Article Per Year (5 Year)
p-Index From 2021 - 2026
4.986
P-Index
This Author published in this journals
All Journal Jurnal Kreatif Tadulako Online EXPOSURE JOURNAL SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture FOSTER: Journal of English Language Teaching Indonesia Berdaya ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Journal of General Education and Humanities Mamangan Social Science Journal Pulchra Lingua e-Journal of ELTS (English Language Teaching Society)
Dewi, Anjar Kusuma
Unknown Affiliation
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
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.
The Effectiveness of English Language Podcast in enhancing Listening Skill Astri, Astri; Kamaruddin, Abd; Arid, Muhammad; Dewi, Anjar Kusuma
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13338

Abstract

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.
Eleventh-Grade Students’ Perceptions of Dictation in EFL Classes: Evidence from Sukma Bangsa School of Sigi Linda, Nurlinda; Nadrun, Nadrun; Eisenring, Moh. Abraham Akbar; Dewi, Anjar Kusuma
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.v4i4.838

Abstract

This study explores the eleventh-grade students’ perceptions of using the dictation technique in English classes at Sukma Bangsa School of Sigi. Using a qualitative descriptive design, the researcher collected data from 30 students through an open-ended questionnaire and conducted semi-structured interviews with 11 purposively selected participants. Data were analyzed following Miles and Huberman’s interactive model (data reduction, display, and conclusion drawing). The findings show that most students hold positive perceptions of dictation: they find it interesting, challenging in a constructive way, and helpful in improving several language aspects. Respondents reported improvements in listening comprehension, vocabulary acquisition, spelling accuracy, and pronunciation awareness. They also noted gains in concentration, accuracy, and self-confidence. Common difficulties included the teacher’s fast reading speed, unfamiliar vocabulary, limited time for repetition, and trouble distinguishing similar sounds. To cope, students asked for repetitions, expanded vocabulary through self-study and media exposure, and compared answers with peers. The study concludes that dictation remains a relevant, low-tech technique that supports integrated language development when applied with appropriate pacing and pre-teaching of key vocabulary.
Social Interaction In Inclusive Learning at Junior High School Dewi, Anjar Kusuma; Ali, Muhammad Nur; Muhammad, Hasan
Jurnal Mamangan Vol 12, No 2 (2023): Special Issue
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v14i2.10455

Abstract

This study explored the dynamics of symbolic interaction within inclusive classrooms at SMP Negeri 1 Palu, demonstrating that social interaction serves as a foundational mechanism shaping both pedagogical processes and the meaning of inclusion itself. The research revealed two predominant patterns—peer support interaction, emerging spontaneously through academic assistance, emotional support, and social advocacy, and dialogic interaction with teachers, functioning as reciprocal communication that enables inclusive students to construct meaning and negotiate their identities. These patterns operate across four critical dimensions: identity formation through social mirroring, emotional regulation through socioemotional support, cognitive mediation through scaffolding, and social transmission of knowledge through observational learning. However, the study also uncovered significant constraints—peer support proves stronger in social than academic contexts, dialogic interaction requires resources often unavailable, and students with severe communication barriers may remain marginalized despite institutional commitment. These findings shift analytical focus from policy frameworks to lived relational dynamics, demonstrating that inclusion transcends physical presence to require authentic social spaces where equality and acceptance are continuously negotiated. As Indonesia strengthens its commitment to inclusive education, lasting progress demands sustained attention to the quality and responsiveness of everyday classroom interactions—for it is within these interactions that inclusion is ultimately made, negotiated, and lived, compelling us to ask whether educational systems are truly prepared to prioritize and sustain the relational conditions that make authentic inclusion possible.
Improving Students Reading Comprehension Using Listen-Read-Discuss Strategy Rifara; Mashuri; Dewi, Anjar Kusuma; Patmasari, Andi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3991

Abstract

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.
A Study of Vocabulary Learning Strategies Used by Students at Grade XI Nuraini, Putri; Dewi, Anjar Kusuma; Patmasari, Andi; Thamrin, Nur Sehang
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.4000

