Articles
<![CDATA[Using Riddle Game in Increasing Vocabulary of the Eighth Grade Students ]]>
<![CDATA[Elis Susanti]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Andi Patmasari]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.827
<![CDATA[This study aims to examine whether the Riddle Game can increase the vocabulary of eighth-grade students at SMP Negeri 19 Palu. This research was conducted because it was discovered that students fear making mistakes and have difficulty understanding meaning, using words, and spelling them. Students feel bored when learning from textbooks and only listening to the teacher's explanations. The research used a quasi-experimental design with two groups. The population was 103 students from 4 classes at SMP Negeri 19 Palu. The sample comprised two classes: class VIII A as the experimental group and class VIII B as the control group. Vocabulary tests consisting of multiple-choice, categorization, spelling words, and sentence correction items were used as instruments for both pre-test and post-test. Data analysis used the Mann-Whitney U test to test differences between groups and the Wilcoxon Signed-Rank test to determine changes within each group. The results show that the experimental group achieved a higher post-test mean score, from (32.72) to (72.76), compared to the control group with a score from (36.42) to (47.38), with a significant difference between both groups (p < 0.05). These findings indicate that the Riddle Game significantly increases eighth-grade students' vocabulary at SMP Negeri 19 Palu.]]>
<![CDATA[Improving Students’ Speaking Skills Through Describing Picture Strategy at SMP Negeri 7 Palu ]]>
<![CDATA[Devitriani AR. Haku]]>;
<![CDATA[Abdul Kamaruddin]]>;
<![CDATA[Mashuri Mashuri]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.875
<![CDATA[Descriptive speaking skills remain among the most challenging competencies for junior high school students, particularly in contexts where English is taught as a foreign language. Many students struggle with pronunciation, fluency, vocabulary, and comprehensibility, resulting in limited confidence and difficulty expressing descriptive information. This study aims to determine the effectiveness of the Describing Picture Strategy in developing the descriptive speaking skills of eighth-grade students at SMP Negeri 7 Palu. Using a quasi-experimental design with a pretest–posttest control group, the study involved 57 students selected through simple random sampling. The experimental group received treatment using the Describing Picture Strategy, while the control group received conventional instruction. Data were collected using a speaking performance test and analyzed through descriptive and inferential statistics using SPSS 25. The results show a significant improvement in the experimental group’s mean score from 59.69 to 71.81, compared to the control group’s increase from 58.24 to 61.08. An Independent Samples T-Test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the groups. These findings demonstrate that the Describing Picture Strategy effectively enhances students' pronunciation, fluency, and comprehensibility by providing visual stimuli that trigger ideas and reduce speaking anxiety. The study concludes that visual-based, student-centered techniques are beneficial for improving descriptive speaking performance in EFL contexts.]]>
<![CDATA[The Implementation of the Think Pair Share Strategy through Assemblr Edu Augmented Reality to Enhance Student’s Speaking Skills ]]>
<![CDATA[Mauizatul Fitrah]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Andi Patmasari]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.924
<![CDATA[Speaking skills are among the most essential components of English language learning; however, many EFL students still struggle to speak fluently and accurately due to limited opportunities for meaningful practice and the reliance on conventional teaching methods. This condition was also found among eleventh-grade students of SMAN 4 Palu, who often hesitated, paused frequently, and lacked confidence when speaking English. Therefore, this research aimed to investigate whether the implementation of the Think-Pair-Share (TPS) strategy through Assemblr Edu Augmented Reality could enhance students’ English speaking skills, particularly in terms of fluency and accuracy. This study employed a quantitative, quasi-experimental design with an experimental and a control group. The population consisted of eleventh-grade students of SMAN 4 Palu, and two classes were selected through simple random sampling. The experimental group was taught using the Think-Pair-Share strategy supported by Assemblr Edu Augmented Reality, while the control group received conventional instruction. Data were collected through oral pre- and post-tests focusing on speaking fluency and accuracy, and were analyzed using SPSS version 29 with descriptive statistics, normality and homogeneity tests, and an independent-samples t-test. The results showed a statistically significant improvement in students' speaking performance in the experimental group compared to the control group. The findings indicate that integrating the Think-Pair-Share strategy with Assemblr Edu Augmented Reality effectively enhances students’ speaking skills by providing structured interaction and visual and audio support.]]>
