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All Journal Jurnal Kreatif Tadulako Online IJEE (Indonesian Journal of English Education) KEMBARA EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora IJoLE: International Journal of Language Education Indonesian EFL Journal Journal of Advanced English Studies Lectura : Jurnal Pendidikan Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM IJOLTL (Indonesian Journal of Language Teaching and Linguistics) BERNAS: Jurnal Pengabdian Kepada Masyarakat Indonesia Berdaya JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Journal of English Language and Education LETS: Journal of Linguistics and English Teaching Studies Abimanyu: Journal of Community Engagement Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study Journal of Language and Literature Studies Jurnal Kreatif Online Majapahit Journal of English Studies e-Journal of ELTS (English Language Teaching Society)
Aminah Suriaman
English Department, Faculty Of Teacher Training And Education, Tadulako University, Palu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Student Difficulties in Speaking English Encountered by the Eleventh Grade of Ma Alkhairat Pusat Palu Alfina, Widi; Suriaman, Aminah; Hasyim, Zarkiyani; Mukrim
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6204

Abstract

The objective of this research is to find out the difficulties in speaking English and the factors that cause the students difficulties in speaking English. This research used a qualitative approach, with findings that were not obtained through statistical procedures or calculations. The type of research design employed was a case study. This research was conducted at Madrasah Aliyah Alkhairat Pusat Palu, Jl. Sis AlJufri, Palu, Central Sulawesi. There are 5 students as participants. The research found that students difficulties in speaking English are influenced by two factors, namely psychological aspects and Speaking Aspects. Psychological aspects consist of fear of mistake, shyness, anxiety and lack of confidence, while language Apects are pronunciation, vocabulary and grammar. The research emphasizes the need to address these issues in the classroom to enhance students’ learning experiences.
Utilising TikTok as a Digital Learning Tool to Improve Vocabulary Mastery Dorasa, Pritalia; Suriaman, Aminah; Dewi, Anjar Kusuma; Anggreni, Afrillia
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.816

Abstract

This study aimed to ascertain whether the use of the TikTok app as a digital learning tool could enhance vocabulary acquisition among grade 11 students at MAN 2 Palu. The study was motivated by the observation that many students demonstrated low vocabulary mastery, with limited lexical resources that hindered their ability to use vocabulary effectively in productive language tasks. The researchers employed a quasi-experimental design, assigning students to two groups: an experimental class that utilised TikTok-based learning and a control class that received conventional instruction. A total of 64 students were selected through random sampling and divided equally into two groups. Both groups were given a pre-test and a post-test to measure vocabulary improvement. The collected data were analysed using descriptive statistics and an independent-samples t-test at a significance level of 0.05. The findings revealed a significant difference between the post-test mean scores of the experimental group (86.13) and the control group (68.84). A paired-samples t-test confirmed that the difference was statistically significant, lending support to the idea. These findings suggest that the TikTok app has a positive impact, enhancing students' vocabulary mastery. Therefore, TikTok can be considered an effective and engaging digital media platform that supports English as a Foreign Language (EFL) learning, particularly in improving students' vocabulary mastery.
Using the Guided Reading Strategy to Improve Students’ Reading Comprehension Rahma, Nadia; Mashuri, Mashuri; Agussatriana, Agussatriana; Suriaman, Aminah
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1658

Abstract

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.
A Review of The Place of Listening in The L2 Learner Curriculum Suriaman, Aminah
Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning
Publisher : Yayasan Pendidikan Islam Bustanul Ulum Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69965/mjes.v1i1.10

Abstract

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.
The Efficacy of the Anagram Technique in Stimulating EFL Learners’ Creativity and Enhancing Vocabulary Mastery: An Empirical Evidence Lamadjido, Muhammad Reski; Suriaman, Aminah; Agussatriana, Agussatriana
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ty2ws452

Abstract

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.
Patterns of Code-Switching in English Speaking Practice: A Descriptive Analysis of University Students Nurina, Syava Aizhawa Putri; Suriaman, Aminah; Zamzam, Fadhilah; Marhum, Mochtar
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.v5i1.883

Abstract

Many university students experience difficulties in academic English speaking due to limited vocabulary, grammatical problems, nervousness, and the need to convey ideas clearly. To cope with these challenges, students often switch between English and Bahasa Indonesia during speaking activities. This study aims to examine the frequency of code-switching in academic speaking and to identify the main factors influencing its use among EFL university students. This study employed a quantitative descriptive design involving 32 third-semester students in an English for Public Speaking course at Tadulako University. Data were collected through a 20-item questionnaire covering linguistic, psychological, communicative, and social factors, supported by semi-structured interviews. Descriptive statistics were used to analyze the data. The findings reveal that code-switching occurs very frequently, with 96.88% of students reporting frequent use. Linguistic factors were the most dominant, followed by social and communicative factors, while psychological factors had the lowest influence. Interview data confirmed that students use code-switching to maintain fluency, clarify meaning, and support interaction. Overall, code-switching is a common and strategic practice that helps students manage academic speaking challenges in multilingual EFL classrooms.
Listening Anxiety Among EFL Tadulako University Students: Causes And Coping Strategies From Students’ Perspectives Ma'arif, Muhammad Irli; Suriaman, Aminah; Maf’ulah, Maf’ulah; Arid, Muhammad
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.v5i1.927

