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All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Paedagogia: Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Pioneer: Journal of Language and Literature BERNAS: Jurnal Pengabdian Kepada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Mattawang: Jurnal Pengabdian Masyarakat Journal of English Language and Education Panrannuangku Jurnal Pengabdian Masyarakat Measurement In Educational Research Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study English Language Teaching Methodology (ELTM) Jurnal Kreatif Online Dharma Pengabdian Perguruan Tinggi (DEPATI) TELL - US JOURNAL Jurnal Banua Oge Tadulako Journal of Pragmatics Research JLE: Journal of Literate of English Education Study Program Multidisciplinary Indonesian Center Journal PESHUM e-Journal of ELTS (English Language Teaching Society)

Anggreni, Afrillia

English Education Study Program, Teacher Training And Education Faculty Tadulako University, Indonesia

Author-ID : 1378753

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Improving Students’ Vocabulary Mastery Through Listening English Songs of SMA Negeri 1 Torue Nandita, Dinda; Thamrin, Nur Sehang; Anggreni, Afrillia; Nadrun, Nadrun
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1082

This research aimed to improve the vocabulary mastery of tenth-grade students at SMA Negeri 1 Torue through an innovative learning method, namely by listening English songs. The low ability of students to remember, pronounce, and use new vocabulary in the correct context was the problem of the students expanding their vocabulary. This research used a quasi-experimental research design involving two groups: the experimental group that was taught using songs and the control group that was taught using conventional methods. The population is 369 students. A total of 60 students from classes XB and XC participated in this research, and data were collected through a pre-test and post-test to measure the improvement of students’ vocabulary mastery, especially on verbs, nouns, and adjectives. The results of the research present a significant increase in students’ vocabulary mastery after utilizing English songs. The mean post-test score of the experimental group increased from 45 to 89, while the control group only increased from 46 to 76. The hypothesis test using a t-test indicated that the t-value (6.14) was higher than the t-table value (2.042), which suggested that listening to English songs is effective in improving students’ vocabulary mastery. This research concludes that the use of songs as a learning medium could create a fun learning atmosphere and increase students’ motivation to learn English.

Riddle Game in Elevating EFL Vocabulary Mastery Devi, Govinda Kurnia; Rofiqoh, Rofiqoh; Anggreni, Afrillia; Suriaman, Aminah
Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/5ds6ay95

Gaming in the language instructional process has been intensively implemented by academia all over the world and most of them claim that it is successful to bridge an English as Foreign Language (EFL) learner in mastering language skill and components. This study aims to expose how the implementation of riddle games elevating the vocabulary development of eighth grade students at junior high school (Sekolah Menengah Pertama/SMP Negeri 6 Palu. A quasi-experimental method was employed, consisting of experimental class that engaged in riddle game strategy meanwhile the control class received lecture method. 10 items of multiple choice, 5 items of jumbled words, and 10 items of matching vocabulary were used as the instrument to measure the student’s knowledge before and after getting intervention. The sample of 50 students in this research was randomly selected from the total population of 268 eighth grade students. Due to the non-normal distribution of the data, the Mann-Whitney U test was employed for statistical analysis. The finding demonstrates an improvement in the mean score of both groups; the experimental group improved from 41.56 to 55.16, while the control group increased from 44.88 to 49.24. However, the Mann-Whitney U ranks test showed a non-significant difference between the two classes (p>0.05). Thus, it can be concluded that the Riddle game is inefficient to expand students’ vocabulary mastery.

Duolingo Application: Enriching Vocabulary Mastery Of EFL Students Selviana H, Selviana H; Anggreni, Afrillia; Jamiluddin, Jamiluddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45353

This research exposes vocabulary mastery of eleventh-grade students by utilizing Duolingo apps. Critical issues namely limited vocabulary knowledge, low motivation, and lack of practice had hindered students' language development. By employing a cluster random sampling method, the research involved a pretest and posttest to evaluate students' vocabulary before and after using the Duolingo application. Various vocabulary assessments in terms of making sentences, multiple-choice, and matching exercises were distributed to ensure a comprehensive evaluation of students' understanding in concrete nouns, action verbs, and descriptive adjectives. The results indicate that there is a statistically increase of the students’ score in the experimental group from pretest to posttest (71.68 to 73.92). The results of the paired t-test also present a statistically significant difference (t = -5.209, p = 0.000). In contrast, the control group using conventional techniques only showed a small increase from 71.68 to 73.92, and the results of the t-test showed no significant difference (t = -1.430, p = 0.166). This suggests that the Duolingo application effectively enhances students' vocabulary mastery and overall language proficiency. It can be concluded that integrating innovative teaching methods, such as gamified learning through Duolingo, can significantly boost students' motivation and engagement in language learning. Therefore, teachers can explore diverse teaching strategies that cater to various learning styles and encourage students to actively participate in language practice through interactive features of the application. Overall, this research contributes valuable insights into the role of technology in language learning and its potential to transform traditional learning approaches.

