Articles
<![CDATA[The Use of Problem Based Learning In Developing Writing Skills of Grade VII Students of MTS Al-Khairaat Tondo ]]>
<![CDATA[Sri Wulandari, Riska]]>;
<![CDATA[Hastini, Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 3 No. 2 (2024): May ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v3i2.215
<![CDATA[This research is intended to prove that Problem-Based Learning can develop the writing skills of grade VII students of MTs Al-Khairaat Tondo. The study employs a quasi-experimental research design to assess the impact of PBL on students' abilities in writing procedure text. The researcher chose VII B and VII C Class as the sample for the study by using purposive sampling. The data were analyzed statistically to determine the significant difference in the student’s achievement before and after treatment. The results show the T-counted value of 5.95, surpassing the critical T-table value of 2.045. Consequently, the research hypothesis is accepted, signifying that implementing problem-based learning significantly contributes to developing writing skills among Grade VII students at MTS Al-Khairaat Tondo in constructing procedure text.]]>
<![CDATA[Analyzing Writing Errors on Narrative Texts Made by Grade Nine Students’ of SMP IT Qurrata A’yun Palu ]]>
<![CDATA[Maghfira, Maghfira]]>;
<![CDATA[Hastini, Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 3 No. 2 (2024): May ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v3i2.220
<![CDATA[Students often struggle with grammatical accuracy when writing in English as a second language. This study investigates the types and frequencies of errors made by ninth-grade Indonesian students in their English narrative compositions. The research objectives were to 1) identify common error categories within student-generated narrative texts and 2) determine which error type occurs most frequently. The study utilized a descriptive qualitative approach. Ninth-grade students at SMP IT Qurata’Ayun Palu were assigned a narrative writing task on a designated topic. The collected texts were analyzed using Dulay, Burt, and Krashen's (1982) surface approach error taxonomy. Results indicated a total of 70 errors across the students' work. The most prevalent error type was misformation (50%), followed by omission (36%), addition (13%), and misordering (1%). These findings suggest that difficulties applying correct grammatical forms are a significant obstacle to accurate narrative writing for these students.]]>
<![CDATA[A Syntactic Analysis of Constituent Structure in Sentences Written by EFL Students ]]>
<![CDATA[Sari, Lilis Indah]]>;
<![CDATA[Bochari, Siska]]>;
<![CDATA[Usman, Sriati]]>;
<![CDATA[Hastini, Hastini]]>
<![CDATA[ Jurnal Lingua Idea Vol 15 No 1 (2024): June 2024 ]]>
Publisher : <![CDATA[Faculty of Humanities, Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jli.2024.15.1.9971
<![CDATA[This research aims to determine which student uses the most dominant conjunction, what students use the most difficult conjunction and why they have difficulty using correlative and coordinating conjunctions in their sentences. The population of this research was the 4th-semester students of the English education study program at Tadulako University. The sample was selected using a simple random sampling technique, and there were 151 4th-semester students. The researcher used a quantitative description. The data of this research used a test and questionnaire. The results of the data analysis show that (1) the most dominant conjunction used by the students was coordinating conjunction, especially conjunction “and” (2) the most difficult conjunction utilized by the students was correlative conjunction, namely conjunction “both…and”, the frequency of conjunction “both…and”, (3) there are two factors influencing the students in using coordinating and correlative conjunctions which are internal factor and external factor. The internal factors are: the students rarely improve their knowledge about conjunctions; The students are not interested in the material about conjunctions; The students do not understand the function of conjunctions; The students do not understand about lexical categories. The external factors are: There is no motivation from lecturers or teachers for students to learn the conjunctions; The lecturers or the teachers do not explain clearly the material of conjunctions.]]>
<![CDATA[THE POSSE APPROACH: A PROMISING WAY to BOOST READING COMPREHENSION ]]>
<![CDATA[Sepriana, Tanti]]>;
<![CDATA[Hastini, Hastini]]>;
<![CDATA[jamiluddin, Jamiluddin]]>;
<![CDATA[Mertosono, Sudarkam R]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i2.14611
<![CDATA[The objective of this study was to examine whether the application of POSSE (predict, organize, search, summarize, evaluate) strategy could enhance the understanding of reading skills of tenth-grade pupils in SMAN 7 PALU. This study utilized designing quasi-experimental, dividing participants into an experiment group and a control group. The technique of purposive sampling was employed to decide the sample, comprising 36 students from the experimental group and 35 pupils from the control group. Gathering of data involved pre-test and post-test assessments, with analysis conducted utilizing paired sample t-tests with the support of SPSS v.29 for windows. The findings indicated that applying of the POSSE approach effectively enhanced the understanding of reading among tenth-grade students attending SMAN 7 PALU. This conclusion was substantiated by the results of conducting the paired sample t-test, which showed a statistically notable disparity (2-tailed=0.0010.05) in the students’ learning outcomes between the initial assessment and subsequent assessment.]]>
