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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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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.
The Effectiveness of Canva as a Digital Writing Tool in Improving Descriptive Writing Skill of the Eleventh-Grade Students at Senior High School Nadya; Konder Manurung; Sukmawati Sadilia
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.v14i1.11162

Abstract

The purpose of this study is to investigate the efficacy of using Canva as a digital writing tool in enhancing students’ descriptive writing. Contrary to the other studies, the current research focuses on examining Canva’s effectiveness as a digital writing tool to assist students in developing their descriptive writing skill. It should be stated that the main motivation for conducting the current study is the poor ability of students to organize ideas, lack of vocabulary, and lack of interest in writing descriptive texts. To conduct the research, researchers followed the quasi-experimental design, including pre-test and post-test with a control group. The participants of this study comprised of 31 eleventh-grade students studying at MAN 1 Palu, whereof 16 of them were placed in the experimental group while the other 15 students formed the control group. In order to perform the experiment, the researchers designed several activities during six sessions. Descriptive text writing test was employed as the data collection technique, which was later analysed using descriptive statistics and aided by the Independent Samples t-test in conjunction with the use of SPSS. Consequently, the following findings emerged as a result. The mean score for the experimental group was raised from 52.00 in the pre-test to 68.81 in the post-test. For the control group, the score increased from 49.40 to 56.60. From the results of the Independent Samples t-test, there was a significant difference between the two groups (p = 0.002 < 0.05). Additionally, the effect size showed a large effect (Cohen’s d = 1.236), signifying practical importance.
The Effect of Storytelling on the Speaking Skills of Eighth-Grade Students: A Quasi-Experimental Study Angela Ta'dung Lebang; Konder Manurung; Wahyudin
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.401

Abstract

Speaking is one of the most difficult areas of EFL students and despite the common knowledge of storytelling as a useful tool, there is little research on the particular effects of storytelling on fluency, accuracy, and understanding in junior high schools in Indonesia. The purpose of the study is to examine how eighth-grade students at SMP Kristen Bala Keselamatan Palu are influenced in terms of speaking ability by storytelling. The quasi-experimental design was applied, which included pre-test and post-test control groups, 60 students were used in the study and were chosen using the cluster random sampling technique, 30 students were assigned the experimental group and 30 students were assigned the control group. Oral speaking tests were used to gather data which were rated using an analytical rubric and the outcomes showed that the experimental group had a higher mean gain score (4.17) than the control group (1.97) with a significant difference (p < 0.05) and large effect size (Cohen d = -1.10). These results suggest that storytelling can be not only statistically, but also pedagogically significant, as it promotes fluency, confidence, and general communicative proficiency of students in EFL classrooms.
Exploring Intrinsic and Extrinsic Factors Shaping EFL Students’ Speaking Confidence: A Qualitative Study at an Islamic Senior High School in Indonesia Mohammad Yanser Fathan; Konder Manurung; Zarkiani Hasyim
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.465

Abstract

This study explored the intrinsic and extrinsic factors shaping EFL students' speaking confidence at an Islamic senior high school in Indonesia. Using a qualitative descriptive design, data were collected through semi-structured interviews with five eleventh-grade EFL students who were purposively selected based on their varying levels of active participation and speaking ability in English classes. Interview transcripts were analyzed using thematic analysis to identify patterns in factors affecting speaking confidence. The findings revealed five intrinsic factors shaping speaking confidence: (1) self-esteem (moderate to high levels), (2) motivation (integrative and instrumental types), (3) language proficiency (intermediate to advanced self-rated ability), (4) language anxiety (moderate to high levels), and (5) past speaking experiences (positive or negative). Four extrinsic factors emerged: (1) teacher support (encouragement, corrective feedback, patience), (2) peer influence (supportive versus critical responses), (3) classroom atmosphere (competitive versus collaborative), and (4) institutional speaking programs (debate clubs, English days). Students who received consistent positive feedback and supportive peer interactions demonstrated increased willingness to communicate, while those experiencing fear of making mistakes or negative peer responses showed reduced participation. This study contributes to EFL research by providing context-specific insights from an Indonesian Islamic senior high school setting, demonstrating that speaking confidence is dynamically shaped through the interaction between learners' psychological conditions and their learning environment. The findings offer practical implications for EFL educators to create supportive classroom conditions and implement structured speaking opportunities.
Improving Reading Comprehension by Using Summarizing Strategy: A Study on Eleventh Grade Students Sahrawati Sahrawati; Konder Manurung; Agussatriana Agussatriana; Aminah Aminah
TELL - US JOURNAL Vol 11, No 2 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10135

