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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 International Journal of Language Teaching and Education 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 FOSTER: Journal of English Language Teaching 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 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 Jurnal Pendidikan dan Sosial Humaniora
Anggreni, Afrillia
English Education Study Program, Teacher Training And Education Faculty Tadulako University, Indonesia
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Cohesion and Coherence in EFL Academic Writing: A Case Study of Tadulako University Nurul Ismi; Afrillia Anggreni; Budi Budi; Rofiqoh Rofiqoh
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45245

Abstract

Cohesion and coherence are essential components in academic writing which bridge an academia to create logically organized text and easy to comprehend. Thus, this research aims to identify the use of cohesion and coherence devices in the background section of Skripsi written by students of the English Education Study Program of Tadulako University. This research employs a mixed-method, which involves quantitative and qualitative analysis. The data were taken from ten selected Skripsi backgrounds. The findings of this research present that the most frequently used of cohesive devices is reiteration (48.09%), followed by reference (32.20%), and conjunction 1(9.49%). In contrast, the least frequently used cohesive devices are substitution and ellipsis, each appearing only (0.11%). Furthermore, in terms of coherence, the students dominantly implement repeat key nouns (66.27%), followed by consistent pronouns (22.88%), transition signals (8.88%), and logical order (1.97%). Although some devices appeared less frequently, the students’ academic writing still achieved overall textual unity and logical flow. Therefore, these findings indicate that while students have good abilities to build cohesion and coherence in their writing, there remains need to encourage more varied use of devices, particularly substitution, ellipsis, and transition signal, in order to further improve their quality of academic writing.
Duolingo Application: Enriching Vocabulary Mastery Of EFL Students Selviana H Selviana H; Afrillia Anggreni; 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

Abstract

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.
The Correlation Between Vocabulary And Reading Comprehension Of SMA Negeri 3 Palu Students Indah Farawansa Moh.S.Mahid; Anjar Kusuma Dewi; Maghfira Maghfira; Afrillia Anggreni
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.
The Use of Contextual Video to Improve Students’ Ability in Writing Descriptive Text Dewi Maharani, Maulina; Usman , Sriati; Agussatriana, Agussatriana; Anggreni, Afrillia
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57622

Abstract

This study investigated the effectiveness of contextual video in improving eleventh-grade students’ ability to write descriptive texts at MAN 2 Kota Palu. A quasi-experimental design was employed involving an experimental class taught using contextual video and a control class receiving conventional instruction. Data were collected through pre-test and post-test writing tasks and analyzed using the Mann–Whitney U test. The pre-test results showed no significant difference between the groups (Sig. = 0.836 > 0.05), whereas the post-test results indicated a significant difference (Sig. = 0.004 < 0.05), with the experimental group achieving higher scores. The findings demonstrate that contextual video effectively improves students’ descriptive writing ability. This study extends previous research by explaining that contextual video supports descriptive writing through the integration of meaningful visual and verbal information, consistent with Multimedia Learning Theory. The findings provide practical and theoretical contributions to multimedia-based writing instruction in EFL classrooms.
ELEVATE STUDENTS’ READING COMPREHENSION THROUGH QUESTION GENERATION SRATEGY (QGS) Delfi Papasi; Aminah Suriaman; Afrillia Anggreni
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.674

Abstract

The purpose of this study was to prove that the Question Generation Strategy (QGS) can develop students' reading comprehension. This research was limited in literal and inferential/interpretative understanding in descriptive texts. The researcher applied a quasi-experimental research design. The sample of this study was class VIII A as an experimental class consisted of 22 students and Vlll C as a control class of 22 students. Data collection was carried out through pre-test and post-test. The results of this study show that there is a significant increased of students’ score who were taught by using Question Generation Strategy (QGS). The increasement can be seen from the change of student qualification from previously poor to fair. Furthemore the t-count value is 5.26 while the t-table is 1.68 which means the t-count is higher than the t-table. Thus the research hypothesis is accepted. In other words, the use of the Question Generation Strategy (QGS) can develop reading comprehension of grade VIII students of SMP Negeri 7 Palu. It implies that teachers are suggested to use the Question Generation Strategy (QGS) in teaching reading comprehension, especially in the junior high school level.
Examining the Effectiveness of the Fix-Up Strategy in Enhancing Junior High School Students’ Reading Comprehension Aqilah Chanda; Mochtar Marhum; Andi Patmasari; Afrillia Anggreni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.455

