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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 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 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'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.
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.
Using Chain Story Technique To Develop Speaking Skill Of Grade VIII Students Of SMP Negeri 1 Banawa Tengah Alkhaf Shaban; Konder Manurung; Zarkiani Hasyim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45065

Abstract

  The purpose of this research was to determine the effectiveness of the chain story technique in teaching English speaking to grade VIII students of SMP Negeri 1 Banawa Tengah. The study involved two classes, namely class VIII B with 27 students as the experimental group and class VIII A with 28 students as the control group. Data were collected through speaking tests, consisting of pre-test and post-test, and analyzed using simple statistical methods. The findings revealed a significant improvement in the students’ speaking skills, as indicated by the t-count value (8.35) being higher than the t-table value (1.67) at the 0.05 level of significance. Therefore, the research concluded that the chain story technique is effective in teaching English speaking and provides a significant positive impact on students’ speaking skill development.
The Use of Dixit Board Game to Develop EFL Students’ Speaking Skills Fathira Qalbina; Rofiqoh Rofiqoh; Zarkiani Hasyim; Konder Manurung
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45874

Abstract

Many (EFL) frequently encounter difficulties in developing their speaking abilities, frequently because of restricted chances for practice and the lack of of interactive activities in the classroom. This research aimed to evaluate the effectiveness of the Dixit board game in enhancing the speaking abilities of eleventh-grade students at SMA Negeri 9 Palu through a quasi-experimental design. The study included two groups: class XI MIA 2, which acted as the experimental group, and class XI MIA 1, which served as the control group, both selected through purposive sampling. A speaking test was employed as the research instrument, focusing on three main criteria: fluency, accuracy, and comprehensibility. Both groups underwent a pre-test and a post-test, with the experimental group participating in six treatment sessions using the Dixit board game. Data analysis was conducted using SPSS version 25. The results indicated that the average score of the experimental group increased from 54.46 to 76.46, while the control group’s score rose from 49.10 to 59.20. The Shapiro-Wilk test confirmed normal distribution of the data, and Levene’s Test indicated equal variances (p = 0.610 > 0.05). A paired sample t-test demonstrated a significant improvement in the experimental group (p = 0.000 < 0.05), and an independent sample t-test revealed a significant difference in post-test scores between the two groups (p = 0.000 < 0.05). These findings suggest that utilizing the Dixit board game significantly enhances students’ speaking skills and supports its use as an interactive and student-centered tool in EFL speaking instruction.
A Study On The Use Of Mind Mapping In Teaching Writing Fani Nurhasanah; Konder Manurung; 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.
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Agussatriana Ahmad, Nur Anisa Fitri Aisah Apridayani Alexander, Stebby Pretticia Alkhaf Shaban Alwin, Wina Rizqiyana Aminah Aminah Aminah Aminah Aminah Suriaman Anasthasia Belayo Watun Andi Hikmah Angela Ta'dung Lebang Anggreni, Afrillia Anggun Angriani Anjar Kusuma Dewi Anugraini, Nurrul Cikal Anwar, Aulia Nanda Sari Atik Yuliyani Budi Budi Budi Budi Budiman, Teguh 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 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 Mar&#039;atun Afianingrum Marhum, Nunun Kalsum J. Mashuri Mashuri Mashuri Mashuri Masyitha, Nur rahmaniar Mauizatul Fitrah Meynaksi, Astrid Mochtar Marhum Mohammad Yanser Fathan Muh Zakkaria Muhammad Triansyah Mukrim Mukrim Mukrim, Mukrim Nadrun, Nadrun Nadya Ni Made Aprilia Pramesti Nindi Putri Asylva Nindi Putri Asylva Nirma Kartikasari Nirma Nirma Nur Maya, Nur Nur Sehang Thamrin Nur Zam Zamia Nurgan Tadeko Nurkhalizah Lembah Nurul Mawaddah U Makuta Patmasari, Andi Ponglimbong, Marselina Putri Nabilah Putri Syeril Rabiatul Adawiah Rekhavitri, Rengganis Rhizman Ashary Muhammad Riska Juliana rofiqoh rofiqoh Rofiqoh Rofiqoh Rusdin, Diyenti S, Sakina Sahrawati Sahrawati Sari, Nupita Siska Bochari Siti Aisyah Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Syahwalya, Fitra Triwahyu, Triwahyu Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wina Rizqiyana Alwin Yuliana Yuliana Zarkiani Hasyim Zumrah Zumrah