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All Journal International Journal of Evaluation and Research in Education (IJERE) EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM Sintuwu Maroso Journal of English Teaching JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Jurnal Madako Education PENGABDI: Jurnal Hasil Pengabdian Masyarakat Journal of English Language and Education Journal of General Education and Humanities Studies in English Language and Education TELL - US JOURNAL e-Journal of ELTS (English Language Teaching Society)
Rofiqoh Rofiqoh
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ERROR ANALYSIS OF CONJUNCTIVE ADVERB USED BY THE EIGHTH GRADE STUDENTS Ikhratulsandi Ikhratulsandi; Rofiqoh Rofiqoh; Muhammad Arid
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 1 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i1.1839

Abstract

This research was aimed at finding out the errors on conjunctive adverb found in descriptive text written by the eighth grade students of SMP Negeri 1 Sindue. The researcher analyzed the data by applying simple descriptive analysi. The research sample was 22 students. The instruments of data collection were a writing test. The students were assigned to write descriptive text by using conjunctive adverbs. The result of data analysis showed that there were two errors made by students, i.e. misplace of conjunctive adverbs and inappropriate conjunctive adverbs. There were 7 or 38.88% errors in misplace of conjunctive adverbs, 3 or 16.66% errors inappropriate conjunctive adverbs, and 18 or 94.73% used conjunctive adverbs correctly. The occurrence of these errors may be caused by misunderstanding of the teacher’s explanation in the target language and may be also caused by the inability of using rules into context eventhough they have been taught items in the target language repeatedly. The causes of these errors included in the category of intra-lingual errors i.e. the false concept hypothesis and incomplete application of the rules.
INCREASING STUDENTS’ READING COMPREHENSION THROUGH THINK-PAIR-SHARE TECHNIQUE Nur Oktaviani; Rofiqoh Rofiqoh
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 2 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i2.1872

Abstract

This study aims to find out whether or not the use of think-pair-share technique can increase reading comprehension of the eleventh grade students of SMA Negeri 1 Tinombo. This research used a pre-experimental research design. The research population was the eleventh grade students of SMA Negeri 1 Tinombo which consisted of 147 students. The sample was selected by using a purposive sampling technique. The number of the sample was 27 of class XI MIA 1. The data were collected through pre-test and post-test about reading. The result of this research showed the mean score of the pre-test of the students was 58.44 and the post-test was 85.11. Therefore, the t-counted value (12.59) is higher than the t-table value (1.795). It proves the hypothesis is accepted which means the Think-Pair-Share Technique can increase students’ Reading comprehension.
USING TUTORIAL VIDEO TO IMPROVE WRITING SKILLS OF THE NINTH GRADE STUDENTS OF MTS ALKHAIRAT LUMBUMAMARA DONGGALA Nur Wahidah; Rofiqoh Rofiqoh; Afrillia Afrillia
e-Journal of ELTS (English Language Teaching Society) Vol. 10 No. 1 (2022)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v10i1.2223

Abstract

The objective of this research is to find out whether the use of tutorial video can improve writing skills of the ninth grade students of MTs Alkhairat Lumbumamara Donggala or not. This research applied a pre-experimental research design. The sample was selected by using total sampling technique. They were 21 students of MTs Alkhairat Lumbumamara Donggala. This research was held in six meetings involved pre-test, treatment, and post-test. The data were collected by using writing test administered twice as pre-test and post-test. The finding showed that the mean score for pre-test was 62.26 while the mean score of post-test was 71.69. The results of data analysis revealed that the value of the t-counted (5.46) was higher than the value of the t-table (1.73) by applying a significant level of 0.05 with a degree of freedom (df) 21 (n-1). It means that the hypothesis is accepted. It indicates that the effect of using tutorial video is significant. In addition, the implication of this finding is can be concluded that using tutorial video was effective to teach writing procedure text because tutorial video can helped to practice their idea, also It helps the teachers transfer the materials that related to the lesson. It can give more detailed information about the object in the content. It could give imagination about the content of the tutorial video that is related to the materials.
THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE IN IMPROVING STUDENTS’ WRITING SKILL Tiyas Salviyati; Sudarkam R Mertosono; Rofiqoh Rofiqoh
e-Journal of ELTS (English Language Teaching Society) Vol. 10 No. 1 (2022)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v10i1.2231

