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All Journal BAHASANTODEA IJEE (Indonesian Journal of English Education) Indonesian JELT IJoLE: International Journal of Language Education ELS Journal on Interdisciplinary Studies in Humanities CARADDE: Jurnal Pengabdian Kepada Masyarakat Lectura : Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM Journal of English Language and Education Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study Journal of Language and Literature Studies Literacy : International Scientific Journals of Social, Education, Humanities TELL - US JOURNAL Jurnal Banua Oge Tadulako Ulil Albab e-Journal of ELTS (English Language Teaching Society)
Konder Manurung
English Department, Tadulako University, Palu, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Using Wattpad Platform To Improve Writing Skill Of The Tenth-Grade Students of SMA Negeri 2 Palu Syahwalya, Fitra; Manurung, Konder; Patmasari, Andi; Mukrim, Mukrim
Journal of Learning Improvement and Lesson Study Vol. 4 No. 2 (2024): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v4i2.102

Abstract

The aim of this research aims to prove if the use of the Wattpad platform can improve the writing skills of the tenth-grade students of SMA Negeri 2 Palu. The research method is a quantitative method with a quasi-experimental design. To collect data, this study used pre-test and post-test. The subjects of this study were divided into two, the experimental group and the control group. The research instrument is a writing test with narrative text type.The results showed that the post-test t-counted value (6.608) was greater than the t table (1.670) by applying a significance level of 0.05 with degrees of freedom (df) = 64. Based on the results of the study, if the t value is greater than the t table, then H0 is rejected and Ha is accepted,.In other words, the effect of using Wattpad platform on students' writing skills has a significant effect.
The Implementation of Storyboarding Technique to Improve Writing Skill of the Ninth Grade Students of SMP Negeri 5 Sigi Nabilah, Putri; Manurung, Konder; Patmasari, Andi; Budi, Budi
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.345

Abstract

This study aims to investigate the effect of the Storyboarding Technique in improving the writing skills of ninth-grade students at SMP Negeri 5 Sigi. The primary issue addressed is students' difficulty generating and organizing ideas while maintaining motivation during writing activities. The research adopts a quasi-experimental design with a pretest-posttest control group involving two classes selected through simple random sampling: experimental and control classes. The research instruments included pre-test and post-test assessments. In the pre-test, the experimental group scored an average of 42, while the control group scored 44.16. After the treatment, the post-test scores increased to 67.83 for the experimental group and 58.16 for the control group. Statistical analysis using degrees of freedom (df) 46 at a significance level of 0.05 showed that the t-count (2.006) exceeded the t-table (1.678), indicating a significant difference. The results demonstrate that the Storyboarding Technique effectively improves students' writing skills, particularly in recount text composition. This technique motivates students by facilitating idea visualization and structuring before formal writing. The findings suggest that teachers may integrate storyboarding as a creative approach to English language learning to enhance students' writing proficiency. Further research is recommended to explore its long-term effects on writing development.
The Implementation of Team-based Learning IDLE Digital Technology-based Devices in Developing Speaking Skills Konder Manurung; Aminah Aminah; Wahyudin Wahyudin; Grace Novenasari Manurung
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i1.4947

Abstract

This study aims to enhance students’ speaking skills in an academic setting by applying the Team-based Learning Model and describe how they perceive the implementation of IDLE digital technology-based devices in the application of the team-based learning model. Mixed Method research is used in this investigation. An experimental method was used to collect quantitative data, applying the Team-based Learning model to teach speaking skills to two student groups, which were selected using a probability sampling technique. Questionnaires and oral tests were used to gather quantitative data, while qualitative data was collected through focus group discussions and interviews. The quantitative data was analyzed using descriptive statistics with SPSS for Windows, and the qualitative data, which focuses on the problems and the objectives of the research, was analyzed using Content Analysis. The results of the data analysis show more students passed the Speaking in Academic Context Course than the students did in the previous academic years. The passing scores are between 71 to 76 and 86 to 100, or grades B (Good) and A (Very Good). According to the findings of data analysis on student perceptions obtained from questionnaires, students used several IDLE digital technology-based devices to complete projects, used the IDLE digital technology-based devices for fairly effective periods, between 30 minutes and over an hour per day, and used them for both receptive and productive activities individually and in group. The findings imply that the effective selection of teaching models and instructional media, especially the application of IDLE digital technology-based devices, is needed to motivate students to learn individually and in groups.
Improving Eighth Graders' Writing Skills Using Guided Questions at SMP Negeri 20 Palu Sari, Nupita; Manurung, Konder; Lebagi, Desrin; Rofiqoh, Rofiqoh
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3945

