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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Journal of English Language and Education 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

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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.
Using Mind Mapping to Improve Students’ Reading Comprehension Nur Zam Zamia; Konder Manurung; Andi Patmasari; Darmawan Darmawan
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.v8i2.44169

Abstract

Reading comprehension plays a pivotal role in students’ academic achievement. However, many learners struggle due to traditional teaching methods and limited strategies. To address this challenge, this research investigates whether the use of mind mapping can improve reading comprehension among eighth-grade students at SMP PT Pasangkayu. This research used a quasi-experimental design. The population consists of eighth-grade students from SMP PT Pasangkayu, totaling 85 students from 3 classes. The sample is class B as the experimental class and class C as the control class. Tests were used to collect data consisting of pre-tests and post-tests. The test results show that the average pre-test score obtained by the experimental class is 35.14, while the average pre-test score obtained by the control class is 43.72. Then the average post-test score of the experimental class was 79.64, while the control class was 53.93. The calculated t-value (3.37) was greater than the t-table value (1.674), which means the hypothesis is accepted. The t-test is used to test the significance and relevance between two unpaired sample groups. Based on the research results, the use of mind mapping can improve the reading comprehension of eighth-grade students at SMP PT Pasangkayu.
Exploring Academic Reading Strategies Among EFL University Students: A Study at Tadulako University Tribuana Puspitasari; Darmawan Darmawan; Andi Patmasari; Mochtar Marhum
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.v8i2.44252

Abstract

This study investigates the reading strategies employed by seventh-semester students of the English Education Study Program at Tadulako University. This study employs a qualitative descriptive design aimed at exploring and analyzing the strategies used by students to comprehend academic texts. The data were collected through structured questionnaires administered to 21 students. The questionnaire includes statements rated on a Likert scale (from 1 = Never to 5 = Always). The findings reveal that while students frequently use strategies such as skimming, scanning, rereading, and using dictionaries to enhance comprehension, other strategies like summarizing, note-taking, and connecting ideas with prior knowledge are used. Moreover, many students rely on translation into their first language and assistance from friends, indicating ongoing challenges in processing academic texts in English. The study provides valuable insights for educators aiming to improve students reading comprehension on academic text.
Factors Contributing to Student Anxiety during Classroom Presentation: A Qualitative Study Melisa Melisa; Darmawan Darmawan; Wahyudin Wahyudin; Mochtar Marhum
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.v8i2.44297

Abstract

This study investigates the factors contributing to student anxiety during classroom presentations, particularly among fourth-semester students in the English Education Program at Tadulako University. Employing a qualitative descriptive design, the research involved questionnaires using the Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews. The findings reveal that psychological factors (e.g., low self-confidence, fear of negative evaluation), social factors (peer and teacher pressure), and environmental conditions (e.g., formal settings, lack of preparation time) significantly contribute to students’ anxiety levels. The research underscores the need for supportive classroom environments, targeted teaching strategies, and regular feedback to help students manage presentation anxiety effectively. This paper contributes to the development of anxiety-reduction interventions that can enhance students' oral communication competence in academic settings.
Investigating Students Difficulties in Comprehending English Reading Text at the Ninth Grade of SMP IT Qurrota A’yun Palu Wildan Zahen Da'im; Darmawan Darmawan; Andi Patmasari; 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.v8i2.44352

Abstract

The aim of this study is to identify the most challenging aspect of reading comprehension, particularly in narrative texts, as well as the factors contributing to these challenges. This research adopts a qualitative approach, utilizing tests and interviews as data collection instruments. The participants of this study were students at the junior high school level during the 2024/2025 academic year. A reading comprehension test was administered to 26 students, consisting of 15 questions categorized into five types: identifying the main idea, locating references, understanding vocabulary, making inferences, and finding detailed information. In addition, three students were interviewed using a set of 10 questions. The test findings indicate that the most challenging aspect for the students is identifying detailed information. Furthermore, interview results reveal two main factors contributing to students’ difficulties in reading comprehension: internal and external factors. Internal factors include inadequate reading strategies, limited vocabulary knowledge, and low interest in reading. Meanwhile, the external factor is related to the students’ surrounding environment.
Improving Students’ Reading Comprehension through Powerpoint-Based Instruction: An Experimental Study at SMP Negeri 21 Palu Aditya Moh. Zikri; Darmawan Darmawan; 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.v8i2.44375

