Articles
<![CDATA[THE IMPLEMENTATION OF LINE WEBTOON TO ENHANCE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Retnoningrum, Jasmine Aryanti]]>;
<![CDATA[Usman, Sriati]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Aminah, Aminah]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v12i1.4425
<![CDATA[This research aims to determine whether or not the implementation of Line Webtoon can enhance the reading comprehension of the eight grade students of SMP Negeri 4 Palu. The population of this research is the eighth-grade students of SMP Negeri 4 Palu. The sample was VIII A as the experimental class and VIII B as the control class. The research applied the quantitative method. The instrument of the data collection was pre-test and post-test. Those data were analyzed statistically. The pre-test was at a low level, and the post-test was at a high level. The pre-test was low because the students had difficulties in reading comprehension. However, the post-test that at a high level because of the media can enhance students’ reading comprehension. The results of the data analysis show that the t-counted was greater than the t-table. In conclusion, using line webtoon can enhance students’ reading comprehension.]]>
<![CDATA[USING AUTHENTIC MATERIALS IN IMPROVING READING COMPREHENSION ]]>
<![CDATA[Nadya]]>;
<![CDATA[R. Mertosono, Sudarkam]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Arid , Muhammad]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v12i3.4435
<![CDATA[This study aims to know whether or not using authentic materials can improve reading comprehension of the grade eight students of SMP Negeri 16 Palu. This research used a quasi-experimental research design. The research population was the grade eight students of SMP Negeri 16 Palu which consisted of 112 students. The sample was selected by using a purposive sampling technique. The number of the sample was 22 students of class VIII A as the experimental group and 22 students of class VIII E as the control group. The data were collected through pre-test and post-test about reading. The students were assigned some tasks consisting of 10 multiple-choices and 5 essay questions. The result of this research showed the mean deviation score of the experimental group was 89.45 and 79.27 for the control group. Therefore, the t-counted value (6.43) is higher than the t-table value (2,018). It is proved that the hypothesis is accepted in which there is development of the students after getting the treatment. It means that the use of Authentic Materials can improve students Reading comprehension. The implication of this finding is that the teachers need to use authentic material as the media in teaching reading.]]>
<![CDATA[PERCEPTIONS ON THE EFFECTIVNESS OF USING SONGS IN TEACHING ENGLISH AT SMAN MODEL TERPADU MADANI PALU ]]>
<![CDATA[Vicha Hulai, Bella]]>;
<![CDATA[Aminah, Aminah]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Marhum, Mochtar]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v12i3.4443
<![CDATA[The Songs can provide attractive and instructional media in learning activities. Song has been designed to motivate students to participate the English teaching and learning. The study aims to identify the students’ perception on using songs in teaching English. Interviews are conducted as the research instruments to get students’ perceptions towards English songs in teaching English. The interviews show that most students feel English songs are very helpful for them in improving their Speaking skill. They also feel that the English song they listen to have the power to encourage students' motivation to learn the. Correct pronunciation and learn English more deeply. In addition, the beauty of the tone and rhythm of the music also makes students feel happy and relaxed. They also feel that by listening to the lyrics of English song carefully, they can easily get information about the correct pronunciation from native speakers. It makes them enthusiastic and increases their interest in learning.]]>
<![CDATA[USING STORY PYRAMID STRATEGY TO IMPROVE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS OF SMP NEGERI 14 PALU ]]>
<![CDATA[Herman, Widyawati]]>;
<![CDATA[Aminah, Aminah]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4448
<![CDATA[This research was conducted at grade eighth students of SMP Negeri 14 Palu in the teaching and learning process. This research aims to improve students' reading comprehension by using the Story Pyramid Strategy. The population in this research was grade eighth students of SMP Negeri 14 Palu. This research employs purposive sampling to select the sample. This research applies a quasi-experimental research design non-equivalent control group design, which consists of two groups: experimental and control group. The description of the data collected through the pre-test and post-test. The students’ scores after presenting the material using Story Pyramid Strategy in reading comprehension were better than before the treatment was given to the student . This strategy can be a learning media applied by teachers in the teaching and learning process as an effective strategy to improve students’ reading comprehension because the use of Story Pyramid Strategy makes it easier for students to understand the content of the story. The result of the data analysis is that t-count was higher than t-table. From these results, the researcher found there is a significant difference between the pre-test and post-test result. This means that the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted. This is proven by the improvement of students reading comprehension after being given treatment using story pyramid strategy.]]>
<![CDATA[THE USE OF HELLO TALK IN IMPROVING WRITING ABILITY ]]>
<![CDATA[Kanserini, Julia]]>;
