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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 FOSTER: Journal of English Language Teaching Journal of English Language and Education Jurnal Abdi Masyarakat Indonesia 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 Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The Use of English Language Speech Assistant (ELSA) Speak Application to Improve Pronunciation Alwin, Wina Rizqiyana; Konder Manurung; Desrin Lebagi; Mukrim, Mukrim
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3926

Abstract

This research aimed to investigate the effectiveness of English Language Speech Assistant (ELSA) speak application is effective in improving students’ pronunciation at SMP Negeri 1 Sirenja. The primary research question is whether or not the use of English Language Speech Assistant (Elsa) speak application is effective in improving students’ pronunciation. The research used a quasi-experimental design with an applied non-equivalent control group design. The research used a purposive sampling technique and took a sample of 57 students. The subject of this research was the eighth-grade students at SMP Negeri 1 Sirenja class A and B. B class was an experimental group while A class was a control group. The research instrument was a pronunciation test that was given as a pre-test and post-test. The data collected was analyzed by using descriptive statistics and inferential analysis using SPSS 22 version program. Based on the result of the hypothesis test (t-test), the value from the data analysis that has been conducted shows a significance value of 0.000<0,05. In addition, the alternative hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected. In conclusion, the use of English Language Speech Assistant (ELSA) speak application is effective in improving students’ pronunciation.
The Implementation of Team-based Learning IDLE Digital Technology-based Devices in Developing Speaking Skills Manurung, Konder; Aminah, Aminah; Wahyudin, Wahyudin; Manurung, Grace Novenasari
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.
AN ANALYSIS ON THE IMPLEMENTATION OF ROLE PLAY IN TEACHING SPEAKING Rekhavitri, Rengganis; Manurung, Konder; Hasyim, Zarkiani; Mukrim, Mukrim
e-Journal of ELTS (English Language Teaching Society) Vol. 12 No. 2 (2024)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v12i2.3827

Abstract

Speaking is one of the most important skills to be developed in order to communicate effectively. Therefore, the goal of teaching speaking skills is communicative efficiency. In order to achieve the goal, many methods and techniques are applied including role play method. This research aims to analyze how to implement role play in teaching speaking English based on the previous research. This study applied a library research, which is part of qualitative research. Data were collected through undergraduate thesis, thesis, and journal articles published in 2014 to 2023. The data were analyzed using content analysis based on Harmer (2007). There are ten scientific writings from Susilo (2014), Hidayanti (2015), Sholikah (2017), Agustiningrum (2019), Sholiha (2020), Tumada et al. (2020), Marwa (2020), Arifin (2021), Farisya (2022), and Magfirah (2022). Some researchers refer to expert recommendations using role play by Harmer (2007), Lewin (1990), and Kemmis and Mc Taggart (1988) procedure. The results of the study show that the implementation of role play is effective in improving students speaking skills because students take a new identity and learn to use a foreign language students for every day interaction. Besides that, role play technique is ineffective in teaching speaking skills because of some factors for some students and teacher. Students and teachers using the role play technique to develop and teach speaking skills should prioritize preparation, participation, and reflection. To get the most out of the learning experience, students should actively participate in the scenarios, taking on their roles with excitement and originality. They should also be receptive to comments and willing to practice frequently in order to enhance their fluency and confidence. Teachers should carefully select or create role play scenarios that are both relevant and demanding, with clear directions and enough support.
A STUDY ON THE IMPLEMENTATION OF FLASHCARDS IN TEACHING VOCABULARY Budiman, Teguh; Manurung, Konder; Maf'ulah, Maf’ulah
e-Journal of ELTS (English Language Teaching Society) Vol. 11 No. 3 (2023)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v11i3.4401

Abstract

The objectives of this research are to describe how the implementation of Flashcards in teaching vocabulary and to describe how is students’ vocabulary mastery is after the implementation of Flashcards. The study applied qualitative design that implemented the Library Research Method. The data were collected from scientific writings on implementing Flashcards in teaching vocabulary between 2011 and 2021. The scientific writing was found on the internet. The data were analyzed using content analysis based on Wright (1989). There are nine scientific writings as the data. The results of data analysis showed that implementing Flashcards in nine different studies was carried out using many methods. Some researchers refer to expert recommendations using Flashcards. Buttner (2007), Budden (2013), Allen (1983), Read (2013), Wright (1989), and Harmer (2007). All studies show that students' vocabulary increases after applying Flashcards in their research. Flashcards have some impact on students. For example, Flashcards increase students' motivation to learn vocabulary, students easily understand the material, students can make simple sentences, students acquire new vocabulary, students' vocabulary increases, and students can understand the material. The increase in students' vocabulary is caused by several factors, namely the amount of treatment given, class conditions, and the strategies used by the teachers to overcome students' vocabulary weaknesses.
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.
Enhancing Ninth-Grade Students’ Vocabulary Through Word Mapping Game at MTs Muhammadiyah Al-Haq Palu Dinarti; Manurung, Konder; Lebagi, Desrin; Thamrin, Nur Sehang
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.v10i3.3952

