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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 Multidisciplinary Indonesian Center Journal 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 Earth & Planetary Sciences 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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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.
Enhancing English Vocabulary Using Story-Based Vocabulary Game of Grade Eight Students Maria Kandida Kardoso; Jamiluddin Jamiluddin; Grace Novenasari Manurung; Aminah Suriaman
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.v11i4.2603

Abstract

This study examined the impact of Story-Based Vocabulary Game on English vocabulary mastery of grade eight students at SMP Kristen Bala Keselamatan Palu. This study employed a quantitative approach with a quasi-experimental design. Pre-test and post-test were administered to measure students’ vocabulary mastery before and after the treatment. The findings showed that the students’ vocabulary mastery improved after the implementation of the treatment. The collected data were analyzed statistically to determine whether there was a significant difference between the experimental group and the control group. The results indicated that the average post-test score of experimental groups (56.52) was higher than the control group (42.37). In addition, based on the hypothesis analysis, it showed that the t-test the t-table (2.032 2.008), indicating that the research hypothesis is accepted. Therefore, it can be concluded that the Story-Based Vocabulary Game media significantly improves students’ vocabulary mastery.
Students’ Perceptions of Using English Learning Applications to Enhance Vocabulary Mastery Nuranantya Mersa Ukkas; Aminah Suriaman; Moh. Abraham Akbar Eisenring; Afrillia Anggreni
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2631

Abstract

Mobile-Assisted Language Learning (MALL) has provided university students with flexible opportunities to improve vocabulary mastery through English learning applications. This study investigated English Education students’ perceptions of using such applications for vocabulary learning at Tadulako University. A qualitative descriptive design was employed involving 69 students who completed a Likert-scale questionnaire and five participants who took part in semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis. The findings revealed that students generally perceived English learning applications positively because they helped them learn new words, improve pronunciation, increase confidence, and support autonomous learning. Features such as gamification, repetition, quizzes, and audio pronunciation enhanced motivation and engagement. However, students also reported several limitations, including insufficient contextual explanations, repetitive activities, unstable internet connections, and premium-feature restrictions. Overall, English learning applications were perceived as effective supplementary tools for vocabulary development rather than complete replacements for classroom instruction and authentic communication practice. The study highlights the potential of MALL applications to support independent vocabulary learning while emphasizing the continued importance of teacher guidance and interactive language use.
ELEVATE STUDENTS’ READING COMPREHENSION THROUGH QUESTION GENERATION SRATEGY (QGS) Delfi Papasi; Aminah Suriaman; Afrillia Anggreni
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.674

Abstract

The purpose of this study was to prove that the Question Generation Strategy (QGS) can develop students' reading comprehension. This research was limited in literal and inferential/interpretative understanding in descriptive texts. The researcher applied a quasi-experimental research design. The sample of this study was class VIII A as an experimental class consisted of 22 students and Vlll C as a control class of 22 students. Data collection was carried out through pre-test and post-test. The results of this study show that there is a significant increased of students’ score who were taught by using Question Generation Strategy (QGS). The increasement can be seen from the change of student qualification from previously poor to fair. Furthemore the t-count value is 5.26 while the t-table is 1.68 which means the t-count is higher than the t-table. Thus the research hypothesis is accepted. In other words, the use of the Question Generation Strategy (QGS) can develop reading comprehension of grade VIII students of SMP Negeri 7 Palu. It implies that teachers are suggested to use the Question Generation Strategy (QGS) in teaching reading comprehension, especially in the junior high school level.
The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context Nurul Alfiah Wahyuni; Aminah Suriaman; Sriati Usman; Darmawan Darmawan; Mochtar Marhum; Anjar Kusuma Dewi; Jeric Romero
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 9 No 2 (2023): Agustus 2023
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v9i2.15548

Abstract

Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.
Pelatihan Speaking English untuk Siswa SMK Negeri 1 Dolo Barat Mawardin M Said; Hasna; Budi; Aminah Suriaman; Ibmasiah Wardatun Islamiyah Mawardin; Ide Ilmiah Mawardin; Istianah Mawardin; Ilmuislami Mawardin; Siti Aisyah Al Munawwaroh
Abimanyu : Jornal of Community Engagement Vol 6 No 2 (2025): August 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This Community Service aims at training students of SMKN (Sekolah Menengah Kejuruan Negeri, Government Vocational High School) 1 West Dolo for speaking English. They hopefully can apply it for speaking English to others so that they can communicate in the foreign language orally. They were motivated to master English to communicate in the international language practically. Its specific traget was the students who have spirits in learning to speak English. They then can communicate in the global language so that they become global learners. Communicative method is used to reach the objecive. Its result hopefully that through this Training the students can speak English by using simple sentences. This Article may be a reference for anyone who needs it.
Co-Authors A.Y, Andi Anshar. Abd Kamaruddin Abdul Kamaruddin Adesti, Nining Agussatriana Ainun Rahmah Aisah Apridayani Alfianti Tapala, Alma 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 Budi Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Delfi Papasi Devi, Govinda Kurnia Dewi, Anjar Kusuma Difa, Nurafni Eisenring, Moh. Abraham Akbar Fadhila Zamzam Fadhilah Zamzam Faisal Faisal Fakhruddin Zam Zam Fali, Muhammad Farah Humairah Fatimah Farida Hamid Fauziah Rismauliani Ferry Rita Gebriela, Delya Grace Novenasari Manurung Haryanto Atmowardoyo, Haryanto Hasan Basri Hasna Hasna Ibmasiah Wardatun Islamiyah Mawardin Ide Ilmiah Mawardin Iftitah, Arika Nurul Ilmuislami Mawardin Istianah Mawardin jamil, Jamiluddin Jamilluddin Jamilluddin Jamiluddin Jamiluddin Jamiluddin Jamiluddin, 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 Maria Kandida Kardoso Mashuri Mashuri Mashuri Mashuri Mawardin Muhammad Said Mochtar Marhum Moh. Raul Figo Moh. Raul Figo Muetia Safitri Muhammad Arid Muhammad Arid Muhammad Irli Ma'arif Mukrim Mukrim Mukrim Mukrim Nadrun, Nadrun Nur Ilmi Muslimin Nur Intan Pratiwi Nur Sehang Thamrin Nuranantya Mersa Ukkas 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 Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Salsabila Fitriah Ramadhani Siska Bochari Siti Aisyah Al Munawwaroh Siti Nurjannah Siti Nurjannah Sriati Usman SUAIB, SISKA Sudarkam R Mertosono Sukmawati Sadilia Syahrul Munir Syahrul Munir Syarifuddin Dollah Syava Aizhawa Putri Nurina Tjiangrayudi B Alfaron Vemmy Maidita Nur Aisyiah Whanchit, Wararat Yulini Rinantanti Zakhiyah, Rif'ah Zarkiani Hasyim