GREAT Teaching Revolution through Gamification-AI-EdTech Training Realizing Mindful-Joyful Learning: GREAT Teaching Revolution Melalui Pelatihan Gamifikasi-AI-EdTech Mewujudkan Mindful-Joyful Learning Ningsih, Purnama; Anggreni, Afrillia; Agussatriana, Agussatriana; Ahmar, Dewi Satria; Azzajjad, Muhammad Fath
Mattawang: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.mattawang4292

21st century educational transformation requires teachers to be adaptive in using technology in learning. In general, teachers at SMAN 9 Palu still face limitations in effectively integrating technologies such as gamification, AI, and EdTech. Therefore, this community service was conducted with the aim of providing training and practice in developing technology-based learning tools and deep learning approaches (Joyful and mindful learning) using AI, EdTech, and gaming applications. The results of the community service activities were evaluated from pre-tests and post-tests given to participants. The evaluation results consisted of 8 aspects, including understanding of joyful and mindful learning, knowledge of gamification in learning, utilization of Artificial Intelligence (AI) in learning, use of Educational Technology (EdTech), readiness to innovate in the learning process, creativity in designing learning media and activities learning activities, reflective experiences in learning, and expectations regarding the training, showing an increase from the “fair” category to the “very high” category.

Boosting Students’ Speaking Skill Through Information Gap Activities (IGA) Mahmudah, Listiana Eka Dewi; Anggreni, Afrillia; Dewi, Anjar Kusuma; Marhum, Mochtar
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v%vi%i.1427

Speaking proficiency is essential for academic and social development of EFL students. However, numerous students often struggle with limited vocabulary, grammatical deficiencies, and a lack of confidence which contribute to their speaking performance. Therefore, this study exposes the effectiveness of Information Gap Activities (IGA) to elevate students’ speaking skills – specifically in fluency and comprehensibility – of eleventh-grade students at SMA Negeri 1 Sigi. A quasi-experimental design was employed, involving two groups: an experimental class received IGA treatment and a control class taught by using conventional methods, with a total of 60 student participants. Both groups were given pre-tests and post-tests to measure their speaking ability before and after the treatment. Pre-test and post-test data were analyzed using SPSS. The results revealed a statistically significant improvement in the experimental group, with the mean score increasing from 41.67 to 67.50, compared to the control group’s increase from 41.67 to 50.56. The Wilcoxon Signed-Rank Test (p = 0.000) and Mann-Whitney U Test (p = 0.000) confirmed this difference to be statistically significant. These findings suggest that Information Gap Activities can effectively enhance students’ speaking abilities, offering a communicative and interactive alternative to traditional instructional approaches.

Improving Reading Comprehension Of The Eighth Grade Students At SMP Saraswati Tolai Through Skimming Strategy Arpiani, Made Rani; Rofiqoh, Rofiqoh; Mashuri, Mashuri; Anggreni, Afrillia
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9608

The objective of this research is to prove the whether or not the use of skimming stategy improve the reading comprehension of grade eight students at SMP Saraswati Tolai. This research applied a quasi-experimental research design. The population of this research was grade eight students of SMP Saraswati Tolai. The sample of this research was selected by using purposive random sampling technique. The sample were class VIII A as the experimental group and class VIII B as the control group. These groups were given pre-test and post-test. The data were analyzed statistically in order to know the significant difference of the pre-test and post-test. The result showed the students' mean score of the experimental group on the pre-test and post-test are 39.35 and 50.53. The students' mean score of the control group on pre-test and post-test are 40.10 and 44.78. Consulting to the t- table value by applying degree of freedom (df) (31+32-2= 61) and 0.05 level of significance, the researcher found that the value of t-counted (8.94) is higher than t-table (2.005) causing the hypothesis accepted. It means that the implementation of skimming technique can significantly improve reading comprehension of grade eight students at SMP Saraswati Tolai. Keywords: improve reading comprehension, descriptive text, skimming strategy.

