Articles
<![CDATA[Word Formation Mastery in Efl Context : An Inquiry Into Derivational Processes in Student Writing ]]>
<![CDATA[Agusti Rahayu]]>;
<![CDATA[Siska Bochari]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities ]]>
Publisher : <![CDATA[Badan Penerbit STIEPARI Press ]]>
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DOI: 10.56910/literacy.v4i2.2342
<![CDATA[This study analyzed the use of derivational suffixes that transform root nouns into adjectives in the writing of EFL students at Tadulako University. This study aims to identify the types of adjectival suffixes that are difficult to use and the common errors students make. Using quantitative descriptive method, data were collected from the students' writings and analyzed morphologically. The results show that suffixes such as -ful, -ous, -ly, -al, -ic, -able, -less, and -ive are frequently used. However, many errors were found, especially in choosing the wrong suffixes and in spelling. These findings highlight the need for more explicit instruction in morphological rules to help the students form words more accurately.]]>
<![CDATA[Program English Literacy: Pengenalan Membaca dan Menulis Bahasa Inggris Dasar bagi Siswa Sekolah Dasar ]]>
<![CDATA[Hastini]]>;
<![CDATA[Fiisyatin Rodiah]]>;
<![CDATA[Iskandar]]>;
<![CDATA[Sri Fitriwati Andi Patangai]]>
<![CDATA[ Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 4 No. 2 (2026) ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi ]]>
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DOI: 10.54832/judimas.v4i2.844
<![CDATA[English literacy serves as an essential foundation in preparing the younger generation to face the challenges of global communication, yet the reality in the field reveals that many elementary school students in Indonesia have yet to develop these foundational skills adequately. Fifth-grade students at SDN Bulubonggu, Pasangkayu Regency, faced significant limitations in basic English reading and writing due to the lack of innovative teaching methods and limited instructional media. As a solution, the English Literacy Program was implemented as a community service activity designed to introduce foundational English literacy skills to students while providing an alternative pedagogical model for teachers. The activity was conducted in a one-day session using an integrated literacy approach that combined interactive visual media and educational games. The results demonstrated significant improvement in basic vocabulary comprehension, reading simple words and sentences, and writing letters and words in English, while also enhancing student enthusiasm and broadening teachers' pedagogical repertoire.]]>
<![CDATA[The Reading Frequency and Literal Comprehension: A Study of Eighth Grade Students in Palu ]]>
<![CDATA[Nila Utari Setiani]]>;
<![CDATA[Abd. Kamaruddin]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Mochtar Marhum]]>
<![CDATA[ Journal of General Education and Humanities Vol. 4 No. 4 (2025): November ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v4i4.665
<![CDATA[This study examined the correlation between reading frequency and reading comprehension, particularly at the literal level, among eighth-grade students at SMP Labschool UNTAD Palu, as regular reading practice can strengthen word recognition, vocabulary, and the ability to grasp explicit information in texts. This study was conducted in the even semester of the 2024/2025 academic year using a Pearson Product-Moment correlation design. A total of 36 students were selected through stratified random sampling. Data were collected using a reading frequency questionnaire and a reading comprehension test of 15 multiple-choice items based on descriptive texts from the Eighth-Grade syllabus. Instrument validity was tested using Pearson’s r, and reliability was analysed using Cronbach’s Alpha. All questionnaire items were declared valid, and the reliability analysis produced a Cronbach’s Alpha value of 0.743, indicating high internal consistency. There was a significant, moderate positive correlation between reading frequency and literal reading comprehension (r = 0.427; p = 0.009 (p < 0.05), indicating that increased reading frequency is associated with increased literal comprehension. The results of this study indicate that high reading frequency positively contributes to students' ability to identify explicit information in reading texts. This research strengthens the literature on basic literacy and can be a reference in developing a literacy-based curriculum at the junior high school level.]]>
<![CDATA[The Impact of Spotify Music Platform on Students’ English Pronunciation: A Pre-Experimental Study ]]>
<![CDATA[Nur Fitra]]>;
<![CDATA[Abd. Kamaruddin]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Zarkiani Hasyim]]>
<![CDATA[ Journal of General Education and Humanities Vol. 4 No. 4 (2025): November ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v4i4.823
<![CDATA[This study examines the impact of the Spotify music platform on improving the English pronunciation of eighth-grade students at MTs Muhammadiyah Al-Haq Palu, with a specific focus on the articulation of liquid consonants (/l/ and /r/), which commonly present difficulties for Indonesian learners of English. A quantitative pre-experimental design, utilising a one-group pre-test and post-test model, was employed with a sample of 28 students. Pronunciation tests were administered before and after the treatment to evaluate progress. The results revealed a significant improvement, as indicated by the increase in the mean score from 9.36 to 15.25, supported by a t-value of 27.36, which exceeds the t-table value of 2.052. These findings demonstrate that English songs on Spotify offer repetitive and authentic listening input, which strengthens articulation accuracy. The novelty of this study lies in analysing differential improvement between /l/ and /r/ sounds through a Spotify-based intervention. The implication suggests that digital music platforms can be used as effective supplementary tools in pronunciation teaching.]]>
<![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]]>
