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All Journal Jurnal Gramatika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Panrita Abdi - Jurnal Pengabdian pada Masyarakat SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra FOSTER: Journal of English Language Teaching jurnal syntax admiration JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Journal of English Language and Education Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Abdimas Langkanae Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Journal of General Education and Humanities Malik Al-Shalih e-Journal of ELTS (English Language Teaching Society)
Anjar Kusuma Dewi
Universitas Tadulako
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Applying Listen English Daily Practice Application to Improve Students Listening Skills Nur Azizah; Nadrun Nadrun; Zarkiani Hasyim; Anjar Kusuma Dewi
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.v8i3.45317

Abstract

This research aims to investigate the effectiveness of the Listen English Daily Practice application to improve the listening skills of tenth-grade students at SMK Negeri 8 Palu. The study used a quasi-experimental design by Cohen et al. (2005:214) with pre-test and post-test given to both the experimental and control classes. Class X Mining Geology A was assigned as the experimental group and class X Mining Geology B as the control class, each consists of 25 students. Data were analyzed using SPSS. The results showed that students in the experimental class achieved a significantly higher post-test score compared to the control group, with a mean increase from 56.64 to 79.12. This indicates that the use of the Listen English Daily Practice application is considered an effective medium to improve students’ listening skills. The application’s features, such as vocabulary lists, audio transcripts, and interactive tests, contributed to increased motivation and independent learning.
The Use of Folktale to Improve Reading Comprehension of The Eighth Grade Students' Putri Lisdayanti Darwis; Mochtar Marhum; Maf'ulah Maf'ulah; Anjar Kusuma Dewi
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.v8i3.45337

Abstract

This research is aimed at finding out whether the use of folktales can improve the reading comprehension of the eighth-grade students of SMP Negeri 13 Sigi. The sample was selected using the random sampling technique. The sample of this research were 54 students, which were divided into 27 students of class VIII B as an experimental group and 27 students of class VIII D as a control group. The data were collected through the reading test that consisted of pre-test and post-test. The mean score of the experimental group on the pre-test was 42 and the control group was 42. Then, the mean score of the post-test for the experimental group was 67 and the control group was 59. The data were analyzed statistically using the t-test formula with degrees of freedom Nx+Ny-2-27+27-2-52. The findings show that the t-counted value is 4.364 while the t-table value is 2.006. This means that the t-counted is higher than the t-table. Therefore, the research hypothesis is accepted. These findings answered the question from the problem formulation that the use of Folktale can improve reading comprehension of the eighth-grade students of SMP Negeri 13 Sigi. The implication of this finding is that Folktale can improve students' literacy, make learning more enjoyable, and boost their activeness and engagement in the learning process.  
A Review On The Implementation Of Picture Series In Teaching Writing Skills Rahmat Agung Wibowo; Darmawan Darmawan; Anjar Kusuma Dewi; Mashuri Mashuri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45401

Abstract

This library research reviews recent studies on the use of picture series to improve students’ writing skills in English as a Foreign Language (EFL) classrooms. Writing is often difficult for students because they have trouble finding ideas, organizing sentences, and using correct grammar. Many teachers and researchers have tried different ways to help students write better. One popular technique is using picture series as visual aids. This study collected data from five recent articles published between 2019 and 2024. The reviewed studies used different methods, including experimental research, classroom action research, and qualitative reviews. All studies reported positive results. Students who learned writing through picture series were more motivated, could organize their ideas better, and wrote more creatively. Even students with low English skills improved when teachers used pictures to support their writing. However, some teachers reported challenges, such as preparing good picture materials and managing large classes during picture-based activities. Despite these challenges, the findings strongly suggest that picture series are an effective and engaging tool for teaching writing. They help students become more confident and reduce the fear of writing in English. This research recommends that teachers use picture series more often, especially in EFL contexts, and that future studies explore digital picture tools to make this technique even more practical in modern classrooms.
Developing Students' Speaking Skills through Simulation Technique Neysa AR Samaula; Mawardin Mawardin; Andi Patmasari; Anjar Kusuma Dewi
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.v8i3.47544