TIKTOK PLATFORM AS AN ENGLISH LEARNING TOOL: ELEVATING STUDENTS’ SPEAKING SKILL Suryani, Maylina Dwi; Anggreni, Afrillia; Marhum, Mochtar; Mashuri, Mashuri
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10262

AbstractTikTok platform has been one of innovative social media in bridging English Language Teaching (ELT). Thus, this study aims to prove whether the use of the TikTok platform, especially the duet and vlog video features can improve the speaking skills of tenth-grade students of SMA Negeri 1 Moutong. Three components of speaking skills, namely fluency, accuracy, and comprehensibility were the focus of this study. A pre-experimental design with a one-group pre-test and post-test design was utilized. The sampling technique used was purposive sampling, with a sample size of 31 students. The data were collected through speaking tests in terms of pre-test and post-test. The analysis results point out that the mean pre-test score of the students was 40, while the mean post-test score increased to 64. The statistical test used a t-test with degrees of freedom (df) = n – 1 = 31 – 1 = 30, resulting in a t-counted value of 16,30, while the t-table value at the 0.05 significance level was 2,042. Thus, the t-counted value is higher than the t-table value, so the research hypothesis is accepted. This proves that the use of the TikTok platform can improve students' speaking skills, particularly in terms of fluency, accuracy, and comprehensibility. These findings suggest that teachers can use TikTok as an effective alternative tool in English-speaking learning to improve students' motivation, creativity, and participation in class.Keywords: Accuracy, Comprehensibility, Fluency, Speaking, TikTok platform

Teaching Vocabulary Through Play: The Circle Game In An Indonesian Classroom Ananda, Tri; Munir, Syahrul; Anggreni, Afrillia
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1853

Vocabulary acquisition remains a persistent challenge in English as a Foreign Language (EFL) classrooms, particularly in relation to spelling accuracy, word meaning, and contextual usage. Addressing this issue, the present study investigates the effectiveness of the Circle Game as an interactive teaching strategy aimed at improving vocabulary mastery among eighth-grade students at SMP Negeri 1 Sindue Tobata. Employing a quasi-experimental design, 50 students were divided into control and experimental groups. The experimental group engaged in six Circle Game sessions, while the control group received traditional instruction. Data were collected through pre- and post-tests. Results indicated a notable increase in the vocabulary scores of the experimental group, rising from a mean score of 55.36 to 86.8, compared to the control group's improvement from 60.4 to 68.4. A t-test analysis confirmed the statistical significance of the difference between the two groups (t = 7.56 > 2.011). This study highlights the urgency of adopting engaging, student-centered methods in EFL instruction. The findings suggest that game-based strategies like the Circle Game can significantly boost vocabulary learning, motivation, and classroom interaction.

Applying Fact Reason Elaboration Shift (FRESH) Technique to Develope Writing Skill of SMAN Model Terpadu Madani Yanti Permatasari; Abdul Kamaruddin; Afrillia Anggreni; Nur Sehang Thamrin
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3879

The aims of this research is to find out whether or not the Applying Fact Reason Elaboration Shift (FRESH) Technique can develope the student’s skill to write descriptive text. This research applied a quasi-experimental research design that involved experimental group and control group. The sample of this research was 48 student’s, which were divided into 26 students of class Xl E as the experimental group and 22 student’s of class XI D as the control group. The sample was selected by using clusters technique. The data was collected by administering a writing test consisting of a pre-test and post-test. Then the treatment was only given to the experimental group. The result of the pre-test shows that the mean score of the experimental group is 29.8 while the mean score of the control group is 40.8. This demonstrated that the pre-test mean score of the experimental group were lower compared to the control group. After conducting the treatment, the result of the post-test shows that the mean score of the experimental group is 75.13 while the mean score of the control group is 65.5. It indicates that the experimental group has shown improvement in their writing skill compared to the control group. By applying 46 degree of freedom (df) and 0.05 level of significance, it can be seen that the (3.76) is higher than the (2.021). It means that the research hypothesis is accepted. In conclusion, that the Applying Fact Reason Elaboration Shift (FRESH) Technique can develope the student’s writing skill to the elevent grade of SMAN Model Terpadu Madani