<![CDATA[A Syntactic Analysis of Sentence Patterns Made by the EFL Students of English Study Program ]]>
<![CDATA[Kusnadi, Muhammad Fitrah]]>;
<![CDATA[Bochari, Siska]]>;
<![CDATA[Hastini, Hastini]]>;
<![CDATA[Usman, Sriati]]>
<![CDATA[ Jurnal Lingua Idea Vol 15 No 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Faculty of Humanities, Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jli.2024.15.2.9987
<![CDATA[The researcher found that students' ideas in written language are not organized structurally and adequately because of the lack of understanding of sentence patterns. Their sentences are not varied, meaningful, and effective. When the students construct a sentence, they tend to construct simple sentences consisting of subject, verb, and object. It means that they do not understand the variety of sentence patterns. This research was conducted to discover the variety of sentence patterns made by students, the most dominant sentence pattern in students' written work, and why students struggle to make sentences based on sentence patterns. This research method depends on quantitative descriptive data and statistical analysis. The population and sample of this research are the 4th-semester students of the English Education Study Program at Tadulako University. The researcher found 1.127 sentences produced by the students in their written work with seven patterns. The most dominant sentence pattern in the students’ written work is pattern SVA (subject + verb + adverb). The researcher also found that four variables make the students find difficulties in writing sentences: the students have problems in constructing affirmative and negative sentences, constructing sentences based on the rules, constructing sentence patterns because they have different understandings about sentence patterns, and because they cannot differentiate formal and informal sentences.]]>
<![CDATA[A Study of Verb Inflection Usage in Sentences by EFL Students: Challenges and Trends ]]>
<![CDATA[S. Madanun, Nur Rahmi]]>;
<![CDATA[Bochari, Siska]]>;
<![CDATA[Mochtar Marhum]]>;
<![CDATA[Hastini]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v10i1.3803
<![CDATA[This study investigates the distribution and challenges of verb inflection usage among English as a Foreign Language (EFL) students at Tadulako University, focusing on regular verb inflection namely the use of suffixes such as -ed, -s, -ing, and -en suffixes as well as irregular verbs such as ablaut, suppletion, and zero modification in tenses and aspects. Using a quantitative descriptive approach, data were collected through tests and questionnaires from 148 third-semester students. The analysis results show that regular verbs, especially the suffix -en, are more challenging for EFL students. Seven factors that influence the use of verb inflection were identified: 1) vocabulary limitations; 2) fear of making mistakes; 3) low motivation; 4) teaching methods and quality of instruction; 5) lack of practice; 6) classroom environment; and 7) peer influence.]]>
<![CDATA[Correlation Between Habit in Watching English Movies and Vocabulary Mastery of Grade VIII Students at Junior High School Palu ]]>
<![CDATA[Sakina, Sakina]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Eisenring, Moh. Abraham Akbar]]>;
<![CDATA[Hastini, Hastini]]>
<![CDATA[ ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v12i1.25069
<![CDATA[The objective of this study was to determine whether there was a correlation between the habit in watching English movies and vocabulary mastery of grade eight students of SMP Negeri 2 Palu. This research used correlational design. The sample of this study was 36 students from class VIII B SMP Negeri 2 Palu. Purposive sampling was used to select the sample. The instruments used in this study were questionnaires and vocabulary tests. The Pearson Product Moment correlation method was used to correlate habit in watching English movies and vocabulary mastery. The results showed a moderate correlation between the habit in watching English movies and students' vocabulary mastery. It can be proven by the sig value obtained (2-tailed) 0.000, where this value is smaller than 0.05 so a correlation value of 0.532 is obtained. This shows that the habit of watching English movies positively impacts students' vocabulary mastery. It implies that students can implement the habit of watching English movies to improve their vocabulary mastery, the more often students watch English movies; the more students' vocabulary mastery will increase. Keywords: Habit, Movies, Vocabulary]]>
<![CDATA[Visualizing Words: The Effectiveness of Colored Pictures in Teaching Vocabulary ]]>
<![CDATA[Andriani, Nita]]>;
<![CDATA[Hastini]]>;
<![CDATA[Bochari3, Siska]]>;
<![CDATA[Mertosono4, Sudarkam R.]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v9i2.3911
