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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 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

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Improving Students’ Speaking Skills Through Describing Picture Strategy at SMP Negeri 7 Palu Haku, Devitriani AR.; Kamaruddin, Abdul; Mashuri, Mashuri; Hastini, Hastini
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.v5i1.875

Abstract

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.
The Implementation of the Think Pair Share Strategy through Assemblr Edu Augmented Reality to Enhance Student’s Speaking Skills Fitrah, Mauizatul; Manurung, Konder; Patmasari, Andi; Hastini, Hastini
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.v5i1.924

Abstract

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.
Willingness to Communicate and English Speaking Performance: A Phenomenological Study of Tadulako University EFL Students Reza, Mutia; Hastini, Hastini; Sadilia, Sukmawati; Marhum, Mochtar
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1843

Abstract

Willingness to communicate (WTC) has emerged as a critical psychological construct mediating between linguistic competence and actual language use, yet its influence on speaking performance remains underexplored in Indonesian EFL contexts through learners' lived experiences. This qualitative study employs Interpretative Phenomenological Analysis (IPA) to investigate how English Education students at Universitas Tadulako experience and interpret the ways WTC shapes their English-speaking performance. Three undergraduate students (semesters 3-5) participated in in-depth semi-structured interviews, with findings triangulated through a lecturer interview. Systematic IPA analysis revealed four superordinate themes: (1) WTC as Dynamic Social-Cognitive State, fluctuating with context rather than functioning as a stable trait; (2) The Fluency-Accuracy Paradox, whereby students universally prioritize comprehensibility over grammatical correctness as a strategic coping mechanism; (3) Fear as Cultural-Pedagogical Construct, wherein judgment anxiety rooted in Indonesian educational culture inhibits WTC despite supportive teaching; and (4) The Preparation Imperative, in which advance notice and cognitive readiness universally facilitate WTC while spontaneous demands trigger defensiveness. Findings demonstrate that WTC operates as a multi-dimensional construct shaped by individual motivation, social ecology, cultural context, and pedagogical environment. Practical implications include creating psychologically safe environments, validating fluency-first strategies, and scaffolding spontaneity through preparation.
Students Perceptions of Podcasts Used for Independent Pronunciation Learning (A Qualitative Study) Ramawati, Ramawati; Hastini, Hastini; Sadilia, Sukmawati; Mukrim, Mukrim
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2100

Abstract

This study aims to explore students’ perceptions of using podcasts as a medium for independent pronunciation learning and to identify the factors that support and hinder their use. The research employed a qualitative descriptive design involving English Language Education students at Tadulako University. The participants were selected using purposive and snowball sampling techniques, and data were collected through semi-structured interviews. The findings reveal that students generally have positive perceptions of podcasts for independent pronunciation learning. Podcasts are considered easy to use, flexible, and accessible anytime and anywhere, allowing students to practice pronunciation independently and repeatedly. Students also reported that podcasts help them become more familiar with native speakers’ pronunciation, intonation, and accents. However, despite these benefits, several challenges were identified, including the lack of direct practice, limited feedback, and uncertainty about pronunciation accuracy without lecturer guidance. Therefore, while podcasts are effective as a supporting medium for independent pronunciation learning, they should complement, rather than replace, formal classroom instruction. The study suggests that lecturers integrate podcasts into pronunciation teaching while providing guidance and feedback to optimize students’ learning outcomes.
Proform Dynamics in Constituency: Insights from EFL Student Sentences Muhammad Adithya Huzaifah Sandhi; Siska Bochari; Desrin Lebagi; Hastini
e-Journal of Linguistics Vol. 19 No. 2 (2025): July
Publisher : The Doctoral Studies Program of Linguistics of Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2025.v19.i02.p01

Abstract

This research investigates the distribution and challenges of proform use among English as a Foreign Language (EFL) learners at Tadulako University, focusing on proform verb phrases (ProVP) and proform prepositional phrases (ProPP). Using a quantitative descriptive approach, data was gathered through tests and questionnaires from samples of 36 fifth-semester students. The analysis reveals that verb phrase proforms, especially those involving tense and aspect, are more challenging for EFL students compared to prepositional phrase proforms. Four factors influencing proform use were identified: first language interference, limited practice in real life, lack of motivation, and ineffective teaching methods. These findings highlight the need for enhanced syntactic training in EFL instruction to improve students’ understanding and application of proforms, supporting more effective sentence construction and overall linguistic competence.
Syntactic Choices in EFL Writing: The Dynamics of Adjuncts and Complements Eva Herayanti; Siska Bochari; Maf’ulah; Hastini
e-Journal of Linguistics Vol. 19 No. 2 (2025): July
Publisher : The Doctoral Studies Program of Linguistics of Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2025.v19.i02.p02