Abstract

This study aims to determine whether the guided question technique is effective in improving the writing skills of grade VIII students at SMP Negeri 20 Palu. The researcher used a quasi-experimental research design. The population of this study consisted of 111 class VIII students at SMP Negeri 20 Palu. The sample of this study consisted of class VIII B, an experimental class with 29 students, and class VIII C, a control class with 29 students. The sample selection in this study used simple random sampling. The researcher administered pretests and posttests during data collection. The results showed that the average value of the experimental class students on the posttest (75.29) was significantly higher than that of the control class students (58.62). The significance value (Asymp. 2-tailed) is 0.001, which is smaller than the p-value of 0.05; this indicates that the alternative hypothesis (Ha) is accepted. In conclusion, the guided question technique effectively improved the writing skills of grade VIII students at SMP Negeri 20 Palu.
The Use of Fable in Developing Reading Comprehension Meynaksi, Astrid; Manurung, Konder; Mashuri, Mashuri
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 4 No. 5: April 2025
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v4i5.8659

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana dongeng digunakan dalam mengembangkan kemampuan membaca pemahaman berdasarkan artikel-artikel penelitian yang diulas dan untuk mengetahui seberapa efektif dongeng dalam mengembangkan kemampuan membaca pemahaman. Penelitian ini dilakukan melalui metode penelitian kepustakaan. Sumber data dari dua data yaitu data primer di ambil dari (Mislaini 2015) dan data sekunder di ambil dari dokumen yang didasarkan pada artikel ilmiah dan dua tesis antara tahun 2015-2024. Berdasarkan hasil metode penelitian kepustakan, di temukan 5 peneliti yang menggunakan dongeng untuk meningkatkan pemahaman membaca, yaitu, Nurafni (2020), Alisah (2024), Romdoni (2020), Aisyah (2024), dan Sari (2018). Hasil analisis menunjukkan bahwa implementasi metode Fabel dalam pengajaran membaca pemahaman dilakukan dalam tiga Langkah. Teknik fabel digambarkan sebagai kumpulan analisis data yang berkelanjutan untuk membantu siswa memahami, belajar, dan menikmati kemampuan membaca pemahaman. Penerapan teknik ini tidak hanya dilakukan dengan mengandalkan teknik ini saja, tetapi juga dengan bantuan berbagai media dan teknik pendukung, seperti video, buku fabel digital, dan teks naratif. Analisis terhadap sumber-sumber primer juga menunjukan bahwa, setelah penerapan teknik fabel, di temukan bahwa semua siswa dari berbagai tingkat akademik mengalami peningkatan dalam pengajaran pemahaman membaca mereka. Temuan ini menyiratkan bahwa penggunaan fabel dalam pengajaran pemahaman membaca berdampak positif pada siswa. Dengan demikian, penggunaan fabel merupakan metode yang efektif untuk mengembangkan pemahaman membaca siswa.
Morpho-Syntactic Errors in EFL Students’ Writing: A Lesson from Language Education Institutions Fajrin, Zainul; Manurung, Konder; Bochari, Siska; Hastini, Hastini; Hassan, Ahmad Javed
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2505

Abstract

Many students struggle with writing in English due to linguistic challenges such as morphology and syntax. This research aimed at discovering the morpho-syntactic errors that EFL students did and the most dominant error in the fifth-semester students in the English Education Study Program at Tadulako University. The researcher used descriptive quantitative method as the design of the research to analyze common morpho-syntactic error in on the students’ writings and to discover the errors and the most dominant errors made by students. The participants of this research were 145 students which chosen using simple random sampling where the researcher picked sample members from a population at random, without worrying about different groups or layers within that population. Data for this study were gathered through tests and the researcher analyzed using Dulay’s linguistic category taxonomy. The results of the study showed that errors are found at both morphological and syntactical levels. The morphological level included pronoun error, quantifier error, and inflectional error. Meanwhile, the syntactical level included tense error, infinitive error, auxiliary verb error and subject-verb agreement error. However, from all those errors, the most dominant error was pronoun error with the total number of errors was 504 in frequency. It implied that students lacked of understanding the use of pronouns in sentences. The research findings have important implications for both pedagogical approach and linguistic competence. For pedagogical approach, the insights help students understand and correct common grammar errors, improving their writing skills and boosting their confidence. In terms of linguistic competence, the findings highlight EFL students' development in morphology and syntax, enabling them to construct grammatically correct sentences and master complex language structures.
A STUDY ON THE IMPLEMENTATION OF ENGLISH SONGS IN TEACHING VOCABULARY MASTERY Nurkhalizah Lembah; Konder Manurung; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 2 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i2.1873

