Article Per Year (5 Year)
p-Index From 2021 - 2026
9.49
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Lingua Idea ELS Journal On Interdisciplinary Studies in Humanities ELT-Lectura Paedagogia: Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Eduscience (JES) FOSTER: Journal of English Language Teaching UTAMAX : Journal of Ultimate Research and Trends in Education Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal of General Education and Humanities Journal of Language and Literature Studies Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Kreatif Online Jurnal Banua Oge Tadulako Jurnal Pengabdian Masyarakat Journal of Educational Studies e-Journal of ELTS (English Language Teaching Society) Language Circle : Journal of Language and Literature e-Journal of Linguistics
Hastini, Hastini
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 74 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 74 Documents
Search

 4   5   6   7   8 
Missing Lyrics in English Songs: Improving Listening Skills in SMP 16 Palu Megasari Mongi; Hastini Hastini; Moh Abraham Akbar Eisenring; Wahyudin Wahyudin
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.v8i2.45216

Abstract

This research investigates the effectiveness of using missing lyrics in English songs to improving listening skills of the ninth-grade students at SMP 16 Palu. The research applied a quasi-experimental approach involving two groups: an experimental group that experiences the treatment using missing lyrics in English songs, and a control group that continued with the traditional learning skills before and after intervention. The results revealed that the experimental group showed a notable improvement in their listening skills compared to the control group. Using missing lyrics in English songs helped improve students’ interest and active participation during lessons. Additionally, this method provided genuine exposure to the English language. Overall, the findings indicate that incorporating missing lyrics in English songs can be an effective technique to support and develop students listening skills in language learning.
The Effectiveness Of Youtube Video To Improve English Speaking Skills Of Eighth Grade Students At SMP Negeri 19 Palu Rai Ayu Wilena Dewi; Hastini Hastini; Grace Novenasari Manurung
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.v8i3.45257

Abstract

This research investigated the effectiveness of YouTube videos in improving the English-speaking skills of eighth-grade students at SMP Negeri 19 Palu. Two groups participated in the reseach's quasi-experimental design: an experimental group that was treated using YouTube videos and a control group that was taught using conventional methods. Fluency and comprehensibility were the main goals of the speaking skills evaluation. A speaking rubric was used to collect the data through pre-tests and post-tests. Because of the non-normal distribution of the data, the Wilcoxon Signed Rank Test and the Mann-Whitney U Test were used for analysis. The results demonstrated that the experimental group's speaking scores significantly exceeded those of the control group. While the control group's mean score only improved from 29.44 to 45.00, the experimental group's reached from 36.32 to 72.11. A substantial difference (p = 0.001) between the two groups was verified by the statistical analysis, suggesting that YouTube videos are a useful tool for improving students' English-speaking skills. According to the research, including digital resources like YouTube into English language instruction can foster a more stimulating and encouraging learning environment.
Effectiveness Of Summarizing Strategy In Developing Reading Comprehension Among Tenth Graders At SMA Negeri 5 Palu Fajria Dolita; Darmawan Darmawan; Hastini Hastini; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.45583

Abstract

The aim of this study was to find out the effect of the summarizing strategy on improving students’ reading comprehension at SMA Negeri 5 Palu. This research was based on an initial study that showed many students still struggled to understand texts, had difficulty finding main ideas and detailed information, and lacked vocabulary. The researcher used the summarizing strategy as a method to help improve students’ reading skills. This study used a quasi-experimental design. The population was tenth-grade students at SMA Negeri 5 Palu, involving classes X M5 and X M3, with 35 and 32 students respectively. To collect the data, the researcher used pre-tests and post-tests to measure students’ abilities before and after the treatment. The results of data analysis showed a significant improvement in reading comprehension. The average score of the experimental group increased from 68.85 to 79.06, while the average score of the control group slightly decreased from 69.33 to 67.52. Data analysis showed a significance value (2-tailed) of 0.000 < 0.050, which means that Ha was accepted. It can be concluded that the summarizing strategy significantly improved students’ reading comprehension.
Inflectional Morphological Errors in EFL Academic Writing: An Error Analysis of Indonesian University Students Wilna Tri Rahayu Wahid; Siska Bochari; Mukrim; Hastini
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.408