Abstract

The purpose of this study was to determine whether simulation technique can develop eighth grade students' speaking skills at SMP Negeri 2 Tanantovea. This study used quasi-experimental. The population of this study was 120 students. The sample of this study used cluster random sampling. The data collection of this study was pre-test and post-test. The data were collected through speaking tests, which consisted of pre-test and post-test, and analyzed using simple statistical methods. The result of pre-test in the experimental class was 1.1 and the control class was 1.13 and it means that the average score of the control class was higher than the experimental class while the post-test showed that the experimental class was 13.9 and the control class was 13.5. It means that the score in the experimental class was higher than the control class after using the treatment. It can be concluded that simulation technique significantly improved students' speaking skills and supported from the hypothesis. T-count was 46.2 and T-table was 1.67. It showed that, the null hypothesis was rejected and the alternative hypothesis was accepted. In conclusion, the use of simulation technique can significantly improve students' speaking skills at SMP Negeri Tanantovea Donggala.
The Implementation Mind Mapping Method to Improve Reading Comprehension of the Eleventh Grade Students of SMA Negeri 5 Palu Arini Labaso; Mochtar Marhum; Anjar Kusuma Dewi
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.301

Abstract

This study investigates the implementation of the Mind Mapping method to improve reading comprehension among eleventh-grade students at SMAN 5 Palu. The purpose of this study is to examine the effect of mind mapping on students’ reading comprehension. A quantitative experimental design was employed, with the sample divided into two groups: an experimental group of 35 students taught using the mind mapping method and a control group of 31 students taught through conventional instruction. Pre-tests and post-tests were administered, and the results showed that students taught using mind mapping had better reading comprehension. The data analysis indicated that the mean pre-test score of the experimental group was 46 and the control group 51, which increased after the intervention to 75 for the experimental group and 61 for the control group. An independent sample t-test was conducted, resulting in a t-count of 7.261 compared to a t-table value of 1.997, with 64 degrees of freedom and a significance level of 0.05. Since the t-count exceeds the t-table, the hypothesis is accepted. These findings demonstrate that mind mapping is effective in enhancing reading comprehension, and English teachers are recommended to apply this technique as an easy and effective strategy to help students understand texts
The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context Nurul Alfiah Wahyuni; Aminah Suriaman; Sriati Usman; Darmawan Darmawan; Mochtar Marhum; Anjar Kusuma Dewi; Jeric Romero
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 9 No 2 (2023): Agustus 2023
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v9i2.15548

Abstract

Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.
Language Attitudes of Undergraduate Students towards English as a Social Identity Sulistia Wati Razak; Mochtar Marhum; Anjar Kusuma Dewi; Jamiluddin Jamiluddin
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.v11i4.2953

Abstract

English plays an important role not only as a means of communication but also as a symbol of social identity among university students. Although previous studies have reported generally positive attitudes toward English, limited attention has been given to how English functions as a social identity among English Education undergraduate students. This study aims to describe English Education undergraduate students’ language attitudes toward English as a social identity. A quantitative descriptive survey design was employed involving 25 sixth-semester students of the English Education Study Program at Tadulako University, selected through purposive sampling. Data were collected using a four-point Likert-scale questionnaire and analyzed through descriptive statistics. The findings reveal an overall very positive language attitude (M = 3.35), with the cognitive aspect obtaining the highest mean score, followed by the affective aspect, while the behavioral aspect remained positive but comparatively lower. The study concludes that English functions as an important symbolic resource in shaping English Education students’ academic and social identities, although its use in everyday communication remains relatively limited.
Co-Authors Abd. Kamarrudin Abd. Kamaruddin Abdul Kamaruddin Afrillia Anggraeni Afrillia Anggreni Agussatriana Ali Ali Aminah Suriaman Andi Saifah Anggreni, Afrillia Annisa Mifta Huljannah Arini Labaso Darmawan Darmawan Darmawan Desrin Lebagi Dinah Aprilia Efendi Eisenring, Moh. Abraham Akbar Gusti Ketut Alit Suputra Hijrinia Kusumaning Ayu Jamiluddin, Jamiluddin Jeric Romero Maf'ulah Maf'ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Magfirah Nurul Amalia Mashuri Mashuri Mashuri Mawardin Mawardin Mayu Sanlia Samadani Mochtar Marhum Moh. Raul Figo Muhammad Arid Muhammad Zein Hardiansyah Mujizatul Uliyah Munawarrah Sipanawa Murshidah Khairiyah Nadrun, Nadrun Neysa AR Samaula Nur Azizah Nur Fajria Nur Halifah Nur Sehang Thamrin Nurlinda Linda Nurul Alfiah Wahyuni Nurul Hidayah Patmasari, Andi Pratama Bayu Santosa Pritalia Dorasa Putri Lisdayanti Darwis Rahmat Agung Wibowo Rofiqoh Rofiqoh Rofiqoh Rofiqoh Salsabila, Unik Hanifah Siti Nurjannah Sriati Usman Sulistia Wati Razak Winda Ananda Putri Mustaqim Windu Unggun Cahya Jalu Putra Yunidar Zarkiani Hasyim