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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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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.
The Use of Taboo Game to Develop Students’ Vocabulary Mastery Fali, Muhammad; Rofiqoh, Rofiqoh; Patmasari, Andi; Suriaman, Aminah
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1905

Abstract

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.
The Effectiveness of Using Games Two Truths and a Lie In Increasing Students’ Speaking Ability at SMP Labschool Untad Palu Fauziah Rismauliani; Aminah Suriaman; Mashuri Mashuri; Abd Kamaruddin
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.v4i4.738

Abstract

The study aimed to determine the effectiveness of using the "Two Truths and A Lie" game in improving the speaking skills of seventh-grade students at SMP Labschool Untad Palu. This research was motivated by the students' persistent challenges, including low motivation and speaking anxiety, often exacerbated by non-interactive teaching methods. Employing a quasi-experimental design with a pre-test and post-test control group, the study involved a sample of 45 students. Data analysis using SPSS confirmed that the post-test scores of the experimental group followed a normal distribution, justifying the use of parametric tests. The mean scores showed a substantial increase in the experimental group, rising from 9.09 to 15.95, significantly higher than the control group’s increase (from 10.40 to 14.45). This difference was confirmed as statistically significant by the paired sample t-test, supporting the hypothesis. The findings conclusively demonstrate that the "Two Truths and A Lie" game is significantly effective in boosting students' confidence, improving fluency, and developing critical thinking skills, providing empirical insight into the value of incorporating fun and interactive teaching methods.
The Effectiveness of Flashcard Games to Improve Vocabulary Mastery of Seventh Grade Students at SMPN 7 Palu Ainun Rahmah; Aminah Suriaman; Maghfira Maghfira; Nadrun Nadrun
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.v4i4.760

Abstract

This study aims to determine the effectiveness of flashcard games in improving the vocabulary mastery of seventh-grade students at SMPN 7 Palu. A quasi-experimental method with a pre-test and post-test control group design was employed. The participants consisted of two purposively selected classes: one serving as the experimental group, taught through flashcard games, and the other as the control group, receiving conventional instruction. Vocabulary tests were administered before and after the treatment to assess students’ improvement. The collected data were analysed using descriptive statistics and an independent-samples t-test at the 0.05 significance level. The findings revealed a significant difference between the post-test mean scores of the experimental group (79.42) and the control group (67.31), with a p-value of 0.000 (<0.05). These results indicate that the flashcard game effectively enhanced students’ vocabulary mastery. The use of visual and interactive media, such as flashcards, facilitated better word retention, understanding, and recall through dual coding of verbal and visual information. Moreover, the game-based activities increased students’ engagement and motivation during learning. In conclusion, flashcard games provide an effective and enjoyable medium for improving students’ English vocabulary mastery. It is recommended that English teachers integrate such interactive media into classroom instruction to foster more meaningful and engaging learning experiences.
Utilising TikTok as a Digital Learning Tool to Improve Vocabulary Mastery Pritalia Dorasa; Aminah Suriaman; Anjar Kusuma Dewi; Afrillia Anggreni
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.
Patterns of Code-Switching in English Speaking Practice: A Descriptive Analysis of University Students Syava Aizhawa Putri Nurina; Aminah Suriaman; Fadhilah Zamzam; 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.v5i1.883

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 Muhammad Irli Ma'arif; Aminah Suriaman; Maf’ulah Maf’ulah; Muhammad Arid
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. Abd Kamaruddin Abdul Kamaruddin Adesti, Nining Agussatriana Ainun Rahmah Aisah Apridayani Alfianti Tapala, Alma Alfina, Widi Alma Alfianti Tapala Alvionita, Widya Amir Pattu Anggreni, Afrillia Anjar Kusuma Dewi Anjar Kusuma Dewi Aprilia P 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 Fadhilah Zamzam Faisal Faisal Fakhruddin Zam Zam Fali, Muhammad Farah Humairah Fatimah Farida Hamid Fauziah Rismauliani Ferry Rita Gebriela, Delya Haryanto Atmowardoyo, Haryanto Hasan Basri Hasna Ibmasiah Wardatun Islamiyah Iftitah, Arika Nurul jamil, Jamiluddin Jamilluddin Jamilluddin Jamiluddin Jeric Romero Konder Manurung Ladoma, Muh. Syarqawy Lamadjido, Muhammad Reski Maf'ulah, Maf’ulah 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 Muhammad Irli Ma'arif Mukrim Mukrim Mukrim Mukrim Mukrim Munawwaroh, Siti Aisyah Al Nadrun, Nadrun Nur Ilmi Muslimin Nur Sehang Thamrin Nurfitri Nurfitri Nurgan Tadeko Nurlita Malota Nurul Alfiah Wahyuni Nurul Hidayah Parasulu, Zikrullah Patmasari, Andi Pontoh, Tuti Amelia Pratiwi Pratiwi Pritalia Dorasa Rabiah Adawiyah, Rabiah 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 Syava Aizhawa Putri Nurina Tjiangrayudi B Alfaron Vemmy Maidita Nur Aisyiah Wahyuni, Nurul Alfiah Whanchit, Wararat Yulini Rinantanti Zakhiyah, Rif'ah Zarkiani Hasyim