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All Journal BAHASANTODEA IJEE (Indonesian Journal of English Education) Indonesian JELT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 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 Journal of Educational Studies e-Journal of ELTS (English Language Teaching Society) Journal of Intensive Studies on Language, Literature, Art, and Culture
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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Analysis of Grammatical Errors in the Writing of the Eleventh Grade Students at SMA Labschool UNTAD Palu Muh Zakkaria; Konder Manurung; Siska Bochari; Hastini Hastini
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.v4i4.837

Abstract

The study aimed to investigate errors in students’ writing assignments and identify which errors students committed most often. This research was prompted by the fact that students in SMA Labschool UNTAD Palu struggle with the simple past tense as a language feature in recount texts. Utilizing a descriptive quantitative design, the study involved 15 students as the sample. Using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen as a guide, it was shown that students commit all types of grammatical errors. Misformation was committed the most with a total of 127 occurrences (80,89%). Omission ranked second with 20 appearances (12,74%), followed by addition errors with 9 appearances (5,73%), and misordering ranked last with only 1 appearance (0,64%). The high number of misformation errors indicated that students were struggling to form correct verb tenses and to choose the correct word form. This suggests that students’ understanding of English morphology and tense usage is inadequate, especially in forming sentences with past-tense verbs.
Effects of Story Mapping on EFL Speaking Fluency and Comprehensibility: A Quasi-Experimental Study of Tenth-Grade Students Nirma Kartikasari; Konder Manurung; Maf’ulah Maf’ulah; Abd. Kamaruddin
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.v5i1.841

Abstract

This research investigates the effectiveness of the story-mapping technique in improving the speaking skills of tenth-grade students at SMA Negeri 1 Sindue. The study was conducted because many students faced challenges in speaking English, such as limited vocabulary, pronunciation difficulties, low confidence, and fear of making mistakes. A quantitative approach with a quasi-experimental pre-test and post-test control group design was employed. The sample consisted of two classes: the experimental group (n = 34), which was taught using story mapping, and the control group (n = 36), which received the oral presentation method, in which students practised speaking by presenting material orally in front of the class. Students’ speaking skills were assessed for fluency and comprehensibility by two trained raters specialising in speaking with, and the scores maintained scoring reliability. The descriptive statistics showed that the experimental group achieved a notable improvement, with the mean score increasing from 42.06 in the pre-test to 52.35 in the post-test, whereas the control group showed no meaningful change. The Mann-Whitney U Test further confirmed a significant difference between the groups, indicated by an Asymp. Sig. value of 0.004, supported by a medium effect size (r = 0.34). These findings demonstrate that story mapping helps students organise ideas more effectively, speak more fluently, and express thoughts more clearly. Therefore, story mapping is considered an effective technique for enhancing speaking skills and is recommended for use in an English-speaking classroom.
The Effectiveness of Song-Based Instruction in Enhancing EFL Students’ Vocabulary Mastery: Vocabulary Nurul Mawaddah U Makuta; Konder Manurung; Afrillia Anggreni; Sriati Usman
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.v5i1.864

Abstract

Vocabulary mastery is a fundamental component of language learning, and innovative instructional strategies are needed to improve students’ vocabulary outcomes. This study aimed to investigate the effect of the Song media on the vocabulary development of tenth-grade students at SMA Negeri 5 Palu in the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group. Two classes were selected by random sampling and assigned to the experimental and control groups. Students’ vocabulary achievement data were collected through vocabulary tests and analyzed statistically using SPSS, with the Mann-Whitney U Test applied to examine differences between groups. The statistical analysis revealed a significant difference in vocabulary learning outcomes between the two groups. This was indicated by an Asymp. Sig. (2-tailed) value of < 0.001, which was lower than the 0.05 significance level. In addition, the experimental group achieved a higher mean rank (36.96) than the control group (20.04), showing better post-test performance after the treatment. These findings imply that integrating songs into vocabulary instruction is significantly more effective than conventional teaching methods for improving students’ vocabulary learning outcomes.
The Impact of Integrating Authentic Assessment in Developing Students' English Learning Outcomes: A Meta-Analysis Putri Syeril; Nur Sehang Thamrin; Maf'ulah Maf'ulah; Konder Manurung
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.v5i1.920