Abstract

Errors in inflectional morphology remain a persistent challenge in EFL learners’ writing, particularly in Indonesian contexts where in-depth analyses of error patterns and their underlying causes are still limited. This study aims to identify the types of inflectional morphological errors produced by English students at Tadulako University and to examine the factors contributing to these errors. Adopting a descriptive qualitative design, this study involved 20 fifth-semester students from the English Education Study Program. Data were collected through document analysis of students’ written assignments and semi-structured interviews with five selected participants. The data were analyzed using systematic error analysis procedures, including error identification, classification into inflectional categories, explanation of error sources, and frequency analysis. The findings indicate that verb inflection errors are the most prevalent, particularly in tenses marking and subject–verb agreement, followed by errors in plural and possessive forms. These errors are primarily attributed to first language interference, insufficient grammatical knowledge, and limited exposure to accurate language use in writing practice. This study contributes to EFL pedagogy by providing a more nuanced understanding of learners’ difficulties in using inflectional morphology and underscores the importance of integrating explicit grammar instruction with meaningful writing practice to enhance grammatical accuracy.
Investigating EFL Students’ Difficulties in Producing English Interdental Fricatives (/Θ/ and /Ð/): A Descriptive Quantitative Study Putri Nurmeiga Amaliarrafiun; Hastini; Maf’ulah Maf’ulah; Zarkiani
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.412

Abstract

This study investigates the pronunciation difficulties experienced by third-semester EFL students at Tadulako University in producing the English interdental fricative sounds /θ/ and /ð/. The objectives of this study are to identify the most difficult fricative sounds and to determine the factors influencing these difficulties. This study employed a descriptive quantitative design involving 16 students of the English Education Study Program. The data were collected through a pronunciation test and a questionnaire. The pronunciation test required students to read 20 words containing /θ/ and /ð/, and the results were analyzed using descriptive statistics. The questionnaire data were analyzed using mean scores and percentage distribution. The findings reveal that /θ/ was the most problematic sound, frequently substituted with /t/, while /ð/ was less problematic and occasionally replaced with /d/. The results also show that 9 students achieved excellent scores, while others showed varying levels of difficulty. In terms of influencing factors, mother tongue influence and psychological factors were identified as the most dominant, each contributing 21.3% to pronunciation difficulties. These findings indicate that first language interference and learners’ anxiety play significant roles in students’ pronunciation performance.
The Impact of Folklore on English Vocabulary Mastery among Seventh Grade at Junior High School in Palu Feralia Rosita Rosalina; Hastini Hastini; Moh. Abraham Akbar Eisenring; Darmawan Darmawan
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3021

Abstract

Vocabulary mastery is a fundamental component of English language learning because it enables students to comprehend texts and communicate effectively. However, many junior high school students continue to experience limited vocabulary knowledge due to the use of conventional teaching materials that provide little contextual or cultural relevance. Although previous studies have demonstrated the benefits of storytelling and narrative-based instruction, limited research has explored the effectiveness of local folklore as a contextual medium for enhancing English vocabulary mastery among Indonesian EFL learners. Therefore, this study aimed to examine the effectiveness of folklore-based instruction in improving the English vocabulary mastery of seventh-grade students at SMPN 19 Palu. A pre-experimental design employing a one-group pre-test–post-test approach was used. The participants consisted of 30 students selected through purposive sampling. Data were collected using a vocabulary test covering nouns, verbs, and adjectives. The results showed that the mean score increased from 58.17 in the pre-test to 78.43 in the post-test. Furthermore, the paired-samples t-test revealed a statistically significant difference between the pre-test and post-test scores (p 0.05). These findings indicate that folklore-based instruction is an effective, contextual, and engaging approach for improving students’ English vocabulary mastery.
Exploring the Students Experiences with Speaking Anxiety at Tadulako University A. Putri Tiara; Mochtar Marhum; Desrin Lebagi; Hastini Hastini
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3020

