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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 Jurnal Eduscience (JES) Pioneer: Journal of Language and Literature Journal of Applied Science, Engineering, Technology, and Education 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 JLE: Journal of Literate of English Education Study Program Multidisciplinary Indonesian Center Journal PESHUM e-Journal of ELTS (English Language Teaching Society) INTERACTION: Jurnal Pendidikan Bahasa
Anggreni, Afrillia
English Education Study Program, Teacher Training And Education Faculty Tadulako University, Indonesia
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EMPOWER ENGLISH SONG BASED TEACHING TO ELEVATE VOCABULARY MASTERY OF EFL LEARNERS Ntulo, Gita Gifara; Anggreni, Afrillia; Jamiluddin
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/z5q4cz28

Abstract

The accessibility and popularity of English song in the teenagers facilitates them to be able to expand their English acquisition. Therefore, this research aims to validate whether English Song Based Teaching can boost vocabulary mastery of the students in two aspects namely meaning and use. This research utilized quantitative design in term of pre-experimental. Pre-test and post-test were conducted to gather the data. The research sample consisted of 15 students of class XI A of SMA Kristen Bala Keselamatan Palu. The finding demonstrates that the implementation of English song provides a significance impact on students' vocabulary mastery. The paired sample t-test supports this finding which a significance value of less than 0.05. It can be claimed that song-based teaching provides positive effects toward cognitive (vocabulary knowledge) and social aspect of language learning.
Exploring the Impact of Project-Based Learning on University Students’ Essay-Writing Ability Andi Patmasari; Afrillia Anggreni; Muhammad Ismail
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7055

Abstract

Project-Based Learning (PjBL) offers an instructional approach that emphasizes student autonomy, collaboration, and real-world application, which may enhance essay-writing ability. This study aims to (1) examine the effect of PjBL on university students’ essay-writing ability and (2) evaluate its effectiveness in improving writing performance. A quasi-experimental design with a sequential explanatory mixed-methods approach was employed. The participants were students in Class B of the English Education Study Program at Tadulako University, selected through purposive sampling. Quantitative data were gathered through pre- and post-tests and analyzed using a paired samples t-test and normalized gain (N-gain) scores. Qualitative data from learning logs and interviews were analyzed thematically to explain the quantitative findings. The t-test indicated a statistically significant improvement in students’ writing scores after the PjBL intervention (p = 0.000). However, the N-gain score was 0.1978, placing the effectiveness in the “low” category. Qualitative findings showed that students positively perceived PjBL, noting enhanced critical thinking, creativity, and collaboration. Nevertheless, several challenges emerged, including uneven group participation, cognitive overload, and misalignment between assessment and learning activities. Despite statistical significance, the low effectiveness suggests limitations in task design, assessment alignment, and learner readiness. These factors may have constrained the impact of PjBL on measurable writing outcomes. PjBL significantly affected students’ essay-writing ability, but its practical effectiveness was limited. Given the study’s reliance on a single purposive sample, generalizability is restricted. Future research should include larger, diverse samples and refine instructional design to maximize PjBL’s pedagogical benefits.
Enhancing Seventh Graders' Vocabulary Mastery Trough the Use of Movies : A Quasi-Experimental Study Landu, Miftahurrahma; Usman, Sriati; Patmasari, Andi; Anggreni, Afrillia
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1755

Abstract

This study aims to investigate the effectiveness of using films as a learning medium to improve English vocabulary mastery in seventh-grade junior high school students. The methodology used is quasi-experimental with a pre-test and post-test design involving two groups, namely the experimental group and the control group. The sample size consisted of 64 students, divided equally into 32 students in the experimental group who were taught using films, and 32 students in the control group who were taught using conventional methods. The type of film used in the learning intervention was a short animated film that was story-oriented and had easy-to-understand dialogue, chosen for its relevance to the age and potential to attract students' interest. The main statistical analysis, specifically through an independent t-test, showed a statistically significant difference between the post-test scores of the two groups. These results indicate that the intervention using films resulted in a substantially higher increase in vocabulary mastery. Quantitatively, the experimental group showed an average increase (gain score) of 25% compared to the control group, which only showed an increase of 10%. This was proven by calculations using the SPSS 24 software system . Thus, the main conclusion of this study is that the use of films is an effective and efficient learning medium for improving English vocabulary mastery in seventh-grade junior high school students.
Digital Transformation of Global English Literacy in Secondary Education Anggreni, Afrillia; Ahmar, Dewi Satria; Patmasari, Andi; Azzajjad, Muhammad Fath
Journal of Applied Science, Engineering, Technology, and Education Vol. 8 No. 1 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4752