Abstract

Listening anxiety is a common affective factor that can hinder English as a Foreign Language (EFL) learners’ listening comprehension and academic performance. Therefore, this study aimed to investigate the causes of listening anxiety and the coping strategies employed by EFL students at Tadulako University from students’ perspectives. This research employed a qualitative descriptive approach, with data collected through semi-structured interviews involving EFL students. The findings revealed that the majority of participants (90.51%) experienced low levels of listening anxiety, while a smaller proportion reported moderate (7.66%) and high (1.83%) levels of anxiety, which significantly affected their academic performance. The main sources of listening anxiety included fear of misunderstanding spoken English, fear of negative evaluation by peers and instructors, and limited vocabulary knowledge. To cope with listening anxiety, students employed various strategies, including cognitive strategies (note-taking and inferencing), metacognitive strategies (pre-listening preparation and self-evaluation), and affective strategies (such as deep breathing exercises). The study concludes that listening anxiety among EFL learners is influenced by both cognitive and affective factors, highlighting the importance of incorporating students’ coping strategies into listening instruction. These findings suggest that EFL instructors should integrate anxiety-reduction techniques and strategy-based instruction into the curriculum to create a more supportive learning environment and enhance students’ listening skills and overall language proficiency.
Co-Authors A.Y, Andi Anshar. Abdul Kamaruddin Adesti, Nining Agussatriana Aisah Apridayani Alfianti Tapala, Alma Alfina, Widi Alma Alfianti Tapala Alvionita, Widya Amir Pattu Anggreni, Afrillia Anjar Kusuma Dewi Anjar Kusuma Dewi Aprilia P Arid, Muhammad Atik Yuliyani Ayu Rizkilla Ba'dung, Yudit Baehaqi Budi Budi Budi Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Devi, Govinda Kurnia Dewi, Anjar Kusuma Difa, Nurafni Dorasa, Pritalia Fadhilah Zamzam Faisal Faisal Fakhruddin Zam Zam Farah Humairah Fatimah Farida Hamid Ferry Rita Gebriela, Delya Haryanto Atmowardoyo, Haryanto Hasan Basri Hasna Ibmasiah Wardatun Islamiyah Iftitah, Arika Nurul jamil, Jamiluddin Jamilluddin Jamilluddin Jamiluddin Jeric Romero Kamaruddin, Abd Konder Manurung Ladoma, Muh. Syarqawy Lamadjido, Muhammad Reski Ma'arif, Muhammad Irli Maf'ulah, Maf’ulah Maf’ulah Maf’ulah Maf’ulah, Maf’ulah Maghfira, Maghfira Maghfirah Maghfirah Mahrum, Mochtar Mashuri Mashuri Mashuri Mashuri Mawardin Muhammad Said Mawardin, Ide Ilmiah Mawardin, Ilmuislami Mawardin, Istianah Mochtar Marhum Moh. Raul Figo Moh. Raul Figo Muetia Safitri Muhammad Arid Muhammad Arid Mukrim Mukrim Mukrim Mukrim Mukrim Munawwaroh, Siti Aisyah Al Nadrun, Nadrun Nur Ilmi Muslimin Nur Sehang Thamrin Nurfitri Nurfitri Nurgan Tadeko Nurina, Syava Aizhawa Putri Nurlita Malota Nurul Alfiah Wahyuni Nurul Hidayah Parasulu, Zikrullah Patmasari, Andi Pontoh, Tuti Amelia Pratiwi Pratiwi Rabiah Adawiyah, Rabiah Rahmah, Ainun Rismauliani, Fauziah Rita, Ferry Rofiqoh Rofiqoh Rofiqoh rofiqoh rofiqoh Rofiqoh Rofiqoh Romero, Jeric Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Siska Bochari Siti Nurjannah Siti Nurjannah Sriati Usman SUAIB, SISKA Sudarkam R Mertosono Sukmawati Sadilia Syahrul Munir Syarifuddin Dollah Tjiangrayudi B Alfaron Vemmy Maidita Nur Aisyiah Wahyuni, Nurul Alfiah Whanchit, Wararat Yulini Rinantanti Zakhiyah, Rif'ah Zarkiani Hasyim