Abstract

Speaking anxiety is a common challenge that affects students’ confidence, participation, and oral performance in English language learning. Although previous studies have identified the causes and levels of speaking anxiety, limited attention has been given to students lived experiences and how they cope with anxiety in authentic classroom contexts. Understanding these lived experiences is essential because it provides deeper insights into the emotional and contextual factors that influence students’ willingness to communicate and enables educators to develop more responsive pedagogical practices. This study aimed to explore English Education students lived experiences of speaking anxiety at Tadulako University using a qualitative phenomenological approach. Data were collected through in-depth semi-structured interviews with three fourth-semester students and analyzed using Colaizzi’s Seven-Step Phenomenological Method. Four major themes emerged: sources of speaking anxiety, emotional responses during speaking activities, coping strategies, and the role of classroom support. The findings revealed that speaking anxiety was influenced by fear of making mistakes, lack of confidence, limited vocabulary, classroom atmosphere, classmates’ reactions, and lecturer expectations. Students managed their anxiety through positive thinking, careful preparation, repeated practice, and AI voice chat applications, highlighting the interaction between psychological and instructional factors in shaping speaking experiences.
Exploring the Role of Youtube Videos in Teaching English Speaking Skills: A Qualitative Study at Muhammadiyah Elementary School Ainnur Wardah Julia Putri; Hastini Hastini; Fadhilah Zamzam; Wahyudin Wahyudin
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3035

Abstract

This study explores the role of YouTube videos in teaching English speaking skills at MI Muhammadiyah Al-Haq Palu. The study aims to investigate how YouTube videos are used in speaking instruction, the benefits perceived by the teacher, and the challenges encountered during their implementation. A qualitative research design was employed, involving one English teacher as the sole participant. Data were collected through semi-structured interviews conducted in Indonesian and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that YouTube videos serve as an effective instructional medium for teaching speaking, particularly for young learners. The teacher used short, colorful, and age-appropriate videos as warming-up activities, pronunciation models, and stimuli for speaking practice. Follow-up activities such as repetition, question-and-answer sessions, role play, and retelling encouraged students to participate actively and practice English more confidently. The study also found that YouTube videos improved students' pronunciation, vocabulary acquisition, motivation, and confidence in speaking English. However, several challenges were identified, including unstable internet connection, advertisements, and students' tendency to become passive viewers if not guided properly. To address these challenges, the teacher downloaded videos beforehand and actively engaged students through questioning and interactive speaking tasks. Although these findings provide valuable insights into the teacher's experience, they are based on a single participant and therefore should not be generalized to all English teachers or educational contexts. In conclusion, YouTube videos can effectively support the teaching of English-speaking skills when integrated with appropriate material selection, interactive activities, and active teacher guidance.
Why Are Sentences Incomplete? Exploring Sentence Fragments among EFL Students Chrisnanda Natalia; Konder Manurung; Siska Bochari; Hastini
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3663

Abstract

Sentence fragments remain a recurring problem in English as a Foreign Language (EFL) writing because learners may provide meaningful information without shaping it into a complete clause. This study investigates the types ofsentence fragments produced by the English Education study program at Tadulako University and examines factors that contribute to their production. A descriptive quantitative design was used. The participants were 144 students selected from a population of 231 students through proportionate stratified random sampling. The data were collected through a twelve-item WH-questions written test and a thirty-item questionnaire. Students’ responses were classified into a noun phrase(NP), a verb phrase (VP), and a prepositional phrase (PP), while questionnaire data were analyzed using frequency, percentage, validity testing and Cronbach’s Alpha reliability analysis.According to the results, PP fragments accounted for 981 occurrences (34.58%), followed by NP fragments (970 occurrences, 34.19%) and VP fragments (886 occurrences, 31.23%). low grammatical understanding, low syntactic awareness, L1 interference, lack ofcorrective feedback, teaching strategies, and learning environments all contributed to fragment formation, according to the results ofthe reliable questionnaire (Cronbach's Alpha =.931). According to the study's findings, students require more practice-based and explicit instruction in order to develop phrase-level responses into full English phrases.
Understanding Sentence Roles and Argument Structures: A Syntactic Study of EFL Students Niswatun Nafi&#039;ah; Siska Bochari Bochari; Sriati Usman Usman; Hastini Hastini
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.17253

