Articles
<![CDATA[The Effectiveness of Authentic Materials to Improve Reading Comprehension of The Eighth Grade Students of SMP Negeri 5 Palu ]]>
<![CDATA[Nurjannah, Siti]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Agussatriana, Agussatriana]]>;
<![CDATA[Anjar Kusuma Dewi]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/onoma.v10i3.3927
<![CDATA[The objective of this research was to prove whether or not the use of authentic materials improves reading comprehension of the eighth grade students of SMP Negeri 5 Palu. This research used quasi-experimental research design, involving an experimental group and a control group. The population of the research was the eighth grade students of SMP Negeri 5 Palu. The sample was taken by applying purposive sampling technique. The sample was 27 students of VIII B as control group and 27 students of VIII D as the experimental group. The instrument in collecting data was test (pretest and posttest). In this research, authentic materials is original materials in the form of printed materials, which can be found in everyday life with a clear context. The data in this research were analyzed statistically with a significance level of 0.05 and degree of freedom (df) = 52, the results showed that value is 8.47 which is greater than 2.0126, which indicated that the null hypothesis ( ) is rejected and the alternative hypothesis ) is accepted. In other words, the reading comprehension of the eighth grade students of SMP Negeri 5 Palu can be improved by using authentic materialsThe objective of this research was to prove whether or not the use of authentic materials improves reading comprehension of the eighth grade students of SMP Negeri 5 Palu. This research used quasi-experimental research design, involving an experimental group and a control group. The population of the research was the eighth grade students of SMP Negeri 5 Palu. The sample was taken by applying purposive sampling technique. The sample was 27 students of VIII B as control group and 27 students of VIII D as the experimental group. The instrument in collecting data was test (pretest and posttest). In this research, authentic materials is original materials in the form of printed materials, which can be found in everyday life with a clear context. The data in this research were analyzed statistically with a significance level of 0.05 and degree of freedom (df) = 52, the results showed that value is 8.47 which is greater than 2.0126, which indicated that the null hypothesis ( ) is rejected and the alternative hypothesis ) is accepted. In other words, the reading comprehension of the eighth grade students of SMP Negeri 5 Palu can be improved by using authentic materials]]>
<![CDATA[Enhanching Listening Skills By Using Digital-Assisted Platform ]]>
<![CDATA[Moh. Raul Figo]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Anjar Kusuma Dewi]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/onoma.v11i1.5004
<![CDATA[This research aimed to determine whether the use of a digital-assisted platform could enhance the listening comprehension skills of eleventh-grade students at SMA Negeri 4 Sigi. The research used a quantitative method, adopting a quasi-experimental design. Data collection involved administering pre-tests and post-tests, with participants split into two distinct groups: an experimental group and a control group. The primary research instrument was a listening comprehension test. The researcher compared the students’ listening abilities before and after the experimental group received treatment using the digital-assisted platform. The results showed that the post-test t-count value (1.723) was greater than the t-table value (1.670) at a 0.05 significance level with 64 degrees of freedom. Based on this analysis, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. In other words, the findings indicate a statistically significant difference in post-test results between the experimental group and the control group. This suggests that the use of digital-assisted platforms has a positive and significant impact on students’ listening skills.]]>
<![CDATA[ANALYZING JUNIOR HIGHSCHOOL STUDENTS’ MOTIVATION IN LEARNING ENGLISH IN NEW NORMAL ]]>
<![CDATA[Alfianti Tapala, Alma]]>;
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Mashuri, Mashuri]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 11 No. 1 (2023) ]]>
Publisher : <![CDATA[Tadulako University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22487/elts.v11i1.4391
<![CDATA[The purpose of this research is to design a qualitative research method. In collecting data 30 students and five students were randomly. The research design used questionnaires and interviews. The results of data analysis show that the motivation to learn English in the new normal is high, making them want to go back to school; compared to online learning, students are easier to understand and can achieve learning achievement by returning to school. Based on the statement above, the researcher concludes that it can help students with their willingness to learn again in school in the new normal ]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Using the Guided Reading Strategy to Improve Students’ Reading Comprehension ]]>