Abstract

Reading comprehension is a fundamental skill in language learning that enables students to understand, interpret, and engage with written texts effectively. However, many students, especially at the junior high school level, face difficulties in comprehending reading materials due to limited vocabulary, lack of motivation, and ineffective teaching methods. This research aimed to investigate whether the use of PowerPoint as a teaching aid could improve the reading comprehension skills of seventh-grade students at SMP Negeri 21 Palu. A pre-experimental design was employed in this study, involving 17 students selected through convenience sampling. The data were collected using multiple-choice and true-false tests administered before (pre-test) and after (post-test) the treatment. The statistical analysis revealed that the t-counted value exceeded the t-table value, indicating that the research hypothesis was accepted. These findings suggest that the use of PowerPoint has a positive effect on enhancing the students’ reading comprehension skills.
Integrating Role Play and Audio-Visual Media to Boost Speaking Skills: A Study of Eighth Graders at SMP Lab School Untad Palu Fanisha Astri Aulia; Darmawan Darmawan; Desrin Lebagi
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.v8i2.44601

Abstract

This study investigates the effectiveness of using role play combined with audio-visual media to improve the speaking skills of eighth-grade students at SMP Lab School UNTAD Palu. The research was conducted in response to students’ difficulties in speaking English, such as limited vocabulary, incorrect pronunciation, and lack of self-confidence. A quantitative approach with a quasi-experimental design was used, involving two groups: an experimental group and a control group. Both groups were given a pre-test and a post-test to measure their speaking performance before and after the treatment. The collected data were analyzed using SPSS software. The results showed that the experimental group made significant progress in their speaking skills, with the average score increasing from 60.00 in the pre-test to 82.11 in the post-test. In contrast, the control group showed only a small improvement, from 59.41 to 67.71. Statistical analysis confirmed that the use of role play supported by audio-visual media had a significant positive effect on students’ speaking abilities, particularly in improving their fluency and accuracy.
Investigating The Integration Of Critical Pedagogy In Teaching English As A Foreign Language: Perspectives From Senior High School Teachers In Palu Mulky Satria Kamal; Darmawan Darmawan; Mashuri Mashuri; Maf’ulah Maf’ulah
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.v8i4.45333

Abstract

This study investigates the integration of Critical Pedagogy in teaching English as a Foreign Language (EFL) based on the perspectives of senior high school teachers in Palu, Indonesia, within the framework of the Merdeka Belajar curriculum. Using a qualitative research design, this study explores how teachers understand and apply key principles of Critical Pedagogy, such as dialogue, problem-posing, reflection and action (praxis), and the development of students’ critical awareness of social issues. Data were collected through classroom observations and in-depth interviews with three purposively selected EFL teachers. The findings reveal that the teachers have attempted to implement student-centered learning through classroom discussions, problem-solving tasks, and project-based learning connected to local contexts, including disaster awareness and community issues. However, several challenges were identified, including curriculum constraints, limited teaching resources, insufficient professional development opportunities, and students’ limited readiness for critical engagement. This study concludes that the effective integration of Critical Pedagogy in EFL classrooms in Eastern Indonesia requires context-sensitive teacher training, greater curricular flexibility, and stronger policy support to promote critical and socially responsive English language teaching.
Co-Authors Abdul Kamaruddin Aditya Moh. Zikri Aminah Suriaman Anjar Kusuma Dewi Daniel Urslenton Wiser Sumang Desrin Lebagi Dhea Agustianingsih Dinah Aprilia Eisenring, Moh. Abraham Akbar Endang Puspita Sari Enjel Enjel Fajria Dolita Fanisha Astri Aulia Feralia Rosita Rosalina Ferry Rita Hastini, Hastini Hizra Amanda Ilmuislami Mawardin Imannuel Nico Setyono Ismi Awalia Jamiluddin, Jamiluddin Jeric Romero Konder Manurung Maf'ulah Maf'ulah Mafulah Mafulah Maf’ulah Maf’ulah Mashuri Mashuri Mawardin Muhammad Said Mawardin Muhammad Said Ma’fulah Ma’fulah Melisa Melisa Miftahul Jannah Mochtar Marhum Muhammad Arid Mukrim Mukrim Mulky Satria Kamal Munira Ria Rezky Nur Sehang Thamrin Nur Zam Zamia Nurfitri Nurfitri Nurul Ain Nurul Alfiah Wahyuni Nur’Ainun Nur’Ainun Patmasari, Andi Rahmat Agung Wibowo Rivaldo Barani Rofiqoh Rofiqoh Sriati Usman Stesia Abigael Tombo Sudarkam R Mertosono Syahrul Munir Tribuana Puspitasari Uun Apriana Lago Vivi Vidya Lestari Wahyudin Wahyudin Wahyudin Wahyudin Wanda Putri Ramadhani Imsaqiah Wildan Zahen Da'im