Abstract

The objective of this research is to find out if using mind mapping technique is effective in improving writing skill of grade nine students of SMP Negeri 14 Palu. This research used pre-experimental research design. The sample of this research included 25 students of grade IX Cempaka who were selected by using purposive sampling technique. The instrument of data collection was an essay test that was divided into pre-test and post-test. The results of the data analysis showed that there was a significant difference between the result of the pre-test and the post-test. It indicates by the mean score of both tests results where the mean score of the experimental class significantly increased from 68.27 to 74.93. Based on the result of pre-test and post-test, the researchers found that the value of t-counted is 6.54. By applying a degree of freedom (df) 24 (25-1) and 0.05 level of significance, the researchers found that the value of t-table is 1.711 which showed that the value of t-counted was higher than t-table. It means that the use of mind mapping technique is effective in improving students’ writing skill of grade nine students of SMP Negeri 14 Palu. The implication of this finding is that mind mapping technique can be used in teaching and learning English especially in writing skill.
Teaching the Past Form to the Students of SMAN 5 Palu through Group Work Learning Yohalis Selma Sunggudek; Wahyudin Wahyudin; Desrin Lebagi; Rofiqoh Rofiqoh
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.v11i3.2357

Abstract

Grammar mastery, particularly in the use of past forms, is essential for developing students’ writing skills. However, many students still experience difficulties in applying regular and irregular verbs correctly. This study aimed to examine the effectiveness of group work in improving students’ mastery of past forms. The research employed a quantitative approach with a quasi-experimental design involving an experimental class and a control class, each consisting of 23 tenth-grade students of SMAN 5 Palu. Data were collected through pre-tests and post-tests consisting of multiple-choice and essay questions. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test of Homogeneity, and the Mann–Whitney U Test with the assistance of IBM SPSS Statistics version 29. The pre-test results showed that both groups had relatively similar initial abilities, with mean scores of 78.91 for the experimental class and 80.21 for the control class. After six meetings of treatment using group work activities, the experimental class achieved a higher post-test mean score (87.39) than the control class (81.19). The Mann–Whitney U Test showed a significance value of 0.000 (Asymp. Sig. 2-tailed 0.05), indicating a statistically significant difference between the two groups. These findings reveal that students taught through group work performed better in understanding and using regular and irregular verbs. Therefore, group work is effective in improving tenth-grade students’ mastery of past forms in writing at SMAN 5 Palu
Game-Based Instruction: The Impact of Taboo on Students’ Vocabulary Development Siska Rahma Oktaviani; Afrillia Anggreni; Andi Patmasari; 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.
Using Cue Cards to Improve EFL Students’ Writing Skills Syaiban Abdul Kamil; Rofiqoh Rofiqoh; Muhammad Arid; Budi Budi
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.v5i1.986

Abstract

Writing remains a significant challenge for EFL students, and the use of instructional media is a recognized strategy to address this issue. This study investigated the efficacy of cue cards in improving the writing skills of tenth-grade students at SMA Negeri 2 Palu. Employing a quasi-experimental design, the study utilized a population of 366 students, with a sample of 63 students selected through purposive sampling: 31 students in class X-I (experimental group) and 32 students in class X-J (control group). The research instrument was a writing test focused on descriptive text. Because the data were not normally distributed, a non-parametric Mann-Whitney U test was applied using SPSS. The results revealed a post-test p-value of 0.001, which is significantly lower than the 0.05 alpha level. This indicates a statistically significant difference between the two groups following the treatment, confirming that cue card media effectively improves EFL students’ writing skills. Consequently, this media is recommended as a valuable tool for enhancing classroom instruction.
Improving Personal Letter Writing Skills Through Outlining Technique: A Quasi-Experimental Study at State Islamic Senior High School Elvira Nazarina; Rofiqoh Rofiqoh; Sukmawati Sadilia; Andi Patmasari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11166