Abstract

This study aims to determine whether the Word Mapping Game is effective in increasing vocabulary mastery of the ninth-grade students at MTs Muhammadiyah Al-Haq Palu. Students of grade IX participated in this research. Two classes were identified as control and experimental classes in this quasi-experimental research design. The researcher used pretest and posttest to collect data. Then, SPSS version 24 was used to analyze the collected data. The results showed that the mean posttest score of students in the experimental class 77.08 was higher than the mean score in the control class 61.85. Furthermore, based on the results of Mann-Whitney U, the sig (2 tailed) value 0.008 was lower than 0.05. It indicated that the alternative hypothesis was accepted and the null hypothesis was rejected. Therefore, the use of Word Mapping Game can increase the vocabulary mastery of the ninth-grade students at MTs Muhammadiyah Al-Haq Palu.
A Study On The Use Of Mind Mapping In Teaching Writing Nurhasanah, Fani; Manurung, Konder; Agussatriana, Agussatriana
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.v8i4.48994

Abstract

This research aims to investigate the use of mind mapping as a teaching technique to enhance students’ writing skills in descriptive text. Using a qualitative library research approach, data were gathered from secondary sources, including theses, journals, and articles published between 2012 and 2024. The analysis focused on identifying teaching procedures, outcomes, and effectiveness across five selected studies. The findings indicate that mind mapping significantly improves students’ ability to generate, organize, and connect ideas, resulting in more coherent and creative descriptive texts. It also enhances vocabulary, grammar, and students’ motivation to write. Across the reviewed studies, post-test scores consistently showed substantial improvement, demonstrating the technique’s effectiveness in both secondary and tertiary educational contexts. Mind mapping’s use of colors, images, and keywords makes the writing process more engaging and accessible, supporting active learning and critical thinking. Based on these findings, the study recommends that English teachers adopt mind mapping as a strategy to improve descriptive writing skills and suggests further exploration of its application to other genres of writing.
A Study of Suffix -En Usage Comprehension in Words by EFL Students at Tadulako University Ahmad, Nur Anisa Fitri; Marhum, Mochtar; Patmasari, Andi; Manurung, Konder
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.v11i1.1930

Abstract

This study investigates the extent of EFL students’ understanding of the suffix -en in English word formation at Tadulako University. This research employs a descriptive quantitative design, with data collected through a multiple-choice test and a questionnaire focusing on recognition, word formation, and meaning of the suffix -en. The data are analyzed using descriptive statistics. The findings indicate that students experience low difficulty in recognizing the suffix -en, moderate difficulty in understanding its meaning, and high difficulty in word formation using the suffix -en. These results suggest that students’ difficulties lie mainly in productive and semantic aspects rather than in formal recognition, indicating the need for explicit instruction focusing on word formation practice and contextualized meaning analysis.
The Effect of Digital Flashcard on Students’ Vocabulary Mastery Triwahyu, Triwahyu; Manurung, Konder; Patmasari, Andi; Thamrin, Nur Sehang
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.v10i6.1676

Abstract

This research aims to enhance the vocabulary mastery of seventh-grade students by applying digital flashcards in English learning at SMP Negeri 20 Palu. A quasi-experimental research design with a non-equivalent control group was employed. The population comprised 106 seventh-grade students, and the samples were selected using cluster random sampling, with class VII A assigned as the experimental group and class VII B as the control group. Data collection was carried out through pre-tests and post-tests to examine students’ improvement in vocabulary mastery. The findings revealed that students in the experimental group obtained a higher average post-test score (72.00) compared to those in the control group (56.13). Statistical analysis conducted using SPSS version 25 showed a significance value of p = 0.000, which is lower than 0.05, indicating that the alternative hypothesis was accepted. These results confirm that digital flashcards are effective in improving students’ vocabulary mastery. Furthermore, the pedagogical implications of this research indicate that integrating digital media into vocabulary instruction can foster students’ motivation, active participation, and independent learning, while also supporting the adoption of technology-based teaching practices in the classroom.
Pelatihan Pengenalan Asesmen Awal kepada Guru SMP di Kota Palu Provinsi Sulawesi Tengah untuk Mendukung Implementasi Kurikulum Merdeka melalui Workshop Interkatif Manurung, Konder; Wahyudin; Maghfira; Rini, Happy Cruzia; Manurung, Grace Novenasari
Jurnal Abdi Masyarakat Indonesia Vol 6 No 2 (2026): JAMSI - Maret 2026
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jamsi.2477