<![CDATA[This study uniquely explores the combined impact of colored pictures and student motivation on vocabulary mastery, an intersection rarely examined. This research investigates the effectiveness of colored pictures as a teaching medium and the role of student motivation in improving vocabulary comprehension among eighth-grade students at SMPN 19 Palu. A quasi-experimental design was employed, including 55 pupils split into two groups: a control group (n = 27) and an experimental group (n = 28). The experimental group was taught using colored pictures, whereas the control group followed conventional methods of instruction. Vocabulary mastery was assessed through Tests before and after, and students' motivation was measured using a Likert-scale questionnaire. The findings revealed that the experimental group outperformed the control group by a substantial margin, achieving an average post-test score of 72.92, compared to 61.46 in the control group. There was a statistically significant change (p < 0.05), demonstrating the effectiveness of colored pictures in enhancing vocabulary mastery. Moreover, students with higher motivation in the experimental group was successful. Superior scores, with average of 75.30, compared to 69.10 for those with moderate motivation. These results confirm that colored pictures not only enhance vocabulary acquisition but also boost student engagement and motivation. The study suggests that integrating colored pictures into teaching strategies is a valuable approach to improving vocabulary mastery and fostering a more engaging setting for learning. For educators and legislators looking to improve vocabulary mastery results in language instruction, these studies provide useful insights.]]>
<![CDATA[Spotify as a Tool for Pronunciation Enhancement Among Eighth Graders: A Quasi-Experimental Study ]]>
<![CDATA[Sellinda Putri]]>;
<![CDATA[Hastini]]>;
<![CDATA[Usman, Sriati]]>;
<![CDATA[Bochari, Siska]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v10i2.3926
<![CDATA[This study aims to find out the effect of the using Spotify application, using English songs and podcasts, affects students' pronunciation at SMP Negeri Model Terpadu Madani Palu. The research used a quasi-experimental design with two groups: an experimental class that used Spotify and a control class that used traditional methods. The sample consisted of two eighth-grade classes chosen using purposive sampling. Data was collected through pre-tests and post-tests to measure students' pronunciation before and after the treatment. The results showed that the average score of the experimental class improved significantly from 14.58 to 24.77, while the control class increased from 20.83 to 38.89. The Wilcoxon Signed Ranks test confirmed that the experimental class had a significant improvement (Z = -3.963, p = 0.000). However, the Mann-Whitney test showed no significant difference between the experimental and control classes (p = 0.677). This means that while Spotify helped improve students’ pronunciation, it was not proven to be more effective than traditional teaching methods. In conclusion, using the Spotify application can help students improve their pronunciation, especially for the consonant sounds /ʃ/, /ʒ/, /θ/, and /ð/. Even though the improvement was not greater than the conventional method, Spotify still made learning more interesting and interactive for students.]]>
<![CDATA[Morpho-Syntactic Errors in EFL Students’ Writing: A Lesson from Language Education Institutions ]]>
<![CDATA[Fajrin, Zainul]]>;
<![CDATA[Manurung, Konder]]>;
<![CDATA[Bochari, Siska]]>;
<![CDATA[Hastini, Hastini]]>;
<![CDATA[Hassan, Ahmad Javed]]>
<![CDATA[ Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/jolls.v5i1.2505
<![CDATA[Many students struggle with writing in English due to linguistic challenges such as morphology and syntax. This research aimed at discovering the morpho-syntactic errors that EFL students did and the most dominant error in the fifth-semester students in the English Education Study Program at Tadulako University. The researcher used descriptive quantitative method as the design of the research to analyze common morpho-syntactic error in on the students’ writings and to discover the errors and the most dominant errors made by students. The participants of this research were 145 students which chosen using simple random sampling where the researcher picked sample members from a population at random, without worrying about different groups or layers within that population. Data for this study were gathered through tests and the researcher analyzed using Dulay’s linguistic category taxonomy. The results of the study showed that errors are found at both morphological and syntactical levels. The morphological level included pronoun error, quantifier error, and inflectional error. Meanwhile, the syntactical level included tense error, infinitive error, auxiliary verb error and subject-verb agreement error. However, from all those errors, the most dominant error was pronoun error with the total number of errors was 504 in frequency. It implied that students lacked of understanding the use of pronouns in sentences. The research findings have important implications for both pedagogical approach and linguistic competence. For pedagogical approach, the insights help students understand and correct common grammar errors, improving their writing skills and boosting their confidence. In terms of linguistic competence, the findings highlight EFL students' development in morphology and syntax, enabling them to construct grammatically correct sentences and master complex language structures.]]>