Abstract

This study was conducted to prove that the use of outlining can improve the personal letter writing skills of eleventh grade students of State Islamic Senior High School. Despite the recognition of outlining as an effective pre-writing strategy, few researchers have examined the effectiveness of the strategy as a tool for teaching personal letter writing among secondary students. Personal letter writing is unique compared to other forms of writing in that students are expected to arrange their ideas systematically but also express their personal experience, emotions, and interpersonal relations effectively in the process. Thus, the present study was designed to measure the effectiveness of the outlining strategy in enhancing personal letter writing skills among students. This study utilized a quantitative research design where 43 participants were assigned into two groups; experimental group composed of 21 students and control group comprised of 22 students. In the experimental group, the outlining strategy was used as a tool while the conventional method was used among the control group students. It was noted that there was an increase in the mean score of the experimental group from 62.43 during the pre-test to 86.67 during the post-test, while the control group recorded scores of 66.77 during the pre-test and 76.09 during the post-test. In addition, the results from the independent-samples t-test suggested that there was a statistically significant difference between the two groups (t= 6.282, p< .001). Lastly, from the effect size analysis, the effect size value was found to be Cohen’s d = 1.92, which indicates a large effect. Therefore, this shows that outlining is an effective instructional method for enhancing students’ personal letter writing abilities. This study has established that English teachers should apply outlining as a useful instructional strategy to enable their students to write good personal letters. Moreover, this study has added to the existing body of knowledge on writing theory by proving empirically that outlining is an effective strategy for planning purposes.
Developing Students’ Vocabulary Mastery through the Use of Text Twist Game Putri Andini; Rofiqoh Rofiqoh; Maf&#039;ulah Maf&#039;ulah; Nur Sehang Thamrin
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.v8i2.44763

Abstract

This study aims to examine whether the use of the Text Twist Game can improve the vocabulary mastery of seventh-grade students at SMP Negeri 15 Palu. A quasi-experimental research design was employed involving two groups: an experimental group and a control group. The study used quantitative research with purposive sampling. Class VII A with 30 students was the experimental group, and Class VII B with 30 students was the control group. A vocabulary test was used as the instrument for data collection, administered both before (pre-test) and after (post-test) the treatment. The experimental group received instruction using a Text Twist Game, while the control group was taught using an explanation technique. The findings show that the post-test mean score of the experimental group is 56.33 while the control group’s post test mean score is 30. Additionally, the statistical analysis revealed that the value of the t-counted is greater (97.20) than the value of the t-table (0.117). It indicates that the vocabulary mastery of the experimental group outperformed that of the control group after getting treatment. In other words, the use of Text Twist Game is effective to improve students’ vocabulary mastery.
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.
Co-Authors Abdul Kamaru ddin Afrillia Afrillia Agussatriana Alfian Ferdian Tompunu Aminah Suriaman Andi Fatur Rahman Anggreni, Afrillia Armin, Diah Safithri Bambang Widi Pratolo Budi Budi Candradewi Wahyu Anggraeni Darmawan Darmawan Desrin Lebagi Dewi Ismu Purwaningsih Elvira Nazarina Fakhruddin Zam Zam Ferry Rita Hastini, Hastini Ikhratulsandi Ikhratulsandi M Nur Yasin Made Rani Arpiani Maf&#039;ulah Maf&#039;ulah Mashuri Mashuri Mawardin Muhammad Said Mochtar Marhum Moh Abraham Akbar Eisenring Moh Firmansyah Muhammad Arid Mukrim Mukrim Mutiara Oktarina Ni Kadek Siska Nur Oktaviani Nur Sehang Thamrin Nur Wahidah Nurfitri Nurfitri Nuriyana Putri Nurul Ismi Oktaviani Oktaviani Patmasari, Andi Putri Andini Saiful Marhaban Selviani Selviani Siska Rahma Oktaviani Siti Umaira Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Syaiban Abdul Kamil Teguh Sulistyo Tiyas Salviyati Utami Widiati Wahyudin Wahyudin Yohalis Selma Sunggudek Yunita Puspitasari