of SMP Negeri 1 Palu. The conclusion implies that Tiktok stich video is an innovative and valuable platform that carried out by the teacher and the students in teaching and learning English speaking]]>
<![CDATA[IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS THROUGH DISCOVERY LEARNING ]]>
<![CDATA[Gebriela, Delya]]>;
<![CDATA[Darmawan, Darmawan]]>;
<![CDATA[Maf'ulah, Maf’ulah]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 2 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i2.4629
<![CDATA[The objective of this research was to prove that the Discovery Learning method can improve reading comprehension at the tenth grade students of SMA Bala Keselamatan Palu. This research used quasi-experimental design. The sample of this research were the students of X B as the experimental class which consisted of 22 students and the students of X A as the control class which consisted 22 of students. The data were collected through pre-test and post-test. The result of this research revealed that there was a significant improvement in the score of students taught by using Discovery Learning method. The improvement could be seen from the changes in students score which were previously poor to fair. In other words, the use of Discovery Learning method can improve reading comprehension at the tenth grade students of SMA Bala Keselamatan Palu.]]>
<![CDATA[The Effect of Peer Feedback Technique in Improving Students’ Writing Skill in Descriptive Text ]]>
<![CDATA[SUAIB, SISKA]]>;
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Budi]]>;
<![CDATA[Jamil, Jamiluddin]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v10i2.4033
<![CDATA[The purpose of this research was to determine whether peer feedback techniques can improve students' writing skills at Man Insan Cendekia KOTA PALU. This research employed a quasi-experimental design, which consisted of two groups, namely the control group and the experimental group. Researchers gave pre-tests to determine the ability of the two groups before giving treatment. The pre-test result showed that the control group scored higher than the experimental group. Then, the researchers gave the treatment using peer feedback techniques in the learning process to the experimental group. Finally, researchers gave the post-test to both groups. The post-test result showed that the experimental group achieved higher scores compared to the control group. It is because of the use of peer feedback techniques that students can identify mistakes in their writing and receive suggestions from peers, so they are able to write texts well according to comments and suggestions from their friends. The results of the research show that the use of peer feedback techniques has a positive effect on improving students' writing skills at Man Insan Cendekia Kota Palu]]>
<![CDATA[THE APPLICATION OF CHORAL AND REPEATED READING STRATEGY TO IMPROVE READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS AT SMP NEGERI 20 SIGI ]]>
<![CDATA[Pratiwi, Pratiwi]]>;
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Maf’ulah, Maf’ulah]]>;
<![CDATA[Darmawan, Darmawan]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
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DOI: 10.26618/exposure.v14i1.15301
<![CDATA[This study aimed to evaluate the effectiveness of choral and repeated reading strategies in improving the reading comprehension of eighth-grade students at SMP Negeri 20 Sigi. Using a quasi-experimental design, 46 students were selected through cluster random sampling and divided into experimental and control groups. Data were collected through multiple-choice and essay tests administered before and after the intervention. The experimental group’s mean pretest score was 45.96, increasing to 81.35 post-test, while the control group’s mean rose from 50.30 to 76.04. Statistical analysis showed significant improvement, supported by a two-tailed significance value of 0.000 and a correlation coefficient of 0.696. These findings confirm that choral and repeated reading strategies positively impact students' reading comprehension.]]>
<![CDATA[Question and Answer Relationship Strategy (QAR): Elevating EFL Students’ Reading Comprehension ]]>
<![CDATA[Alvionita, Widya]]>;
<![CDATA[Anggreni, Afrillia]]>;
<![CDATA[Munir, Syahrul]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 4 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i4.1213
<![CDATA[Reading comprehension still became a problematic competence for some EFL students in High School level. Many scholars have implemented various cognitive reading strategies. Thus, the objective of this research is to explore whether or not the implementation of Question-and-Answer Relationship Strategy (QAR) can boost students’ reading comprehension of eleventh grade of SMA Negeri 1 Sindue. Narrative text in terms of local folklore was focused on this research and limited in literal and inferential level of understanding. A quasi-experimental research design was utilized. The researchers applied a random sampling technique and selected XI G as an experimental class with 22 students and XI C as a control class with 22 students. Then, tests were used as research instruments which consisted of pretest and post-test. Furthermore, the researchers used SPSS (Statistical Package for Social Sciences) 29.0.2.0 to analyse the data. The data prove that the mean score of the experimental class was higher than the mean score of the control class. In addition, the result of sig. (2-tailed) is lower than 0.05. Therefore, it can be indicated that the hypothesis is accepted. Thus, this research concludes that Question and Answer Relationship Strategy can effectively enhance the students’ reading comprehension of eleventh grade of SMA Negeri 1 Sindue.]]>
<![CDATA[Riddle Game in Elevating EFL Vocabulary Mastery ]]>
<![CDATA[Devi, Govinda Kurnia]]>;
<![CDATA[Rofiqoh, Rofiqoh]]>;
<![CDATA[Anggreni, Afrillia]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/5ds6ay95
<![CDATA[Gaming in the language instructional process has been intensively implemented by academia all over the world and most of them claim that it is successful to bridge an English as Foreign Language (EFL) learner in mastering language skill and components. This study aims to expose how the implementation of riddle games elevating the vocabulary development of eighth grade students at junior high school (Sekolah Menengah Pertama/SMP Negeri 6 Palu. A quasi-experimental method was employed, consisting of experimental class that engaged in riddle game strategy meanwhile the control class received lecture method. 10 items of multiple choice, 5 items of jumbled words, and 10 items of matching vocabulary were used as the instrument to measure the student’s knowledge before and after getting intervention. The sample of 50 students in this research was randomly selected from the total population of 268 eighth grade students. Due to the non-normal distribution of the data, the Mann-Whitney U test was employed for statistical analysis. The finding demonstrates an improvement in the mean score of both groups; the experimental group improved from 41.56 to 55.16, while the control group increased from 44.88 to 49.24. However, the Mann-Whitney U ranks test showed a non-significant difference between the two classes (p>0.05). Thus, it can be concluded that the Riddle game is inefficient to expand students’ vocabulary mastery.]]>
<![CDATA[A Review of The Place of Listening in The L2 Learner Curriculum ]]>
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.10
<![CDATA[Listening chances are frequently described in second language studies as the linguistic environment - the stage for SLA. The speakers of the target language and their speech to the L2 learners give linguistic input in the form of listening and interaction opportunities embedded in social and pedagogical circumstances. It has been observed that three major conditions are required for a person to learn a second language: (1) a learner who recognizes the need to learn the second language and is motivated to do so; (2) a speaker of the target language who knows it well enough to provide the learner with access to the spoken language and the support (such as simplification, repetition, and feedback) they require for learning it; and (3) a social setting that brings the learner in frequently enough and sustainably. Listening is necessary under two of these conditions and is thus an important way of language development, which is frequently disregarded in language instruction and research. To acquire the language, the learner must come to grasp the input and pay attention to the forms in the input. The more input pupils receive from listening, the richer their knowledge becomes, and the more fluent they become. It is up to educators to plan and arrange listening in such a way that it brings the learner into frequent and sustained contact with target language speakers to make language learning possible.]]>