Abstract

This study aims to identify the most difficult argument structures and argument roles in sentences identified by English as a Foreign Language (EFL) students, as well as the factors that contribute to such difficulties. The study collected data using a descriptive quantitative method, relying on quantitative descriptive data through statistical analysis. focused on 36 fifth-semester students from Class B of the English Education Study Program at Tadulako University, who were selected through purposive sampling with statistical analysis, tests, and questionnaires. The results of the research showed some key findings: (1) the most difficult argument structure for students to identify is the sentence with two arguments, which appears with a total frequency of 60; (2) the most difficult argument role for students to identify is the experiencer; and (3) five main factors affect students' ability to identify roles and arguments in sentences, namely prior knowledge, interest and motivation, learning strategies, teaching methods, and learning environment. Future researchers can discuss thematic roles that have not been addressed in this study.
Co-Authors A. Putri Tiara Abd. Kamarrudin Abd. Kamaruddin Abdul Kamaruddin Agusti Rahayu Ainnur Wardah Julia Putri Andi Fatur Rahman Andi Patmasari Anggreni, Afrillia Anggun Angriani Annisa Ainun Mardhiyah Aras, Rahmalia Putri Chatarina Umbul Wahyuni Chrisnanda Natalia Darmawan Darmawan Darmawan Desrin Lebagi Devitriani AR. Haku Dewi, Ni Putu Indah Tiara Dita Octaviana Eisenring, Moh. Abraham Akbar Elis Susanti Ermawati Ermawati Erniwati Erniwati Eva Herayanti Fadhilah Zamzam Fahmi Rizaldi Fajria Dolita Fajrin, Zainul Feralia Rosita Rosalina Ferry Rita Fiisyatin Rodiah Firghy, Siti Aisyah Mutiara Fitri Harianingsih Grace Novenasari Manurung Hasan Basri Hassan, Ahmad Javed Ilma, Wafida Nur Imannuel Nico Setyono Iskandar Jamiluddin, Jamiluddin Jaya, Moh Yusril Kamaruddin, Abd. Konder Manurung Kusnadi, Muhammad Fitrah Left, Left Lutfi, Muh. Faris Maf’ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Maghfira, Maghfira Mashuri Mashuri Masyitha Madani Mauizatul Fitrah Mawardin Muhammad Said Megasari Mongi Mentari, Cindhy Qirana Cinta Mertosono4, Sudarkam R. Mochtar Mahrum Mochtar Marhum Moh Abraham Akbar Eisenring Moh Yusril Jaya Muhammad Adithya Huzaifah Sandhi Muhammad Arid Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim, Mukrim Murkim Mutia Reza Nadrun, Nadrun Natalia Lapuk Nila Utari Setiani Niswatun Nafi&#039;ah Nita Andriani Novela Ananda Nur Fitra Nuraini, Latifah Priskila Angelika Putri Nurmeiga Amaliarrafiun Putri Nurmeiga Amaliarrafiun Putri, Putri Azhari Rahayu Wulan Ningsih Rai Ayu Wilena Dewi Ramawati Ramawati Reniasni Kamidi Rita, Ferry rofiqoh rofiqoh Rofiqoh Rofiqoh S. Madanun, Nur Rahmi Sabang, Rahmad Rizkyanto Sadilia, Sukmawati Sakina Sakina, Sakina Salsabilah Reynanda Sapitri, Dian Sarah Suciati Sari, Lilis Indah Sellinda Putri Sepriana, Tanti Septyani Wulandari Shanti Rachmawati Afrilya Shanti Rachmawati Afrilya Siska Bochari Siska Bochari Bochari Sri Fitriwati Andi Patangai Sri Wulandari, Riska Sriati Usman Sriati Usman Usman Sudarkam R Mertosono Sukmawati Sadilia Tri Rahayu Wahyudin Wahyudin Wahyudin Wahyudin Wilna Tri Rahayu Wahid Wiwin Suciati Zarkiani Zarkiani Hasyim Zarkiani Zarkiani