Abstract

A song is a type of teaching media that can be used to teach any subject. It can also be used to teach vocabulary because song lyrics contain a variety of vocabularies. The goals of this study are to describe the steps of the implementation of English Song in teaching vocabulary mastery and to describe how successful the implementation of English Song in teaching vocabulary mastery was. The study applied qualitative design that implemented Library Research Method. The data were collected from scientific writing on the implementation of English songs in teaching vocabulary between 2011 and 2021. The scientific writing were found from the library and internet. The data were analyzed using content analysis based on Dale (1992). The results reveal that there are five scientific writings from Widhiastuti (2012), Febria (2015), Gushendra (2017), Bahri (2018), and Sari (2019). The results of the data analyzed show that the implementation of English Song in five different studies by five different experts used different steps in implementing the procedure. One of them was followed the procedure suggested by Dale (1992) which is play the song with no preparation and no hand-outs. Three of them give the materials before the listening selection, and other researcher play the video or singing the song by the teacher. Based on second research question, the vocabulary mastery of students’ improve after the implementation of English Song in the classroom. The researcher conclude that the implementation of English Song in teaching vocabulary mastery has a positive effect because the students’ vocabulary has improved as a result of the research.
THE ANALYSIS OF TEACHING STRATEGIES IN READING COMPREHENSION Rabiatul Adawiah; Konder Manurung
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 2 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i2.1875

Abstract

This study is to investigate the strategies mostly applied by teachers in teaching reading comprehension in scientific writing/journal articles. This research formulate from library research used scientific writing (journal articles) 2010 – 2021 and how is the implementation of the teaching strategies in reading comprehension the most frequently used on journal articles. This study used qualitative research design. The data were collected by library research the documentation. The data was collected from journal articles that related with the topic. To collected data is used five steps: 1) Searching valid data and resources relevant with the topic, 2) Finding the key information from the data, 3) Taking notes from the essentials information, 4) Organizing the described data into their classifications, 5) Choosing the topic to be analyzed. Based on the findings from ten journal articles, the researchers concludes that the teaching strategies QARs, Scaffolding, Memorizing strategy, Discussion strategy, Reading Aloud, Question generating, Encouraging the use dictionary, Evaluating comprehension in particular task, Brainstorming and Understanding text .From the ten teaching strategies in reading comprehension researcher found the most frequently strategies used in teaching reading comprehension namely, Question-Answer relationships (80%). In accordance with the statement of Adler (2003) QARs is the effective strategy were used in teaching reading comprehension. Teaching strategies has different ways of learning but has the same goals, which is to help students in understanding reading difficulties.
A STUDY ON THE IMPLEMENTATION OF WORD CHAIN GAME IN TEACHING VOCABULARY MASTERY Rhizman Ashary Muhammad; Konder Manurung; Wahyudin Wahyudin
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1878

