Article Per Year (5 Year)
p-Index From 2021 - 2026
2.737
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Journal of General Education and Humanities Literacy : International Scientific Journals of Social, Education, Humanities e-Journal of ELTS (English Language Teaching Society)
Darmawan Darmawan
Universitas Tadulako
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
The Effectiveness of Interactive Games for Improving Eighth-Grade Students' Vocabulary Mastery at MTs Alkairaat Alindau Hizra Amanda; Darmawan Darmawan; Desrin Lebagi; Jamiluddin Jamiluddin
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.764

Abstract

This study was motivated by the students' limited vocabulary mastery in learning English. Therefore, the researcher applied interactive games as an instructional tool to support students in expanding their vocabulary. The purpose of this study was to investigate the effectiveness of interactive games in improving the vocabulary achievement of eighth-grade learners at MTs Alkhairaat Alindau. The study employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The participants consisted of 24 students from Class VIII A. The data, collected through pre-tests and post-tests, were examined using a normality test and a paired sample t-test in SPSS software. Findings show that the students' mean score increased significantly from 45.67 in the pre-test to 66.58 in the post-test. The statistical analysis yielded a t-value of -15.668 (with a very large effect size, Cohen's d = 1.48) and a significance value (two-tailed) of 0.000. Since this value is less than 0.05, the null hypothesis (H0) is rejected while the alternative hypothesis (H1) is accepted. Therefore, the use of interactive games such as word matching and crossword puzzles proved effective in significantly improving students' vocabulary mastery at MTs Alkhairaat Alindau. This finding suggests that interactive games can serve as effective alternative strategies in EFL vocabulary teaching, particularly in similar junior high school settings.
Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing Dhea Agustianingsih; Wahyudin Wahyudin; Andi Patmasari; Darmawan Darmawan
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.v5i1.996

Abstract

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.
Exploring Speaking Anxiety Among Sixth Semester English Education Students at Tadulako University Nurul Ain; Darmawan Darmawan; Maf'ulah Maf'ulah; Mochtar Marhum
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.v5i1.1122

Abstract

This study examines speech anxiety among sixth-semester English Education students at Tadulako University, highlighting the ongoing challenges that hinder students' ability to communicate confidently despite having taken various speaking courses. This study aims to identify the main factors contributing to speaking anxiety and analyze the coping strategies used by students to overcome these psychological barriers in the classroom context. Using a mixed-methods design that sequentially combined qualitative and quantitative methods, this study first collected quantitative data through a questionnaire administered to sixth-semester students to measure anxiety levels and identify contributing factors, followed by semi-structured interviews with selected participants to gain deeper insights into their personal experiences and management strategies. Findings indicate that speaking anxiety primarily stems from two interrelated domains: psychological factors, including fear of negative evaluation, lack of confidence, and perfectionism; and linguistic factors, such as limited vocabulary, grammatical uncertainty, and pronunciation difficulties. Students reported using various coping mechanisms, ranging from thorough preparation and collaboration with peers to relaxation techniques and talking. This study emphasizes that speaking anxiety is not merely temporary nervousness, but rather a complex phenomenon that affects student participation in class, learning motivation, and their perception of themselves as future English language educators. This highlights the need for a more supportive learning environment and targeted interventions to address the emotional and linguistic dimensions of this challenge.
Co-Authors Aminah Suriaman Anjar Kusuma Dewi Daniel Urslenton Wiser Sumang Desrin Lebagi Dhea Agustianingsih Dinah Aprilia Enjel Enjel Ferry Rita Hastini, Hastini Hizra Amanda Imannuel Nico Setyono Jamiluddin, Jamiluddin Jeric Romero Maf'ulah Maf'ulah Mashuri Mashuri Mawardin Muhammad Said Miftahul Jannah Mochtar Marhum Munira Ria Rezky Nur Sehang Thamrin Nurfitri Nurfitri Nurul Ain Nurul Alfiah Wahyuni Nur’Ainun Nur’Ainun Patmasari, Andi Rofiqoh Rofiqoh Sriati Usman Sudarkam R Mertosono Syahrul Munir Wahyudin Wahyudin