Abstract

This study aims to find out the vocabulary learning strategies used by students at MAN Insan Cendekia Kota Palu. This research used a survey design by using questionnaire of vocabulary learning strategies (VLS) adopted from Yeh and Wang (2004). The instrument contains 50 items with five categories of vocabulary learning strategies based on Schmitt’s (1990) taxonomy. The population of this research was eleventh grade students. The sample was taken using a convenience sampling technique with a total of 90 students. To calculate total sample from population using Slovin’s formula. The data analysis showed that students used all of the six learning categories of Schmitt strategies; determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. But for the most frequently used strategies are determination strategies with mean score is 3.45 and the least frequently used strategies are cognitive strategies with mean score 2.72.
The Implementation Mind Mapping Method to Improve Reading Comprehension of the Eleventh Grade Students of SMA Negeri 5 Palu Labaso, Arini; Marhum, Mochtar; Dewi, Anjar Kusuma
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.301

Abstract

This study investigates the implementation of the Mind Mapping method to improve reading comprehension among eleventh-grade students at SMAN 5 Palu. The purpose of this study is to examine the effect of mind mapping on students’ reading comprehension. A quantitative experimental design was employed, with the sample divided into two groups: an experimental group of 35 students taught using the mind mapping method and a control group of 31 students taught through conventional instruction. Pre-tests and post-tests were administered, and the results showed that students taught using mind mapping had better reading comprehension. The data analysis indicated that the mean pre-test score of the experimental group was 46 and the control group 51, which increased after the intervention to 75 for the experimental group and 61 for the control group. An independent sample t-test was conducted, resulting in a t-count of 7.261 compared to a t-table value of 1.997, with 64 degrees of freedom and a significance level of 0.05. Since the t-count exceeds the t-table, the hypothesis is accepted. These findings demonstrate that mind mapping is effective in enhancing reading comprehension, and English teachers are recommended to apply this technique as an easy and effective strategy to help students understand texts
Peer Support and Confidence in English Speaking Proficiency among EFL Students Ayu, Hijrinia Kusumaning; Thamrin, Nur Sehang; Dewi, Anjar Kusuma; Kamaruddin, Abdul
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.v5i1.972

Abstract

This study investigates the influence of peer support systems on students’ self-confidence and English as a Foreign Language (EFL) speaking proficiency. Using a quantitative survey design, data were collected from 150 English Education students from three universities in Palu, Indonesia. The questionnaire measured emotional support, feedback and correction, academic support, self-confidence, and self-perceived English-speaking skill. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and simple linear regression in Jamovi. The findings indicate that peer support has a significant positive effect on students’ self-confidence (R² = 0.217, p < .001) and self-perceived English-speaking ability (R² = 0.283, p < .001). Furthermore, mediation analysis reveals that self-confidence partially mediates the relationship between peer support and speaking ability. Although the measurement model demonstrates marginal fit based on CFI and TLI values, the RMSEA value indicates an acceptable model fit. These results highlight the importance of supportive peer environments in fostering confidence and improving speaking proficiency in EFL contexts, particularly through informal peer interactions outside the classroom.
Co-Authors Abdul Kamaruddin Adrian Adzani , Feny Nur Agustina Risu, Indah Aminah Aminah Aminah Suriaman Andi Hikmah, Andi Anggreni, Afrillia Arid , Muhammad Arid, Muhammad Astri Astri, Astri Ayu, Hijrinia Kusumaning Budi Budi Darmawan Darmawan Darwis, Putri Lisdayanti Desrin Lebagi Dorasa, Pritalia Dwi Septiwiharti Eisenring, Moh. Abraham Akbar Erniwati Erniwati Fadiel, Mohamad Fidyah, Fidyah Fitriani Fitriani Gifarizki, Gifarizki Hasan Muhammad Herman, Widyawati Imran Imran Kamaruddin , Abdul Kamaruddin, Abd Kanserini, Julia Kartiasih, Titin Konder Manurung Labaso, Arini Linda, Nurlinda Maf'ulah , Maf'ulah Maf'ulah, Maf’ulah Magfira, Magfira Mahmudah, Listiana Eka Dewi Marhum , Mochtar Mashuri Mashuri Mashuri Mochtar Marhum Muhammad Nur Ali Mukrim, Mukrim Mulya Sari, Ika Nadrun, Nadrun Nadya Neliyanti Nur Sehang Thamrin Nuraini, Putri Patmasari, Andi Petalolo, Andi Alyfia Rachmawati, Redzky Retnoningrum, Jasmine Aryanti Rifara rofiqoh rofiqoh Romero, Jeric Roy Kulyawan Sriati Usman Sudarkam R Mertosono Taqwim, Ahsani Vicha Hulai, Bella Wahyuni, Nurul Alfiah Zainab