Abstract

The objective of this research is to find out whether adjunct or complement is the often used in EFL students’ with identifying which types of phrases functioning as adjuncts or complements pose the oftenest use for these EFL students and to find out EFL students’ difficulty factors in using adjunct and complement in writing sentences. The population for this research consisted of 5th-semester students from the English Education Study Program at Tadulako University, with 36 students from Class B selected as the sample through purposive sampling. This research used a quantitative descriptive method with statistical analysis. Data were collected using test and questionnaire. The result of the data analysis show that: (1) adjunct is the often used than complement in students’ writing, with the total frequency of 315. (2) prepositional phrase is often used as adjunct in EFL students’ sentences, comprising 71.1% of all adjunct usage. (3). an internal factor is identified as the main difficulty affecting EFL students' use of adjuncts and complements in writing sentences.
An Error Analysis of The Inflectional Markings in EFL Students’ Academic Writing Annisa Ainun Mardhiyah; Hastini; Desrin Lebagi; Darmawan
e-Journal of Linguistics Vol. 19 No. 2 (2025): July
Publisher : The Doctoral Studies Program of Linguistics of Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2025.v19.i02.p05

Abstract

This study aims to identify specific problems and provide insight into learners' difficulties in the inflectional markings learning and academic writing. The method of this research is Dulay’s Linguistics Category Taxonomy. The result of classification was calculated by the frequency of each error category: plural marks 13, present verb for third person singular 11, past verb 3, possessive noun 2, and past participle 1. Plural marks dominate the error of using the inflectional markings. The comparison and progressive marks are not found errors in EFL Students’ Academic Writing.
Word Formation Mastery in Efl Context : An Inquiry Into Derivational Processes in Student Writing Agusti Rahayu; Siska Bochari; Sriati Usman; Hastini Hastini
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i2.2342

Abstract

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.
Inflectional Morphological Errors in EFL Academic Writing: An Error Analysis of Indonesian University Students Wahid, Wilna Tri Rahayu; Bochari, Siska; 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 Amaliarrafiun, Putri Nurmeiga; 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.
Co-Authors Abdul Kamaruddin Abraham Akbar Eisenring, Moh Agusti Rahayu Amaliarrafiun, Putri Nurmeiga Andi Fatur Rahman Angelika, Priskila Anggreni, Afrillia Annisa Ainun Mardhiyah Aras, Rahmalia Putri Arid, Muhammad Ayu Wilena Dewi, Rai Chatarina Umbul Wahyuni Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Dewi, Ni Putu Indah Tiara Dolita, Fajria Eisenring, Moh. Abraham Akbar Elis Susanti, Elis Ermawati Ermawati Erniwati Erniwati Eva Herayanti Fadhilah Zamzam Fahmi Rizaldi Fajrin, Zainul Ferry Rita Fiisyatin Rodiah Firghy, Siti Aisyah Mutiara Fitra, Nur Fitrah, Mauizatul Fitri Harianingsih Grace Novenasari Manurung Haku, Devitriani AR. Hasan Basri Hassan, Ahmad Javed Hayati, Mutmainnah Ilma, Wafida Nur Imannuel Nico Setyono Iskandar Jamiluddin Jamiluddin, Jamiluddin Jaya, Moh Yusril Kamarrudin, Abd. Kamaruddin, Abd. Kamidi, Reniasni Konder Manurung Kusnadi, Muhammad Fitrah Left, Left Lutfi, Muh. Faris M. Said, Mawardin Maf'ulah, Maf'ulah Maf’ulah Maf’ulah, Maf’ulah Maghfira, Maghfira Mahrum, Mochtar Mashuri Mashuri Masyitha Madani Mentari, Cindhy Qirana Cinta Mertosono4, Sudarkam R. Mochtar Marhum Moh Yusril Jaya Mongi, Megasari Muhammad Adithya Huzaifah Sandhi Muhammad Arid Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim Mukrim, Mukrim Murkim Nadrun, Nadrun Natalia Lapuk Ningsih, Rahayu Wulan Niswatun Nafi'ah Nita Andriani Novela Ananda Nuraini, Latifah Octaviana, Dita Patmasari, Andi Putri, Putri Azhari R Mertosono, Sudarkam Ramawati, Ramawati Reza, Mutia Rita, Ferry rofiqoh rofiqoh Rofiqoh Rofiqoh S. Madanun, Nur Rahmi Sabang, Rahmad Rizkyanto Sadilia, Sukmawati Sahriyah, Nila Sakina Sakina, Sakina Sapitri, Dian Sari, Lilis Indah Sellinda Putri Sepriana, Tanti Septyani Wulandari Setiani, Nila Utari Shanti Rachmawati Afrilya Shanti Rachmawati Afrilya Siska Bochari Sri Fitriwati Andi Patangai Sri Wulandari, Riska Sriati Usman Suciati, Sarah Sudarkam R Mertosono Syahruramadana Syukur, Muhammad Tri Rahayu Wahid, Wilna Tri Rahayu Wahyudin Wahyudin Wiwin Suciati Zakkaria, Muh Zarkiani Zarkiani Hasyim Zarkiani, Zarkiani