Abstract

Digital transformation is increasingly influencing English literacy education in secondary schools; nonetheless, differences in technology utilisation and its effects persist among institutions. This study investigates the correlation between students' preferences and the frequency of digital learning methodologies and technology integration in the advancement of English literacy. A quantitative descriptive–correlational cross-sectional design was utilised, employing a 20-item Likert questionnaire. The population consisted of senior high school students in Palu City, Indonesia, with a sample of 469 students from five schools chosen via purposive and convenience sampling methods. The results show a very significant link between Group 1's choice for digital methods and Group 2's impact on technology integration and literacy (r = 0.872; r² ? 0.761). The total visual correlation is r = 0.918. The average perception score was M = 76.89 (SD = 9.23). These results show that basic digital skills have a big impact on literacy outcomes. This means that teachers need more training in digital skills and schools need better infrastructure to facilitate long-term changes in education.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Patmasari, Andi; Agussatriana, Agussatriana; Anggreni, Afrillia; Putri, Dwi; Zamzam, Fadhilah; Ismail, Muhammad
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9032

Abstract

Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills.Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods.Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity).Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
IMPROVING READING COMPREHENSION OF THE EIGHT GRADE STUDENTS OF SMP NEGERI 13 PALU THROUGH CHORAL READING STRATEGY Des Puput Tologugu; Jamiluddin; Afrillia Anggreni
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 1 (2025): Vol. 2 No. 1 Edisi Januari 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i1.378

Abstract

  The objective of this research was to prove whether using Choral Reading strategy can improve reading comprehension of the eight grade students of SMP Negeri 13 Palu. This research limited the use of Choral Reading strategy in improving students’ reading comprehension, which focuses on literal meaning and descriptive text. This research used quasi-experimental research design involving an Experimental class and a control class. The sample of this research were students of VII B as the experimental class, which consisted of 31 students, and the students of VIII A as the control class, which consisted of 31 students. The data was collected through pre-test and post-test. The result confirmed that the mean score of the experimental class had increased from 44.87 to 73.83. On the other hand, in the control class, it has increased from 48.29 to 62.64. The result of the test was analyzed statistically by applying 0.05 level significance. The researcher found that the value of the t-counted was higher than the t-table (4.59 > 1.67). In the other words, the implementation of choral reading strategy can develop students’ reading comprehension of the eighth-grade students of SMP Negeri 13 Palu. This strategy has a significant impact on the English learning process, especially helping students in reading comprehension to find information about the text and understand the entire meaning of the text, so that students can practice choral reading as their independent reading comprehension strategy in the future.
Students’ Difficulties in Translating English Text at Tadulako University: A Qualitative Study Miftahul Jannah; Jamiluddin Jamiluddin; Afrillia Anggreni; Hasna Hasna
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.v11i3.2492

Abstract

This study explores the difficulties experienced by students in translating English texts at Tadulako University and identifies the factors influencing these difficulties. The research employed a descriptive qualitative method involving fifth-semester students of the English Education Study Program who had completed a translation course. Data were collected through semi-structured interviews, questionnaires, and analysis of students’ translation assignments. The findings show that students encounter several major problems in translation, including limited vocabulary mastery, grammatical errors, and difficulty interpreting homonyms. Vocabulary limitation was identified as the most dominant challenge because students often struggled to understand word meanings and determine appropriate equivalents in the target language. In addition, differences in grammatical structures, especially the use of the simple past tense, frequently caused inaccurate sentence construction. Students also faced difficulties in identifying the correct meaning of homonyms based on context. Furthermore, the study reveals that affective factors, such as boredom and low motivation, significantly contribute to students’ translation problems. These findings suggest that translation difficulties are influenced not only by linguistic competence but also by students’ attitudes toward learning. Therefore, translation teaching should emphasize vocabulary development, contextual understanding, and more engaging instructional strategies to improve students’ translation abilities effectively.
Fostering Students’ Reading Comprehension through Visualization Strategy Eviyanti Eviyanti; Afrillia Anggreni; Andi Patmasari; Sriati Usman
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.v4i4.786

