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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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THE ANALYSIS OF GRAMMATICAL ERRORS IN RECOUNT TEXTS WRITTEN BY THE TENTH GRADE STUDENTS Sri Angelika Salawali; Konder Manurung; Andi Patmasari; Rofiqoh
Journal of Intensive Studies on Language, Literature, Art, and Culture Vol. 9 No. 2 (2025)
Publisher : Jurusan Sastra Indonesia, Fakultas Sastra, Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v9i22025p324-340

Abstract

This study aimed to identify the most common type of grammatical errors in students’ recount texts and determine the main source. A descriptive qualitative method was applied, with data gathered through written tests from 35 tenth-grade students. Results showed misformation as the most frequent error (49.41%), mainly caused by intralingual factors.
The Effect of Digital Flashcard on Students’ Vocabulary Mastery Triwahyu Triwahyu; Konder Manurung; Andi Patmasari; Nur Sehang Thamrin
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.
A Study of Suffix -En Usage Comprehension in Words by EFL Students at Tadulako University Nur Anisa Fitri Ahmad; Mochtar Marhum; Andi Patmasari; Konder Manurung
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.
AN ANALYSIS ON THE IMPLEMENTATION OF ROLE PLAY IN TEACHING SPEAKING Rengganis Rekhavitri; Konder Manurung; Zarkiani Hasyim; 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 Teguh Budiman; Konder Manurung; 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.
FACTORS CAUSING SPEAKING DIFFICULTY FACED BY THE ELEVENTH-GRADE STUDENTS OF SMK NEGERI 6 PALU Nur Maya; Konder Manurung; Wahyudin Wahyudin
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 2 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i2.4632

Abstract

This research aims to discover the factors causing speaking difficulty faced by the eleventh-grade students of SMK Negeri 6 Palu. The researcher used qualitative descriptive research. The population of this research was the eleventh-grade students of SMK Negeri 6 Palu. The sample of this research was 48 students of the eleventh-grade class hotel accommodation chosen by applying a purposive sampling technique. In collecting the data, the researcher used a questionnaire and group discussion. The questionnaire and group discussion data were analyzed statistically and descriptively. The researcher found that the factors causing students difficulty in speaking are internal factors and external factors. The internal factors are students' interest, motivation, and lack of confidence. The external factors are teachers' strategy, learning facilities and the environment. This research implies that the teacher builds students' interest and motivation and encourages and increases students' self-confidence. In addition, the teachers choose the best teaching method to keep their learners involved in speaking. In a social environment, people are encouraged to use Indonesian combined with English, even though only for several words. This is so that students are accustomed to using English. In learning facilities, the teacher and school always try to provide interesting media for students so students are more interested and excited when learning to speak.
The Effect of Storytelling on the Speaking Skills of Eighth-Grade Students: A Quasi-Experimental Study Angela Ta'dung Lebang; Konder Manurung; Wahyudin 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.
Morphological Challenges in English Inflection Morphemes Acquisition among Indonesian EFL Learner: A Descriptive Quantitative Analysis Safiah Nursabillah; Konder Manurung; Siska Bochari; Agussatriana Agussatriana
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (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.v7i4.514

Abstract

This study investigated the difficulties experienced by eleventh-grade students at MAN 2 Kota Palu in using English inflectional morphemes and the factors influencing those difficulties. The study employed a descriptive quantitative design involving 217 students selected through stratified random sampling. Data were collected through a grammar test and a questionnaire. The questionnaire was validated and tested for reliability using SPSS, while the data were analyzed descriptively using frequencies and percentages. The findings showed that the progressive form (-ing) was the most successfully answered morpheme (30%), whereas the third-person singular form (-s) was the most difficult (11%), followed by the past participle form (-ed/-en) (13%). The questionnaire revealed that students’ difficulties were mainly influenced by first-language interference and phonological reduction or low salience (68%), followed by limited exposure and practice (67%) and instructional factors (58%). These findings indicate that students’ difficulties stem from both linguistic and instructional factors rather than grammatical knowledge alone. The findings suggest that English teachers should provide more focused instruction on difficult inflectional morphemes through explicit explanation, contextualized practice, and increased opportunities for meaningful language use.
Exploring Speaking Anxiety among Second-Semester EFL Students: A Qualitative Study at Tadulako University Rachel Aprilya; Konder Manurung; Sukmawati Sadilia
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Speaking anxiety can constrain EFL learners’ participation, yet its meaning and perceived causes may vary across learning contexts and stages of university study. This study explored how second-semester students in the English Language Education Study Program at Tadulako University experienced speaking anxiety during classroom activities and what internal and external factors they associated with it. A descriptive qualitative design was used with five purposively selected students who reported experiencing speaking anxiety. Data were collected through individual semi-structured interviews and supporting documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The findings describe emotional and physical reactions, including nervousness, hesitation, panic, trembling, and sweating, particularly during spontaneous speaking tasks. Participants associated their anxiety with fear of negative evaluation, limited vocabulary, and low self-confidence, as well as lecturer behavior and classroom atmosphere. They also described coping strategies such as deep breathing, positive self-talk, and regular practice. Although anxiety often discouraged participation, some participants perceived it as a prompt to prepare more carefully. The study contributes a context-specific account of how early-semester EFL students interpret speaking anxiety as an interaction of personal, linguistic, and classroom factors. The findings suggest that lecturers should combine structured speaking practice with supportive feedback, gradual task progression, and a classroom climate in which mistakes are treated as part of learning.
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