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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
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From Play to Proficiency: The Power of the Word Connection Game on Students’ Vocabulary Development Selasih S, Jihan; Jamiluddin, Jamiluddin; Anggreni, Afrillia; Marhum, Mochtar
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.
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.
Game-Based Instruction: The Impact of Taboo on Students’ Vocabulary Development Oktaviani, Siska Rahma; Anggreni, Afrillia; Patmasari, Andi; Rofiqoh, Rofiqoh
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.v4i4.819

Abstract

English vocabulary serves as an essential basis for enhancing students’ communicative competence. However, numerous EFL learners still struggle to master this component, and there is a limited amount of research exploring the use of the Taboo Game as a vocabulary enhancement tool in junior high school settings. Therefore, this research seeks to investigate how the Taboo Game can enhance the vocabulary mastery of seventh-grade students at SMP Negeri Model Terpadu Madani. This research employed a quasi-experimental approach, involving two classes: VII Lamalonda, the experimental group, and VII Erwin Sumampau, the control group, which were selected through purposive sampling. The study utilised pre-tests and post-tests as instruments to assess students’ vocabulary performance. The findings showed that the experimental group’s post-test mean score (88) exceeded that of the control group (61). The analysis using SPSS 27 showed that the significance value (Asymp. Sig. 2-tailed) of 0.000 was below the 0.05 threshold, indicating that the alternative hypothesis (Ha) was accepted. These findings suggest that the Taboo Game is an effective tool for enhancing students’ vocabulary mastery in English language instruction. This highlights that the implementation of the Taboo Game can foster active participation, motivation, and retention of vocabulary.
EDUKASI PEMANFAATAN SOSIAL MEDIA : MENINGKATKAN MOTIVASI DAN LITERASI BAHASA INGGRIS SISWA MELALUI APLIKASI TIKTOK Afrillia Anggreni
Dharma Pengabdian Perguruan Tinggi (DEPATI) Vol 5 No 2 (2025): November 2025
Publisher : Fakultas Sains dan Teknik, Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/v7g26m38

Abstract

Low motivation tends to make students passive, indifferent, bored, and even frustrated in the learning process. As a result, they cannot maximally achieve their learning goals. This was what students at SMP Negeri 1 Atap Lik Layana Indah Palu experienced, as seen from the large number of students who were not focused when the teacher was teaching in class, lack interest in reading when given independent learning assignments, and appear bored during the learning process. The main factors causing this were a lack of human resources, facilities, and infrastructure, which result in monotonous and uninteresting learning methods or approaches. Therefore, more enjoyable, interactive and innovative activities are needed to create a good learning environment to increase motivation and stimulate students' interest in reading. The activity is the use of creative TikTok content. The applied method in this activity is training in which students are taught to utilize creative TikTok content in the form of reading challenges and English conversations assisted by the TikTok duet feature, as well as introducing short context-based story videos. The results of this activity point out that the students have responded positively. Through this activity, students' motivation, literacy skills, and English proficiency can improve
The Correlation Between Vocabulary And Reading Comprehension Of SMA Negeri 3 Palu Students Farawansa Moh.S.Mahid, Indah; Kusuma Dewi, Anjar; Maghfira, Maghfira; Anggreni, Afrillia
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.46177

Abstract

Vocabulary can be defined as the list of words in a language that are understood and memorized, playing an important role in communication and learning processes, while reading comprehension is the ability to understand, interpret, and evaluate the meaning of written texts. This study aims to investigate the correlation between vocabulary and reading comprehension at SMA Negeri 3 Palu. The method used was correlational research, employing vocabulary tests and reading comprehension tests as data collection instruments. The sample consisted of 36 students selected through purposive sampling. The collected data were analyzed using the Pearson Product Moment correlation technique. The results showed a significant positive correlation between vocabulary and reading comprehension ability at SMA Negeri 3 Palu. These findings indicate that an increase in vocabulary can improve reading comprehension.
Increasing Vocabulary of Grade XI Students Through Crossword Puzzle at SMAN 1 Ampibabo Winarsi, Inggit; Said, Mawardin; Maf’ullah, Maf’ullah; 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.v4i4.821