<![CDATA[Rofiqoh, Rofiqoh]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Mashuri, Mashuri]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4450
<![CDATA[The objectives of this research are to describe how to use HelloTalk in teaching English and to know from the review whether the use of HelloTalk can improve the students’ writing ability. The study applied qualitative research that implemented Library Research Method. The data were collected from scientific writings on the use of HelloTalk in improving writing ability between 2019 and 2024. The findings indicate that HelloTalk can significantly improve students' writing ability by fostering collaboration, creativity, real-time interaction, out-of-class practice, grammar and vocabulary reinforcement, and personalized feedback. HelloTalk is a valuable tool for teachers to enhance English language teaching and promote students' writing development.Teachers are encouraged to integrate HelloTalk into their English language curriculum to leverage its various features and benefits for improving students' writing skills. Further research could explore the long-term effects of HelloTalk on writing proficiency and investigate its potential in different educational contexts.]]>
<![CDATA[A STUDY ON THE IMPLEMENTATION OF SHORT STORIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Mulya Sari, Ika]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Anggreni, Afrillia]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4453
<![CDATA[This research is to analyze short stories in teaching reading comprehension. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The study applied action research design since it opens the opportunity for teachers-practitioners to be involved in research. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension.]]>
<![CDATA[The Effectiveness Of Popular Songs In Teaching Listening Comprehension To The Eight Grade Students’s At SMP Negeri 1 Palu ]]>
<![CDATA[Fidyah, Fidyah]]>;
<![CDATA[Arid, Muhammad]]>;
<![CDATA[Lebagi, Desrin]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1422
<![CDATA[This study aims to determine the effectiveness of popular songs in teaching listening skills to eighth-grade students at SMP Negeri 1 Palu. The research employed a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two classes: an experimental group taught using popular songs and a control group taught using conventional methods. The research instrument was a listening comprehension test administered before (pretest) and after (posttest) the treatment. Data analysis used the Mann-Whitney U test to compare posttest scores between groups and the Wilcoxon Signed-Rank test to compare pretest and posttest scores within each group. The results revealed a significant difference between the experimental and control groups (p 0.05), with the experimental group achieving a higher posttest mean score (94.63) than the control group (85.66). The improvement in the experimental group was also greater than in the control group. Therefore, it can be concluded that the use of popular songs is more effective than conventional methods in enhancing students’ listening skills.]]>
<![CDATA[The Effectiveness of English Language Podcast in enhancing Listening Skill ]]>
<![CDATA[Astri, Astri]]>;
<![CDATA[Kamaruddin, Abd]]>;
<![CDATA[Arid, Muhammad]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v9i2 November.13338
<![CDATA[This study aims to evaluate the effectiveness of English language podcasts in enhancing the listening skills of grade XI students at SMA Negeri 2 Palu. The research employed a pre-experimental design using a one-group pre-test and post-test approach. A total of 34 students from class XI E participated as the sample. To assess students’ initial listening proficiency, a pre-test was administered prior to the treatment. The treatment consisted of listening sessions using selected English podcasts from the YouTube channel “Easy English.” Following the treatment, a post-test was conducted to measure any improvements in students’ listening comprehension. The results indicated a significant increase in the average scores, rising from 64.41 in the pre-test to 81.91 in the post-test. Statistical analysis using the Wilcoxon Signed-Rank Test confirmed a significant difference (p < 0.05) between the two sets of scores. These findings suggest that English podcasts are effective learning tools for developing students’ listening skills. Their authentic and engaging nature, along with their flexible accessibility, makes podcasts a valuable supplement in English language instruction, particularly in fostering listening comprehension.]]>
<![CDATA[Improving Students Reading Comprehension Using Listen-Read-Discuss Strategy ]]>
<![CDATA[Rifara]]>;
<![CDATA[Mashuri]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Patmasari, Andi]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v10i3.3991
<![CDATA[The aim of this research is to determine whether the Listen-Read-Discuss (LRD) strategy can improve the reading comprehension of seventh-grade students at SMP Negeri 10 Palu. A quantitative approach was employed, using a pre-experimental design involving a single class—the experimental group. The population consisted of 65 seventh-grade students, from which a purposive sample of 32 students from class VII Ketapang was selected. Data were collected through a test comprising a pre-test and a post-test. The results show that the LRD strategy effectively enhanced students' reading comprehension, as evidenced by an increase in the average score from 56.33 (pre-test) to 87.44 (post-test), reflecting a 31.11-point improvement. These findings suggest that the LRD strategy can serve as an effective instructional approach for teaching descriptive texts and improving students' reading comprehension skills.]]>