Abstract

Despite growing interest in authentic assessment as a learner-centered approach in English language teaching, empirical findings on its effectiveness in improving students’ English learning outcomes remain inconsistent across contexts and assessment types. The absence of synthesized evidence makes it challenging for educators and policymakers to draw firm conclusions about its overall impact. Therefore, this study aims to systematically examine the effect of authentic assessment on students’ English learning outcomes using a meta-analytic approach. This study employed a quantitative meta-analysis by synthesizing data from 25 empirical studies published between 2015 and 2025. The studies were retrieved from Google Scholar using the Publish or Perish application and selected based on predefined inclusion criteria. Effect sizes were calculated using Hedges’ g, and a Random Effects Model was applied to estimate the pooled effect size while accounting for between-study variability. The results reveal a statistically significant positive effect of authentic assessment on students’ English learning outcomes, with a pooled effect size of g = 1.203 (z = 5.54, p < .001). Substantial heterogeneity was observed, justifying the use of the random-effects model. Funnel plot analysis indicates no serious publication bias. Overall, the findings confirm that authentic assessment has a strong and meaningful influence on English learning outcomes and supports its integration into English language teaching practices.
The Implementation of the Think Pair Share Strategy through Assemblr Edu Augmented Reality to Enhance Student’s Speaking Skills Mauizatul Fitrah; Konder Manurung; Andi Patmasari; 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.
A Study on The Implementation of Flashcards in Teaching Vocabulary Fikriani Fikriani; Konder Manurung; Andi Patmasari; 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.v5i1.951

Abstract

The objectives of this research are to describe how flashcards are implemented in vocabulary instruction and how students learn vocabulary through their use. This research applied a qualitative design by using a library research method. The data sources were obtained from libraries and online academic databases. The data were analyzed using content analysis, which involved identifying, categorizing, and describing the information from the selected studies. The six previous studies analyzed in this research were conducted by Yusriadi (2021), Mita Agustina Hediyati (2021), Widya Astuti (2022), Fitri Harianingsih (2023), Lisa Febrianti (2024), and Yudit Ba’dung (2024). The results of the data analysis showed that flashcards were used in various ways depending on students’ levels, classroom conditions, and the research design. Generally, the teaching procedures involved introducing vocabulary using flashcards, explaining word meanings through pictures, practicing pronunciation, and reinforcing learning through drilling and repetition activities. The findings revealed that students learned vocabulary effectively through flashcards. Flashcards helped students understand vocabulary more easily through visual media, improve pronunciation through repetition, and remember vocabulary through continuous practice. In quantitative studies, students showed improvement in vocabulary mastery, as indicated by higher post-test scores than pre-test scores, while in qualitative studies, students demonstrated greater engagement, motivation, and understanding of vocabulary. Overall, this study concludes that flashcards are an effective medium that supports both teaching and learning in vocabulary instruction.
The Relationship Between Tiktok Exposure and English Vocabulary Acquisition Among English Education Students at Tadulako University Gusti Ayu Kadek Velli Amanda; Konder Manurung; Moh. Abraham Akbar Eisenring; Afrillia Anggreni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11135

Abstract

This study aimed to investigate the relationship between TikTok exposure and English vocabulary acquisition among English Education students at Tadulako University. Using a quantitative correlational design, data were collected from 60 students selected through purposive sampling using an online questionnaire and analyzed using SPSS. The findings showed a mean score of 43.4 for TikTok exposure and 36.9 for vocabulary acquisition. Spearman’s Rank Correlation revealed a correlation coefficient of 0.494 with a significance value of less than 0.001, indicating a positive and statistically significant relationship between TikTok exposure and English vocabulary acquisition. These findings suggest that students with higher TikTok exposure tend to have higher levels of English vocabulary acquisition.
English Diphthong Pronunciation: A Quantitative Evidence of Articulatory Difficulties Among EFL Learners Anggun Angriani; Konder Manurung; Hastini Hastini
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2751

Abstract

This study investigated students’ difficulties in pronouncing English diphthongs and the factors contributing to those difficulties among second-semester students of the English Education Study Program at Tadulako University. A quantitative descriptive design was employed. Data were collected through a pronunciation test and a questionnaire. The pronunciation test was used to identify students’ ability in pronouncing English diphthongs, while the questionnaire examined factors affecting their pronunciation difficulties. The findings revealed that students experienced varying levels of difficulty in producing English diphthongs, particularly in maintaining smooth vowel glides and accurate articulatory movements. Several students tended to simplify diphthongs into monophthongs or produce incomplete vowel transitions, reflecting the influence of their first language. Questionnaire results showed that learning environment was the most influential factor (M = 3.12), followed by articulatory difficulty (M = 2.95) and learning media (M = 2.90), all categorized as high-level factors. Teaching materials were perceived as moderately influential, with mean scores of 2.68 and 2.79. These findings indicate that students’ pronunciation difficulties are influenced by a combination of articulatory complexity, first-language interference, learning conditions, instructional resources, and limited opportunities for pronunciation practice. Overall, the study highlights the importance of creating supportive learning environments and providing systematic pronunciation instruction to improve EFL learners’ mastery of English diphthongs.
English Learning Difficulties Experienced by Students with Poor Vocabulary in University Mar&#039;atun Afianingrum; Konder Manurung; Wahyudin Wahyudin
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2752