<![CDATA[Rahma, Nadia]]>;
<![CDATA[Mashuri, Mashuri]]>;
<![CDATA[Agussatriana, Agussatriana]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 6 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jele.v10i6.1658
<![CDATA[Reading comprehension is a fundamental skill in English learning, yet many students still face difficulties in understanding texts effectively. This gap between theory and classroom practice calls for more effective teaching strategies. This study aimed to examine the effectiveness of the Guided Reading Strategy (GRS) in improving the reading comprehension of eighth-grade students at SMP Negeri Model Terpadu Madani. Using a quasi-experimental design, the research involved an experimental and a control group. Data were obtained through pre-tests and post-tests and analyzed using SPSS version 27 with Levene’s Test, Shapiro–Wilk Test, and the Mann–Whitney U Test. The findings revealed that the mean post-test score of the experimental group (78.31) was approximately 20% higher than that of the control group (65.06), indicating a significant improvement in students’ reading comprehension. Therefore, the Guided Reading Strategy effectively enhanced students’ ability to comprehend definition exposition texts.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
<![CDATA[The Efficacy of the Anagram Technique in Stimulating EFL Learners’ Creativity and Enhancing Vocabulary Mastery: An Empirical Evidence ]]>
<![CDATA[Lamadjido, Muhammad Reski]]>;
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Agussatriana, Agussatriana]]>
<![CDATA[ Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36312/ty2ws452
<![CDATA[This study investigates the effectiveness of the Anagram technique in enhancing vocabulary mastery among tenth-grade students of Islamic High Schools. Vocabulary acquisition plays a pivotal role in mastering English, yet many students struggle with retention and application. This quasi-experimental research aimed to assess whether the Anagram technique, which involves rearranging scrambled letters to form meaningful words, could improve students’ mastery of nouns, verbs, and adjectives. The study involved two groups: an experimental group, which received instruction using the Anagram technique, and a control group, which followed conventional vocabulary instruction. A pre-test and post-test were administered to both groups to measure improvements in vocabulary proficiency. The results showed that the experimental group exhibited a significant improvement in vocabulary mastery, with their mean score increasing from 65 to 74, while the control group showed only a minimal increase from 69 to 70. The t-test analysis confirmed the statistical significance of the difference (t-count = 11.298 > t-table = 1.995), indicating that the Anagram technique was more effective than traditional methods. These findings highlight the potential of using interactive, puzzle-based activities in language instruction to enhance students' cognitive engagement and retention of vocabulary. The study suggests that integrating word-play strategies like Anagram into EFL classrooms can foster active learning and provide an engaging alternative to traditional vocabulary teaching methods, benefiting students’ long-term vocabulary development.]]>
<![CDATA[The Use of Taboo Game to Develop Students’ Vocabulary Mastery ]]>
<![CDATA[Fali, Muhammad]]>;
<![CDATA[Rofiqoh, Rofiqoh]]>;
<![CDATA[Patmasari, Andi]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 2 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jele.v11i2.1905
<![CDATA[Taboo Game is a word guessing game that challenges players to describe target words without using related forbidden words. This research aims to prove whether the use of Taboo Game can develop English vocabulary mastery of the tenth-grade students at SMA Negeri 1 Parigi Tengah. This quasi-experimental study used purposive sampling, dividing 54 students into experimental and control groups. The experimental group received vocabulary instruction through Taboo Game, while the control group used conventional methods. Data were collected through pre-tests and post-tests. Results showed significant differences between groups, with the experimental group achieving a mean post-test score of 81.11 compared to the control group's 76.96 (sig 0.05). The experimental group demonstrated an average improvement of 13.48 points. These findings confirm that Taboo Game is an effective strategy for developing vocabulary mastery, creating more engaging learning experiences for students across various proficiency levels.]]>