Abstract

This study investigated the effectiveness of the Fix-Up Strategy in improving reading comprehension among eighth-grade EFL learners. Reading comprehension remains a persistent challenge for many students due to limited vocabulary, difficulties in understanding sentence structures, and inadequate strategic awareness during reading. While previous studies have reported the effectiveness of the Fix-Up Strategy, limited attention has been given to its structured implementation among Indonesian junior high school EFL learners. Therefore, this study examined the effectiveness of a systematic five-step Fix-Up Strategy in enhancing students’ reading comprehension achievement. This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design involving 54 eighth-grade students from a public junior high school in Indonesia, divided equally into experimental and control groups. Data were collected through reading comprehension tests and analyzed using descriptive and inferential statistics through SPSS. The findings revealed a substantial improvement in the experimental group, with the mean score increasing from 45.07 to 74.85, while the control group showed only a modest increase from 39.41 to 45.48. The Mann–Whitney U test further confirmed a statistically significant difference between groups (p = .000). These findings indicate that the structured Fix-Up Strategy effectively enhances students’ reading comprehension and offers practical pedagogical guidance for EFL teachers in promoting more active and metacognitive reading practices in junior high school classrooms.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Andi Patmasari; Agussatriana Agussatriana; Afrillia Anggreni; Dwi Putri; Fadhilah Zamzam; Muhammad Ismail
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.
TIKTOK PLATFORM AS AN ENGLISH LEARNING TOOL: ELEVATING STUDENTS’ SPEAKING SKILL Maylina Dwi Suryani; Afrillia Anggreni; Mochtar Marhum; 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

Abstract

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
Improving Reading Comprehension Of The Eighth Grade Students At SMP Saraswati Tolai Through Skimming Strategy Made Rani Arpiani; Rofiqoh Rofiqoh; Mashuri Mashuri; Afrillia Anggreni
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

Abstract

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. 
Correlation Between Listening to Music, Emotion Regulation, and Learning Focus Among English Education Study Program Students at Tadulako University Nuriyana Putri; Rofiqoh Rofiqoh; Wahyudin Wahyudin; Afrillia Anggreni
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3038

Abstract

Listening to music has become a common learning strategy among university students because it may support emotional well-being and concentration during academic activities. However, previous studies have mainly examined the relationship between music listening and emotion regulation or learning focus separately, leaving the correlation among these three variables insufficiently explored, particularly in English language learning contexts. This study aimed to examine the correlation between listening to music, emotion regulation, and learning focus among students of the English Education Study Program at Tadulako University. A quantitative correlational design involving 40 students selected through purposive sampling was employed. Data were collected using a 36-item researcher-developed questionnaire based on indicators of music-listening behavior, emotion regulation, and learning focus derived from relevant theoretical frameworks. The instrument was administered using a Likert scale and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson Product-Moment Correlation. The findings revealed a very strong positive correlation between listening to music and emotion regulation (r = 0.919, p .001), a moderate positive correlation between listening to music and learning focus (r = 0.524, p = .001), and a weak positive but statistically insignificant correlation between emotion regulation and learning focus (r = 0.261, p = .104). The findings suggest that listening to music is positively associated with students’ emotional regulation and learning focus during English learning activities.
Co-Authors Abdul Kamaruddin Achmad, Putri Fatimah Agussatriana Ahmar, Ansari Saleh Aini, Putri Nur Alvionita, Widya Aminah Suriaman Ananda Mumtahana Anjar Kusuma Dewi Anjar Kusuma Dewi Aqilah Chanda Artanti, Ni Luh Rani Azzajjad, Muhammad Fath Budi Budi Budi Darmawan Darmawan Delfi Papasi Des Puput Tologugu Devi, Govinda Kurnia Dewi Maharani, Maulina Dewi Satria Ahmar Dewi, Anjar Kusuma Dwi Putri Eisenring, Moh. Abraham Akbar Erniwati Erniwati Erniwati Erniwati Eviyanti Eviyanti Fadhilah Zamzam Fadjar Faradilla Labanu Fifi Dwi Pra Aditya Gufrana Gusti Ayu Kadek Velli Amanda Hasan Basri Hasna Hasna Hastini, Hastini Indah Farawansa Moh.S.Mahid Inggit Winarsi Jamiluddin, Jamiluddin Jihan Selasih S Kamaruddin , Abdul Kamarudin, Abdul Konder Manurung Landu, Miftahurrahma Lutfi, Muh. Faris M. Said, Mawardin Made Rani Arpiani 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 Maylina Dwi Suryani Miftahul Jannah Mochtar Marhum 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 Nur Asdila Nur Sehang Thamrin Nuranantya Mersa Ukkas Nurhayati Ahdani Nuriyana Putri Nurul Ismi 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 Safrillah Safrillah 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 Syahrul Munir Tjiangrayudi B Alfaron Trisnawati Katuwu, Chenia Usman , Sriati Wahyudin Wahyudin Widyaningrum, Thalita Putri Yanti Permatasari Yanti Permatasari Yuntika, Arudia Risti Zarkiani Hasyim