Abstract

This research aimed at providing whether the use of summarizing strategy can improve reading comprehension of the eleventh-grade students of SMA Negeri 5 palu. This study employed a quasi-experimental research design with a sample of 49 students selected using a purposive sampling technique. The selected classes were class XI M2 and class XI M3. Furthermore, the research data were collected through a reading test administered twice as pre-test and post-test. The pre-test was given to the experimental and control groups before treatment while the post-test was given to both groups after the treatment. The mean score of the experimental group on the pre-test was 41.52 and the control group was 53.55. Then, the mean score of the post-test for the experimental group was 83.04 and the control group was 89.80. The data were analyzed statistically using the t-test formula with degrees of freedom (df) = Nx + Ny - 2 = 26 + 23 - 2 = 47. The findings show that the t counted value is 2.342 while the t-table value is 2.011. This means that the t counted is higher than the t-table. Therefore, the research hypothesis is accepted. This finding answered the question from the problem formulation that the use of summarizing strategy can improve the reading comprehension of the eleventh-grade students of SMA Negeri 5 palu. The implication of this finding is that teachers need to use summarizing strategy in teaching reading comprehension designed to make students be able to express  ideas, perform better reading, and develop their creative thinking in class. Keywords: Reading Comprehension, Summarizing Strategy. 
Exploring English Education Students’ Experiences in Mastering English Vocabulary through Independent Learning Charin Sane; Sriati Usman; Maf’ulah Maf’ulah; Konder Manurung
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.v11i4.3031

Abstract

Vocabulary mastery is essential for EFL students because it supports effective communication and overall English language proficiency. Since classroom instruction alone is often insufficient for sustained vocabulary development, many students engage in independent learning beyond formal instruction. However, limited qualitative studies have explored students’ experiences and challenges in independent vocabulary learning, particularly within Indonesian higher education, where English is learned as a foreign language and opportunities for authentic language exposure are relatively limited. This study aimed to explore English Education students’ experiences in learning English vocabulary through independent learning and to identify the challenges they encountered at an Indonesian university. A descriptive qualitative design was employed involving 30 English Education students who completed open-ended questionnaires, with five participants subsequently selected for semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis. The findings revealed that students employed various learning strategies, digital resources, and social support while encountering challenges in setting learning goals, maintaining learning consistency, managing distractions, monitoring progress, and evaluating learning strategies. The study concludes that successful independent vocabulary learning depends on effective self-regulation and provides pedagogical insights for promoting learner autonomy in Indonesian EFL higher education.
Why Are Sentences Incomplete? Exploring Sentence Fragments among EFL Students Chrisnanda Natalia; Konder Manurung; Siska Bochari; Hastini
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3663

Abstract

Sentence fragments remain a recurring problem in English as a Foreign Language (EFL) writing because learners may provide meaningful information without shaping it into a complete clause. This study investigates the types ofsentence fragments produced by the English Education study program at Tadulako University and examines factors that contribute to their production. A descriptive quantitative design was used. The participants were 144 students selected from a population of 231 students through proportionate stratified random sampling. The data were collected through a twelve-item WH-questions written test and a thirty-item questionnaire. Students’ responses were classified into a noun phrase(NP), a verb phrase (VP), and a prepositional phrase (PP), while questionnaire data were analyzed using frequency, percentage, validity testing and Cronbach’s Alpha reliability analysis.According to the results, PP fragments accounted for 981 occurrences (34.58%), followed by NP fragments (970 occurrences, 34.19%) and VP fragments (886 occurrences, 31.23%). low grammatical understanding, low syntactic awareness, L1 interference, lack ofcorrective feedback, teaching strategies, and learning environments all contributed to fragment formation, according to the results ofthe reliable questionnaire (Cronbach's Alpha =.931). According to the study's findings, students require more practice-based and explicit instruction in order to develop phrase-level responses into full English phrases.
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