<![CDATA[The Use of TikTok Application to Improve Students’ Speaking Skills at Senior High School ]]>
<![CDATA[Salsabilah Reynanda]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Grace Novenasari Manurung]]>;
<![CDATA[Zarkiani Hasyim]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 3 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i3.2708
<![CDATA[TikTok has become one of the most widely used social media platforms among students and offers various interactive features, such as short-video creation, audio recording, and content sharing, which have the potential to support language learning and speaking practice. This study aimed to determine whether the use of the TikTok application could improve students’ speaking skills and to identify the most improved aspect of speaking. This research employed a quantitative method with a quasi-experimental design conducted at SMA Negeri 1 Moutong. The sample consisted of 26 students in the experimental group and 24 students in the control group. Data were collected through speaking tests administered in pre-test and post-test sessions. The mean score of the experimental group increased from 46.42 in the pre-test to 86.42 in the post-test, while the control group increased from 35.54 to 48.63. The data were analyzed using the Wilcoxon Signed Rank Test. The results showed that the significance value of the experimental group was 0.000 and that of the control group was 0.001, indicating a significant improvement in students’ speaking skills after the implementation of TikTok. Among the three aspects of speaking, accuracy showed the greatest improvement. Therefore, the TikTok application was found to be effective in improving students’ speaking skills.]]>
<![CDATA[English Diphthong Pronunciation: A Quantitative Evidence of Articulatory Difficulties Among EFL Learners ]]>
<![CDATA[Anggun Angriani]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 4 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i4.2751
<![CDATA[This study investigated students’ difficulties in pronouncing English diphthongs and the factors contributing to those difficulties among second-semester students of the English Education Study Program at Tadulako University. A quantitative descriptive design was employed. Data were collected through a pronunciation test and a questionnaire. The pronunciation test was used to identify students’ ability in pronouncing English diphthongs, while the questionnaire examined factors affecting their pronunciation difficulties. The findings revealed that students experienced varying levels of difficulty in producing English diphthongs, particularly in maintaining smooth vowel glides and accurate articulatory movements. Several students tended to simplify diphthongs into monophthongs or produce incomplete vowel transitions, reflecting the influence of their first language. Questionnaire results showed that learning environment was the most influential factor (M = 3.12), followed by articulatory difficulty (M = 2.95) and learning media (M = 2.90), all categorized as high-level factors. Teaching materials were perceived as moderately influential, with mean scores of 2.68 and 2.79. These findings indicate that students’ pronunciation difficulties are influenced by a combination of articulatory complexity, first-language interference, learning conditions, instructional resources, and limited opportunities for pronunciation practice. Overall, the study highlights the importance of creating supportive learning environments and providing systematic pronunciation instruction to improve EFL learners’ mastery of English diphthongs.]]>
<![CDATA[Improving Student’s English Vocabulary Mastery through Scattergories Game ]]>
<![CDATA[Dita Octaviana]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Sudarkam R Mertosono]]>;
<![CDATA[Mochtar Mahrum]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v8i2.44398
<![CDATA[The intent of this study is to determine whether employing Scattergories Game is effective in order to enhance the vocabulary mastery of grade eighth students of SMP Negeri 2 Palu. The pre-experimental research design was utilized by the researcher. In determining the sample, the researcher employed a purposive sampling technique. The selected sample was class VIII B, comprising 32 students. Data were obtained through the use of both pre-tests and post-tests. The outcomes of the data analysis indicates that the mean score of student’s post-tests 85.06 is higher than students pretest score 57.97. The research findings that the t-counted value (31.157) is higher than the t-table value (2.039). This indicates that the hypothesis of the study is accepted. In conclusion, scattegories game is effective to improve students' vocabulary mastery of the student’s grade at SMP Negeri 2 Palu]]>
<![CDATA[The Effect of Canva Application on Students’ Motivation and Engagement in Writing Among Senior High School ]]>
<![CDATA[Tri Rahayu]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v8i2.44971