Abstract

This study explored English Education students’ experiences of learning difficulties caused by limited vocabulary mastery at Tadulako University. Employing a descriptive qualitative design, the study involved students who experienced vocabulary-related challenges in learning English. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that inadequate vocabulary knowledge created difficulties in understanding unfamiliar words, retaining vocabulary, pronouncing English words accurately, and selecting appropriate words in speaking and writing activities. These challenges negatively affected students’ performance across the four language skills—speaking, listening, reading, and writing—and reduced their participation in classroom interactions. Limited vocabulary also generated emotional barriers, including anxiety, embarrassment, and low self-confidence when using English. To overcome these difficulties, students employed various independent learning strategies, such as watching movies and YouTube videos, listening to music, playing games, and using digital learning applications. Students also expressed the need for more structured vocabulary instruction and supportive learning environments. Overall, the study highlights that vocabulary mastery is a fundamental component of successful language learning, influencing students’ academic achievement, communication ability, and confidence in using English.
Developing Speaking Skill of Grade XI Students of SMA Negeri 1 Ampibabo through Problem Solving Method Andi Hikmah; Konder Manurung; Anjar Kusuma Dewi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 4 (2021): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.347 KB) | DOI: 10.34050/elsjish.v4i4.18480

Abstract

This research aims at proving whether or not teaching speaking skills using problem solving method can develop the students’ speaking skills of Grade XI at SMA Negeri 1 Ampibabo. The research employed a quantitative method with one class pretest-posttest design. The instrument of this research was a test. The populations of this research were the Grade XI students at SMA N 1 Ampibabo. The samples were 38 students of class XI IPA 1. The data of this research were collected by administering pretest and posttest. The results of the data analysis indicate that: the mean pretest score is 58.44, the mean posttest score is 67.13 and the t-counted value is 13.35. The t-critical value with a degree of freedom (df) 37 and significance level at 0.05 was 1.687. Based on the analysis above the alternative hypothesis of this research was accepted, because the t-counted value is greater than the t-table value (13.35>1.687). Thus, teaching speaking skills by using problem-solving method can significantly develop the students’ speaking skills.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Agussatriana Aisah Apridayani Alexander, Stebby Pretticia Alkhaf Shaban Alwin, Wina Rizqiyana Aminah Aminah Aminah Aminah Aminah Suriaman Anasthasia Belayo Watun Andi Hikmah Andi Patmasari Angela Ta'dung Lebang Anggreni, Afrillia Anggun Angriani Anjar Kusuma Dewi Anugraini, Nurrul Cikal Anwar, Aulia Nanda Sari Atik Yuliyani Budi Budi Budi Budi Charin Sane Chrisnanda Natalia Darmawan Darmawan Desrin Lebagi Dinarti Djafar, Nur Anna Eisenring, Moh. Abraham Akbar Fadhilah Zamzam Fajrin, Zainul Fani Nurhasanah Fathira Qalbina Fikriani Fikriani Grace Novenasari Manurung Gusti Ayu Kadek Velli Amanda 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&#039;ulah Maf’ulah Maf’ulah Majeed, Maryana Mar&#039;atun Afianingrum Marhum, Nunun Kalsum J. Marselina Ponglimbong Mashuri Mashuri Mashuri Mashuri Masyitha, Nur rahmaniar Mauizatul Fitrah Meynaksi, Astrid Mochtar Marhum Mohammad Yanser Fathan Muh Zakkaria Muhammad Triansyah Mukrim Mukrim Mukrim, Muhammad Ihsan Mukrim Mukrim, Mukrim Nadrun, Nadrun Nadya Ni Made Aprilia Pramesti Nindi Putri Asylva Nindi Putri Asylva Nirma Kartikasari Nirma Nirma Nur Anisa Fitri Ahmad Nur Maya Nur Sehang Thamrin Nur Zam Zamia Nurgan Tadeko Nurkhalizah Lembah Nurul Mawaddah U Makuta Putri Nabilah Putri Syeril Rabiatul Adawiah Rachel Aprilya Rengganis Rekhavitri Rhizman Ashary Muhammad Riska Juliana Rofiqoh Rofiqoh Rofiqoh rofiqoh rofiqoh Rusdin, Diyenti S, Sakina Safiah Nursabillah Sahrawati Sahrawati Sari, Nupita Siska Bochari Siti Aisyah Sri Angelika Salawali Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Syahwalya, Fitra Teguh Budiman Triwahyu Triwahyu Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wina Rizqiyana Alwin Yuliana Yuliana Zarkiani Hasyim Zumrah Zumrah