Abstract

This study was conducted through Library Research method which describes the application of Word Chain Game in Teaching Vocabulary Mastery. Word Chain Game is type of game designed to help players improve their vocabulary mastery. The objectives of this research are to describe the steps on the implementation of Word Chain Game in teaching vocabulary mastery and describe the students’ vocabulary mastery after the implementation of Word Chain Game. The data source were taken from Lewis Carroll (1879) as the primary data and scientific writing on the implementation of Word Chain Game from 2010-2021 as the secondary data. The result of the library research method indicate that there are 5 (five) scientific writing. The result of descriptive analysis show that the implementation of Word Chain Game in five different studies used different steps in implementing the procedures produced by the proponents of the game which consist of 4 steps. 1) The words used must be derived from dictionary. Proper names and words are not permitted. 2) The next word must be formed from the previous word by continuing the word with the last letter in it to form a Chain Word. 3) No word may be used as a Link unless it (or, if an inflection, the word from which it comes) is listed in the following Glossary. When adjectives and adverbs are regularly formed, their comparatives and superlatives are regarded as 'inflections' of the positive form and are not given separately: for example, if the word 'new' is given, it is to be understood that 'newer' and 'newest' are also admissible. However, nouns formed from verbs (such as 'reader' from 'read') are not considered to be so, and may not be used as Links unless they are found in the Glossary. 4) When played in a group, the person who cannot provide the word link is eliminated, and the winner is the only one who remains. When there are two players, the one who makes the most word links wins. One of them ask the students to write, spell, and pronounce the word. Two of them just ask the students to write the word, and other researchers only ask the students to pronounce the word. The vocabulary mastery of EFL students improved after the implementation of Word Chain Game in the classroom. According to the findings, it provides an interesting method for vocabulary building skill and strategies, word memorization, word list recall or vocabulary recognition, and group work. It is conclude that using Word Chain Game in teaching vocabulary is effective. In other words, differences in the teaching procedures do not negatively impact the students vocabulary mastery.
A STUDY ON THE USE OF SUBSTITUTION DRILL TECHNIQUE IN TEACHING GRAMMAR Zumrah Zumrah; Konder Manurung
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1885

Abstract

This study was conducted through Library Research Design. The objectives of this study are to analyze, describe, and explain about the implementation of substitution drill technique in teaching grammar. In this study, the data described was taken from the ones conducted within 2011-2020. There are ten studies used as the data sources in this recent study. The result of descriptive data analysis showed that the implementation of substitution drill can improve the students’ ability in English , such as the ability in conditional sentence, simple present tense, past tense, continuous tense, degrees of comparison, and the ability in using auxiliary do and does. Based on the results of the implementation of substitution drill by previous researchers, it was found that most of the students on different academic levels within 2011-2020 experienced improvement on their ability in English after the implementation of substitution drill. All the secondary data sources used different procedure but in general all drill procedure are similar using the procedure by Decanay & Donald model with the following procedure: a model, a cue, and response.
Co-Authors Abdul Kamaruddin Agussatriana Aisah Apridayani Alexander, Stebby Pretticia Alwin, Wina Rizqiyana Aminah Aminah Aminah Aminah Aminah Aminah Aminah Suriaman Anasthasia Belayo Watun Andi Hikmah, Andi Anugraini, Nurrul Cikal Anwar, Aulia Nanda Sari Atik Yuliyani Budi Budi Budi Budi Budiman, Teguh Darmawan Darmawan Desrin Lebagi Dewi, Anjar Kusuma Dinarti Djafar, Nur Anna Fadhilah Zamzam Fajrin, Zainul Grace Novenasari Manurung Grace Novenasari Manurung Hasan Basri Hassan, Ahmad Javed Hastini, Hastini Husni, Nanda Annisa Irma Irma Jamiluddin, Jamiluddin Kamaruddin, Abd. Kamarudin, Abd. Kartikasari, Nirma Kumowal, Widiatris Apriyani Maf'ulah Maf'ulah Maf'ulah, Maf'ulah Maf'ulah, Maf’ulah Maf’ulah, Maf’ulah Majeed, Maryana Manurung, Grace Novenasari Marhum, Nunun Kalsum J. Mashuri Mashuri Mashuri Mashuri Masyitha, Nur rahmaniar Meynaksi, Astrid Mochtar Marhum Muhammad Triansyah Mukrim Mukrim Mukrim, Mukrim Nabilah, Putri Nadrun, Nadrun Ni Made Aprilia Pramesti Nindi Putri Asylva Nindi Putri Asylva Nirma Nirma Nur Maya, Nur Nur Sehang Thamrin Nurgan Tadeko Nurkhalizah Lembah Patmasari, Andi Ponglimbong, Marselina Qalbina, Fathira Rabiatul Adawiah Rekhavitri, Rengganis Rhizman Ashary Muhammad Riska Juliana rofiqoh rofiqoh Rusdin, Diyenti S, Sakina Sahrawati, Sahrawati Sari, Nupita Shaban, Alkhaf Siska Bochari Siti Aisyah Sriati Usman Sudarkam R Mertosono Syahwalya, Fitra Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wina Rizqiyana Alwin Yuliana Yuliana Zakkaria, Muh Zam Zamia, Nur Zarkiani Hasyim Zumrah Zumrah