<![CDATA[The aim of this research is to find out the effect of using Canva application on students’ writing motivation and engagement of the eleventh-grade students at SMA Labschool Untad Palu with a sample of 42 students from two classes: XI MIA 2 and XI IIS. This research used a quantitative method with an ex post facto design. Data were collected using a questionnaire and analyzed through descriptive statistics and simple linear regression using SPSS 26. The findings showed that the use of Canva had a significant and positive effect on students' writing motivation and engagement. The regression results revealed that Canva influenced intrinsic motivation (Sig. = 0.004; R² = 19.1%), extrinsic motivation (Sig. = 0.001; R² = 23.4%), and engagement (Sig. = 0.040; R² = 10.1%). Most students also showed a preference for creating Procedure Texts with Canva. In conclusion, Canva is effective digital tool on students' motivation and engagement in writing. Therefore, it is recommended for use in English learning to make writing activities more interesting and interactive.]]>
<![CDATA[The Use of Role Play Model to Develop Vocabulary Mastery of Grade Ten Students at SMA Negeri 2 Palu ]]>
<![CDATA[Priskila Angelika]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Zarkiani Zarkiani]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v8i2.44976
<![CDATA[This study, entitled The Use of Role Play Model to Develop Vocabulary Mastery of Grade Ten Students at SMA Negeri 2 Palu, aims to examine the effectiveness of the role play model in enhancing students’ vocabulary mastery. The research was motivated by the observation that many tenth-grade students at SMA Negeri 2 Palu struggle with limited vocabulary, which is often caused by low motivation, monotonous teaching methods, and a lack of confidence in using English. The study employed a pre-experimental design involving one group of 32 students. Data were collected using pre-test and post-test instruments administered before and after the implementation of role play activities based on real-life scenarios. The results showed a significant increase in vocabulary scores, with the mean rising from 12.06 (pre-test) to 18.75 (post-test). Statistical analysis using SPSS revealed that the data met normality and homogeneity assumptions, and the Independent Sample t-Test indicated a significance value of 0.000 (< 0.05), confirming the positive effect of the role play model. These findings support the conclusion that role play is an effective, interactive, and engaging strategy to develop students' vocabulary mastery.]]>
<![CDATA[Applying the Audio-Lingual Method to Improve EFL Learners’ Pronunciation: A Study from Tenth Graders at SMA Bala Keselamatan Palu ]]>
<![CDATA[Reniasni Kamidi]]>;
<![CDATA[Mukrim Mukrim]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Sudarkam R. Mertosono]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v8i2.44980
<![CDATA[This study aims to find out whether the Audio-lingual method is effective in improving students' pronunciation, particularly in word stress, among tenth-grade students of SMA Bala Keselamatan Palu. The research employed a quasi-experimental design involving 54 students, divided into an experimental group (n=25) and a control group (n=29) through total sampling technique. The experimental group was taught using the audio-lingual method, while the control group followed conventional methods. Data were collected using pre-tests and post-tests, and analyzed using the Mann-Whitney U test. The results showed that the experimental group achieved a higher mean post-test score (75.44) compared to the control group (61.69). Statistical analysis using SPSS version 26 showed a significance value (Asymp. Sig. 2-tailed) of 0.000, which is less than 0.05, indicating a statistically significant difference between the two groups. These results indicate that the Audio-Lingual Method is effective in improving students' pronunciation, specifically in mastering word stress in English.]]>
<![CDATA[The Effects of Tongue Twisters on Improving Pronunciation Proficiency among Eleventh-Grade Students ]]>
<![CDATA[Sarah Suciati]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Zarkiani Hasyim]]>;
<![CDATA[Abd. Kamarrudin]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v8i2.45172
<![CDATA[This study aims to determine whether the effect of tongue twisters can improve the pronunciation of eleventh-grade students at SMA Negeri 1 Lembo. A quasi-experimental design was employed with a sample of 64 students selected using random sampling techniques. Random sampling was chosen to reduce bias, produce a representative sample, facilitate statistical analysis, and allow for replicability of the research. Data were collected through writing tests administered twice as pre-test and post-test. The pre-test was given to the experimental group before the treatment, while the post-test was administered afterward. The researcher collected and analyzed the data using the formula proposed by (Cohen et al., 2007) and SPSS 22. The results indicated a significant improvement in the pronunciation scores of the experimental group, with a pre-test average of 51.56 and a post-test average of 77.97. In contrast, the control group showed a smaller improvement. The Mann-Whitney test revealed a significant difference between the two groups (p < 0.05), indicating that innovative teaching methods can enhance students' pronunciation skills. These findings suggest integrating interactive activities into English language teaching, and training for teachers is necessary to implement this method effectively. The study also opens up opportunities for further exploration of other variations of games in teaching pronunciation.]]>