Writing Errors Analysis: Subject-Verb Agreement Made by EFL Students Yuntika, Arudia Risti; Anggreni, Afrillia; Jamiluddin, Jamiluddin; Usman, Sriati
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1538

Writing is a crucial skill in language learning, yet numerous students still struggle with grammatical accuracy, particularly subject–verb agreement (SVA). Previous studies have exposed students’ errors in SVA but most of them focused on school-level learners, leaving limited research on undergraduate academic writing. Thus, this study aims to identify and analyze SVA errors in the academic writing of English Education students at Tadulako University. Utilizing a descriptive qualitative design, data were obtained from the background and discussion sections of ten undergraduate theses and analyzed through Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The findings present that omission errors as the most frequent (10 cases), mostly involving the omission of auxiliary verbs be (is, are, was, were) and verb endings such as –s or –ing. Misformation errors (6 cases) appeared when students used incorrect verb forms, particularly in mismatching singular and plural agreement. Next, addition errors (4 cases) occurred when unnecessary auxiliaries or suffixes were inserted into sentences, creating redundancy. The last, misordering errors (1 case) reflected difficulties in arranging subject–verb structures according to English syntax. These results indicate that students’ main difficulties lie in maintaining auxiliaries and singular–plural concord, showing the influence of both interlingual and intralingual factors. Overall, these results emphasize the importance of needs-based grammar instruction and ongoing error analysis to enhance learners’ grammatical accuracy to produce a qualified academic writing

Co-Authors Abdul Kamaruddin Achmad, Putri Fatimah Agussatriana Ahmar, Ansari Saleh Aini, Putri Nur Alvionita, Widya Aminah Suriaman Ananda Mumtahana Arpiani, Made Rani Artanti, Ni Luh Rani Azahra, Fadlia Azzajjad, Muhammad Fath Budi Budi Budi Darmawan Darmawan Devi, Govinda Kurnia Dewi Satria Ahmar Dewi, Anjar Kusuma Dorasa, Pritalia Erniwati Erniwati Erniwati Erniwati Eviyanti Eviyanti, Eviyanti Fadhilah Zamzam Fadjar Farawansa Moh.S.Mahid, Indah Fifi Dwi Pra Aditya Gufrana Hasan Basri Hastini, Hastini Ismi, Nurul Jamiluddin Jamiluddin, Jamiluddin Kamaruddin , Abdul Kamarudin, Abdul Konder Manurung Kusuma Dewi, Anjar Labanu, Faradilla Landu, Miftahurrahma Lutfi, Muh. Faris M. Said, Mawardin Maf’ulah Maf’ulah Maf’ulah Maf’ulah Maf’ullah, Maf’ullah Maghfira, Maghfira Mahmudah, Listiana Eka Dewi Makbul, Makbul Makuta, Nurul Mawaddah U Maryam Maryam Maryam Mashuri Mashuri Mawar, Putri Bulan Mawardin Muhammad Said Mawardin, Ilmuislami Mochtar Marhum Muhammad Arid Muhammad Arid Muhammad Ismail Mukrim Mukrim Mukrim, Mukrim Mulya Sari, Ika Mutmainna Nadrun, Nadrun Nandita, Dinda Ningsih, Novi Sulistya Ningsih, Rahayu Wulan Nirwijayanti Nirwijayanti Ntulo, Gita Gifara Nur Asdila Nur Sehang Thamrin Oktaviani, Siska Rahma Parasulu, Zikrullah Patmasari, Andi Purnama Ningsih Rachman, Januar Rahm, Aulia Rahmita Rahmita Ramli Rita, Ferry Rizkoh, Fusthaatul Rofiqoh rofiqoh rofiqoh Rosmah, Mardiati Sahmawati Selasih S, Jihan Selviana H, Selviana H Siska Bochari Sri Masriyani Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Sumiati Sumiati Sumiati Supuinda, Arum Yudyah A Suryani, Maylina Dwi Syahrul Munir Tjiangrayudi B Alfaron Tologugu, Des Puput Tri Ananda Trisnawati Katuwu, Chenia Widyaningrum, Thalita Putri Winarsi, Inggit Yanti Permatasari Yanti Permatasari Yuntika, Arudia Risti Zarkiani Hasyim

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