Abstract

This research aims to determine the effectiveness of the crossword puzzle in increasing the vocabulary of Grade XI students at SMAN 1 Ampibabo. The research employed a quantitative approach using a quasi-experimental design, involving two classes: one experimental class taught using crossword puzzles and one control class taught without using crossword puzzles. The research instrument consisted of a pre-test and post-test vocabulary assessments, each comprising 30 multiple-choice questions that focused on concrete nouns and action verbs. The data were analysed using SPSS version 25, employing descriptive statistics, normality tests, homogeneity tests, and the Mann-Whitney U test. The results showed that the experimental class achieved a significant increase in vocabulary acquisition compared to the control class. The use of the crossword puzzles effectively increased students’ comprehension, spelling, and contextual use of new words. This research concludes that crossword puzzles can be an engaging and interactive medium for enriching students’ vocabulary learning in senior high school.
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.
Error Analysis in Using Passive Voice among University Students: Comparative Taxonomy Azahra, Fadlia; Thamrin, Nur Sehang; Anggreni, Afrillia; Rofiqoh, Rofiqoh
Journal of Pragmatics Research Vol. 8 No. 1 (2026): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v8i1.160-176

Abstract

Passive voice remains a key grammatical structure for English learners, particularly in academic writing, yet many students struggle to use it accurately. This study analyzes the types of passive voice errors made by 19 fifth-semester students in the English Education Study Program at Tadulako University. Specifically, it addresses two questions: (1) How do classroom interaction patterns such as teacher-centered grammar instruction, limited student negotiation of meaning, or feedback practices shape students’ understanding and use of passive voice, and to what extent might these dynamics contribute to the dominance of developmental errors? (2) In what ways do students’ sociocultural backgrounds, prior educational experiences, and exposure to English outside the classroom influence their difficulties with auxiliary verbs and tense agreement, and how do these factors mediate tensions between Indonesian linguistic norms and English academic writing conventions? A quantitative design was employed, with a test focusing on passive constructions in present continuous, past continuous, and past perfect tenses. Students’ responses were categorized using Dulay et al.'s (1982) comparative taxonomy of developmental and interlingual errors. Results revealed developmental errors as the most prevalent (89.9%), mainly involving incorrect auxiliary verbs (is, am, are, being, been), past participle formation, and tense agreement. These findings highlight the need for targeted grammar instruction on auxiliary patterns and participles, alongside enhanced practice, corrective feedback, and adjustments to classroom interactions and sociocultural considerations to boost accuracy.
The Effectiveness of Song-Based Instruction in Enhancing EFL Students’ Vocabulary Mastery: Vocabulary Makuta, Nurul Mawaddah U; Manurung, Konder; Anggreni, Afrillia; Usman, Sriati
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.v5i1.864

Abstract

Vocabulary mastery is a fundamental component of language learning, and innovative instructional strategies are needed to improve students’ vocabulary outcomes. This study aimed to investigate the effect of the Song media on the vocabulary development of tenth-grade students at SMA Negeri 5 Palu in the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group. Two classes were selected by random sampling and assigned to the experimental and control groups. Students’ vocabulary achievement data were collected through vocabulary tests and analyzed statistically using SPSS, with the Mann-Whitney U Test applied to examine differences between groups. The statistical analysis revealed a significant difference in vocabulary learning outcomes between the two groups. This was indicated by an Asymp. Sig. (2-tailed) value of < 0.001, which was lower than the 0.05 significance level. In addition, the experimental group achieved a higher mean rank (36.96) than the control group (20.04), showing better post-test performance after the treatment. These findings imply that integrating songs into vocabulary instruction is significantly more effective than conventional teaching methods for improving students’ vocabulary learning outcomes.
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