Abstract

Comprehending explicitly stated information in reading passages remains a persistent challenge for many junior high school students, often hindering their ability to understand texts at the literal level, which forms the foundation for higher-order comprehension skills. Therefore, this study aims to determine whether the visualization strategy significantly improves literal reading comprehension among EFL students. The research was conducted at SMP Negeri 20 Palu using a quasi-experimental design. The population consisted of 105 eighth-grade students from classes VIII A, VIII B, VIII C, and VIII D, with class VIII C assigned as the experimental group and class VIII B as the control group through random sampling. Pre-tests and post-tests were administered to collect data. The findings revealed that the experimental group achieved a higher mean score (78) than the control group (63) in the post-test, and the statistical analysis showed a significance value of p < 0.05, indicating that the visualization strategy effectively enhanced students’ reading comprehension, particularly in understanding literal information in descriptive texts. These findings suggest that visualization strategies can be integrated into EFL instruction to improve students’ engagement, comprehension, and overall learning experience.
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.
From Play to Proficiency: The Power of the Word Connection Game on Students’ Vocabulary Development Jihan Selasih S; Jamiluddin Jamiluddin; Afrillia Anggreni; Mochtar Marhum
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.v4i4.817

Abstract

Currently, digital games dominate 21st-century classrooms; however, non-digital games remain valuable for promoting language learning, especially in areas with limited internet access. This study aimed to determine whether the Word Connection Game can enhance students’ vocabulary mastery. A quasi-experimental design was employed, involving two randomly selected classes: X M4 as the experimental group (28 students) and X M1 as the control group (28 students). Both groups were administered pre-tests and post-tests to collect data. The findings showed that the experimental group achieved a higher average post-test score (87.61) compared to the control group (60.68). The Mann–Whitney U test indicated a statistically significant difference between the groups (Asymp. Sig. 2-tailed = 0.000 < 0.05), supporting the alternative hypothesis. These results demonstrate that the Word Connection Game is an effective and engaging non-digital approach for enhancing students’ vocabulary skills. The study highlights that traditional game-based strategies remain valuable for fostering active learning and vocabulary retention, even in the digital era.
Co-Authors Abdul Kamaruddin Achmad, Putri Fatimah Agussatriana Ahmar, Ansari Saleh Aini, Putri Nur Alvionita, Widya Aminah Suriaman Ananda Mumtahana Anjar Kusuma Dewi Arpiani, Made Rani Artanti, Ni Luh Rani Azzajjad, Muhammad Fath Budi Budi Budi Darmawan Darmawan Des Puput Tologugu Devi, Govinda Kurnia Dewi Satria Ahmar Dewi, Anjar Kusuma Dwi Putri, Dwi Eisenring, Moh. Abraham Akbar Erniwati Erniwati Erniwati Erniwati Eviyanti Eviyanti Fadhilah Zamzam Fadjar Faradilla Labanu Farawansa Moh.S.Mahid, Indah Fifi Dwi Pra Aditya Gufrana Gusti Ayu Kadek Velli Amanda Hasan Basri Hasna Hasna Hasna Hastini, Hastini Inggit Winarsi Ismi, Nurul Jamiluddin Jamiluddin, Jamiluddin Jihan Selasih S Kamaruddin , Abdul Kamarudin, Abdul Konder Manurung Kusuma Dewi, Anjar 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 Maryam Maryam Maryam Mashuri Mashuri Mawar, Putri Bulan Mawardin Muhammad Said Mawardin Said Mawardin, Ilmuislami Miftahul Jannah Mochtar Marhum Moh. Ismail Mohammad Iqbal 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 Nuranantya Mersa Ukkas Nurhayati Ahdani Nurul Mawaddah U Makuta Parasulu, Zikrullah Patmasari, Andi Pritalia Dorasa Purnama Ningsih Rachman, Januar Rahm, Aulia Rahmita Rahmita Ramli Rita, Ferry Rizkoh, Fusthaatul Rofiqoh rofiqoh rofiqoh Rofiqoh Rofiqoh Rosmah, Mardiati Sahmawati Selviana H, Selviana H Siska Bochari Siska Rahma Oktaviani Sri Masriyani Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Sukmawati Sadilia Sumiati Sumiati Sumiati Supuinda, Arum Yudyah A Suryani, Maylina Dwi Syahrul Munir Tjiangrayudi B Alfaron Tri Ananda Trisnawati Katuwu, Chenia Widyaningrum, Thalita Putri Yanti Permatasari Yanti Permatasari Yuntika, Arudia Risti Zarkiani Hasyim