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All Journal KEMBARA Journal on English as a Foreign Language (JEFL) Vidya Karya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Jurnal Kolaboratif Sains Lectura : Jurnal Pendidikan Paedagogia: Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture Elsya : Journal of English Language Studies BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Education Panrannuangku Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Bina Darma Jurnal Kolaboratif Sains Journal of General Education and Humanities Riwayat: Educational Journal of History and Humanities PESHUM e-Journal of ELTS (English Language Teaching Society)
Nadrun, Nadrun
English Education Study Program, Teacher Training And Education Faculty Tadulako University, Indonesia
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The Effectiveness of Flashcard Games to Improve Vocabulary Mastery of Seventh Grade Students at SMPN 7 Palu Ainun Rahmah; Aminah Suriaman; Maghfira Maghfira; Nadrun Nadrun
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.v4i4.760

Abstract

This study aims to determine the effectiveness of flashcard games in improving the vocabulary mastery of seventh-grade students at SMPN 7 Palu. A quasi-experimental method with a pre-test and post-test control group design was employed. The participants consisted of two purposively selected classes: one serving as the experimental group, taught through flashcard games, and the other as the control group, receiving conventional instruction. Vocabulary tests were administered before and after the treatment to assess students’ improvement. The collected data were analysed using descriptive statistics and an independent-samples t-test at the 0.05 significance level. The findings revealed a significant difference between the post-test mean scores of the experimental group (79.42) and the control group (67.31), with a p-value of 0.000 (<0.05). These results indicate that the flashcard game effectively enhanced students’ vocabulary mastery. The use of visual and interactive media, such as flashcards, facilitated better word retention, understanding, and recall through dual coding of verbal and visual information. Moreover, the game-based activities increased students’ engagement and motivation during learning. In conclusion, flashcard games provide an effective and enjoyable medium for improving students’ English vocabulary mastery. It is recommended that English teachers integrate such interactive media into classroom instruction to foster more meaningful and engaging learning experiences.
Improving Vocabulary Mastery Through the Vocabulary Self-Collection Strategy (VSS): A Case of Junior High School Students Nispa Ramadani; Nadrun Nadrun; Moh Abraham Akbar Eisenring; Abd. Kamaruddin
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.v4i4.822

Abstract

This study aimed to investigate whether the Vocabulary Self-Collection Strategy (VSS) could improve the vocabulary mastery of the eighth-grade students at SMP Negeri 4 Palu. A quasi-experimental design involving pre-test and post-test control groups was employed. The population consisted of all eighth-grade students, with two classes selected through purposive sampling: class VIII APEL, serving as the experimental group, was taught using VSS (n = 32), and class VIII RAMBUTAN, serving as the control group, employed the conventional method (n = 30). The study focused on students’ understanding of word meanings and their use of two high-frequency lexical categories: common nouns and action verbs. The data collected were analysed using descriptive statistics and an independent sample t-test, employing a 0.05 significance level. The results showed an improvement in the experimental group, whose mean score increased from 51.8 in the pre-test to 80 in the post-test, while the control group improved only from 54.8 to 63.3. The t-test result, t-count (9.81), exceeded the t-table (1.671), indicating a significant difference between the two groups. These results demonstrate that VSS, when applied to specific vocabulary categories and competency levels, could improve students’ vocabulary mastery. Overall, integrating VSS effectively improved students’ vocabulary mastery by encouraging active participation and recommending its integration into instruction.
Eleventh-Grade Students’ Perceptions of Dictation in EFL Classes: Evidence from Sukma Bangsa School of Sigi Nurlinda Linda; Nadrun Nadrun; Moh. Abraham Akbar Eisenring; Anjar Kusuma Dewi
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.
Teaching Reading Comprehension Using Jigsaw Technique to Eight Grade Students at SMP Negeri 16 Nur Fajria; Nadrun Nadrun; Mashuri Mashuri; Anjar Kusuma Dewi
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.v8i3.45315