Abstract

Pengetahuan mengenai asesmen awal  merupakan prasyarat penting dalam penerapan pembelajaran berdiferensiasi sebagai salah satu strategi pendukung keberhasilan implementasi Kurikulum Merdeka. Asesmen awal berfungsi untuk mengidentifikasi kebutuhan peserta didik sehingga proses pembelajaran dapat dirancang secara tepat dan berpusat pada peserta didik. Namun, keterbatasan pemahaman dan penerapan asesmen awal masih ditemukan pada guru-guru SMP di Kota Palu, Sulawesi Tengah. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman guru terkait asesmen awal sebagai dasar perencanaan pembelajaran. Metode yang digunakan adalah pelatihan interaktif melalui workshop yang diikuti oleh delapan guru SMP Negeri Satu Atap LIK Layana Indah Palu. Data dikumpulkan menggunakan angket untuk mengukur tingkat pemahaman guru. Hasil analisis angket menunjukkan peningkatan pemahaman guru mengenai teknik asesmen awal, dari 39,6% sebelum pelatihan menjadi 81,3% setelah pelatihan. Pengetahuan tentang instrumen asesmen awal juga meningkat dari 37% menjadi 83%. Selain itu, seluruh peserta memahami tujuan dan manfaat asesmen awal, meskipun sebagian besar belum melaksanakannya sebelum penyusunan Rencana Pelaksanaan Pembelajaran (RPP). Hasil ini mengindikasikan bahwa pelatihan efektif mendukung implementasi Kurikulum Merdeka melalui penguatan asesmen awal. Pelatihan asesmen awal terbukti efektif dalam meningkatkan pemahaman guru SMP terkait perencanaan pembelajaran yang berpusat pada peserta didik. Untuk keberlanjutan praktik asesmen, diperlukan pendampingan lanjutan agar asesmen awal terintegrasi dalam perencanaan dan pelaksanaan pembelajaran.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Agussatriana Ahmad, Nur Anisa Fitri Aisah Apridayani Alexander, Stebby Pretticia Alwin, Wina Rizqiyana Aminah Aminah Aminah Aminah Aminah Suriaman Anasthasia Belayo Watun Andi Hikmah, Andi Anggreni, Afrillia 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 Fikriani Fikriani Grace Novenasari Manurung Happy Cruzia Rini Hasan Basri Hassan, Ahmad Javed Hastini Hastini Hastini, Hastini Husni, Nanda Annisa Irma Irma Jamiluddin, Jamiluddin Kamaruddin, Abd. Kamarudin, Abd. Kumowal, Widiatris Apriyani Maf'ulah Maf'ulah Maf'ulah, Maf'ulah Maf'ulah, Maf’ulah Maf’ulah Maf’ulah Maghfira Majeed, Maryana Marhum, Nunun Kalsum J. Mashuri Mashuri Mashuri Mashuri Masyitha, Nur rahmaniar Mauizatul Fitrah Meynaksi, Astrid Mochtar Marhum Muh Zakkaria Muhammad Triansyah Mukrim Mukrim Mukrim, Mukrim Nadrun, Nadrun Ni Made Aprilia Pramesti Nindi Putri Asylva Nindi Putri Asylva Nirma Kartikasari Nirma Nirma Nur Maya, Nur Nur Sehang Thamrin Nurgan Tadeko Nurhasanah, Fani Nurkhalizah Lembah Nurul Mawaddah U Makuta Patmasari, Andi Ponglimbong, Marselina Putri Nabilah Putri Syeril 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 Ta'dung Lebang, Angela Triwahyu, Triwahyu Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wina Rizqiyana Alwin Yuliana Yuliana Zam Zamia, Nur Zarkiani Hasyim Zumrah Zumrah