Abstract

This study examines the effectiveness of the Jigsaw technique in improving reading comprehension among eighth-grade students at SMP Negeri 16 Palu. Reading comprehension is essential for academic success, yet many students struggle due to low motivation, limited vocabulary, and anxiety when reading English texts. To address these issues, a quasi-experimental design was used involving an experimental group taught with the Jigsaw technique and a control group taught using conventional methods. Both groups completed pre-tests and post-tests to assess their reading comprehension before and after the intervention. The results showed a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The mean post-test score for the experimental group was 82.47, while the control group scored 61.10, indicating a notable positive impact of the Jigsaw technique. Statistical analysis confirmed this difference was significant at the 0.05 level. The Jigsaw technique fostered cooperative learning by increasing student engagement and encouraging active participation. Group discussions allowed students to share interpretations and collaboratively analyze texts, which enhanced their ability to identify main ideas, supporting details, and text structures. Additionally, role division and repeated group interactions improved information recall and retention. In conclusion, the Jigsaw technique is an effective instructional strategy for enhancing students’ reading comprehension, especially at the literal level. These findings support incorporating cooperative learning methods in English teaching to help students overcome common reading comprehension difficulties.
Applying Listen English Daily Practice Application to Improve Students Listening Skills Nur Azizah; Nadrun Nadrun; Zarkiani Hasyim; Anjar Kusuma Dewi
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.v8i3.45317

Abstract

This research aims to investigate the effectiveness of the Listen English Daily Practice application to improve the listening skills of tenth-grade students at SMK Negeri 8 Palu. The study used a quasi-experimental design by Cohen et al. (2005:214) with pre-test and post-test given to both the experimental and control classes. Class X Mining Geology A was assigned as the experimental group and class X Mining Geology B as the control class, each consists of 25 students. Data were analyzed using SPSS. The results showed that students in the experimental class achieved a significantly higher post-test score compared to the control group, with a mean increase from 56.64 to 79.12. This indicates that the use of the Listen English Daily Practice application is considered an effective medium to improve students’ listening skills. The application’s features, such as vocabulary lists, audio transcripts, and interactive tests, contributed to increased motivation and independent learning.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Agussatriana Ainun Rahmah Amanda, Esti Aminah Suriaman Ananda Mumtahana Andi Asnudin Anggreni, Afrillia Anjar Dewi Anjar Kusuma Dewi Anwar, Aulia Nanda Sari Arid, Muhammad Astuti, Siti Budiasura Badrun Larandang Budi Budi Budi Budi Budi Day, Jein Silsilia Desrin Lebagi Devi Handayani Devi, Lisnia Dini Sabila Anjanila Dini, Dini Dwijayani Dwijayani Dwijayani, Dwijayani Eisenring, Moh. Abraham Akbar Ernawati Ernawatit, Ernawatit Ernitasari Mulyadi Ernitasari Mulyadi Esti Amanda Fajria, Fajria Farianka, Astrid Fikriani Aminun Omolu Firdayani, Firdayani Hastini, Hastini Hidayat, Andika Firdaus Ida Ayu Putu Sri Widnyani Indra Indra Indra Indra Irmawati Irmawati Irmawati Irmawati Palapat Kamaruddin, Abd Konder Manurung Lanang, Gina Andriani Lanut, Mersiana Latuasan, Willda Angelica Lisnia Devi Lutfi, Muh. Faris Maf'ulah Maf'ulah Maf'ulah, Maf'ulah Maf'ulah, Maf’ulah Maf’ulah, Maf’ulah Maghfira, Maghfira Mashuri Mashuri Mochtar Marhum Moh Abraham Akbar Eisenring Muhammad Arid Mujizatul Uliyah Mukrim Mukrim Mukrim, Mukrim Mulyadi, Ernitasari Muthmainnah Nandita, Dinda Naniwarsih, Andi Nirmalawati Nirmalawati Nisfa Tey Nispa Ramadani Nizam, Moh Nur Azizah Nur Fajria Nur Sehang Thamrin Nurhazizah Nurhazizah Nurlinda Linda Nurliyanti Nurliyanti Nursakinah Nursakinah, Nursakinah Palapat, Irmawati Patmasari, Andi Raden Mohamad Herdian Bhakti Rafika sari lasiara Rezikna Rofiqoh Rofiqoh rofiqoh rofiqoh Rohmatullah, Siti Rumo, Siti Mulya Rusdi, Magfirah S, Sakina Sahril Sahril Sari Wulandari Sari Wulandari Siska Bochari Sri Masriyani Sriati Usman Suci Salsabila Sudarto SUSILAWATI, SUSI Tey, Nisfa Wahyudin Wahyudin Wahyudin Wahyudin Whanchit, Wararat Yanti, Darsila Yusril Yusril Zarkiani Hasyim