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All Journal Vidya Karya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of General Education and Humanities e-Journal of ELTS (English Language Teaching Society)
Mashuri Mashuri
English Education Study Program, Faculty Of Teacher Training And Education Tadulako University, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effectiveness of Using Games Two Truths and a Lie In Increasing Students’ Speaking Ability at SMP Labschool Untad Palu Fauziah Rismauliani; Aminah Suriaman; Mashuri Mashuri; Abd Kamaruddin
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.v4i4.738

Abstract

The study aimed to determine the effectiveness of using the "Two Truths and A Lie" game in improving the speaking skills of seventh-grade students at SMP Labschool Untad Palu. This research was motivated by the students' persistent challenges, including low motivation and speaking anxiety, often exacerbated by non-interactive teaching methods. Employing a quasi-experimental design with a pre-test and post-test control group, the study involved a sample of 45 students. Data analysis using SPSS confirmed that the post-test scores of the experimental group followed a normal distribution, justifying the use of parametric tests. The mean scores showed a substantial increase in the experimental group, rising from 9.09 to 15.95, significantly higher than the control group’s increase (from 10.40 to 14.45). This difference was confirmed as statistically significant by the paired sample t-test, supporting the hypothesis. The findings conclusively demonstrate that the "Two Truths and A Lie" game is significantly effective in boosting students' confidence, improving fluency, and developing critical thinking skills, providing empirical insight into the value of incorporating fun and interactive teaching methods.
Improving Reading Comprehension of The Eighth-Grade Students of SMP Negeri 19 Palu Through Folklore Nur Malinda; Mashuri Mashuri; Moh. Abraham Akbar Eisenring; Andi Patmasari
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.v4i4.798

Abstract

This study aimed to examine the effectiveness of using folklore in improving the reading comprehension skills of eighth-grade students at SMP Negeri 19 Palu. The research employed a pre-experimental design with a one-group pre-test – post-test model. A total of 23 students were selected through a cluster random sampling technique. The data were collected through a reading comprehension test, administered before and after the treatment. The treatment involved teaching reading comprehension through selected Indonesian folktales, including "The Legend of Malin Kundang," "Cinderella," and "Tadulako Bulili." The data were analysed statistically using descriptive analysis and a paired-sample t-test with SPSS version 24. The findings showed an increase in the students' mean scores from 61.85 on the pre-test to 68.15 on the post-test. The significance value of 0.032 (< 0.05) indicated a statistically significant difference between the pre-test and post-test results. Therefore, it can be concluded that using folklore as a learning medium effectively enhances students' reading comprehension, particularly in understanding narrative texts. Moreover, folklore can serve as an engaging and culturally relevant resource to foster students' motivation and interest in learning the English language.
Improving Students’ Speaking Skills Through Describing Picture Strategy at SMP Negeri 7 Palu Devitriani AR. Haku; Abdul Kamaruddin; Mashuri Mashuri; 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.v5i1.875

Abstract

Descriptive speaking skills remain among the most challenging competencies for junior high school students, particularly in contexts where English is taught as a foreign language. Many students struggle with pronunciation, fluency, vocabulary, and comprehensibility, resulting in limited confidence and difficulty expressing descriptive information. This study aims to determine the effectiveness of the Describing Picture Strategy in developing the descriptive speaking skills of eighth-grade students at SMP Negeri 7 Palu. Using a quasi-experimental design with a pretest–posttest control group, the study involved 57 students selected through simple random sampling. The experimental group received treatment using the Describing Picture Strategy, while the control group received conventional instruction. Data were collected using a speaking performance test and analyzed through descriptive and inferential statistics using SPSS 25. The results show a significant improvement in the experimental group’s mean score from 59.69 to 71.81, compared to the control group’s increase from 58.24 to 61.08. An Independent Samples T-Test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the groups. These findings demonstrate that the Describing Picture Strategy effectively enhances students' pronunciation, fluency, and comprehensibility by providing visual stimuli that trigger ideas and reduce speaking anxiety. The study concludes that visual-based, student-centered techniques are beneficial for improving descriptive speaking performance in EFL contexts.
The Use of ChatGPT-Based Interactive Exercises to Improve Students’ Vocabulary Mastery Miftahul Jannah; Mashuri Mashuri; 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.v5i1.932

Abstract

This study investigates the use of ChatGPT-based interactive exercises to improve eighth-grade students’ vocabulary mastery at SMP Astra Makmur Jaya. The research employed a quantitative, quasi-experimental design with an experimental and a control group. Students’ vocabulary mastery was measured through pre-test and post-test scores, focusing on two aspects: meaning and use. The experimental group received six sessions of ChatGPT-based, collaborative, small-group interactive exercises, while the control group was instructed through traditional textbook-based methods. The results showed that ChatGPT-based interactive exercises significantly improved students’ vocabulary mastery. The experimental group's post-test score improved to 82.32, while the control group's average score was 70.53. Further statistical analysis revealed that the t-counted value (3.92) was higher than the t-table value (2.008), indicating a significant difference between the two groups. These findings indicate that ChatGPT-based interactive exercises effectively improve students’ vocabulary mastery by providing contextual practice, immediate feedback, and increased student engagement. Therefore, the findings indicate that ChatGPT can serve as an effective learning tool to improve students’ vocabulary mastery.
Utilizing Scramble Words Technique to Enhance Students’ Vocabulary Mastery Puspa Natasya; Mashuri Mashuri; 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.v5i1.945

Abstract

Vocabulary mastery is a fundamental component of English language learning. Nevertheless, many junior high school students encounter difficulties due to monotonous instructional methods. This study aimed to investigate the effect of the Scramble Words technique on vocabulary mastery among eighth-grade students. Using a quantitative quasi-experimental design, the study involved 61 eighth-grade students from SMP Negeri 7 Palu, who were divided into an experimental and a control group. Data were collected through a vocabulary pretest and posttest focusing on nouns, verbs, adverbs, and adjectives. The experimental group was instructed using the Scramble Words technique, whereas the control group received conventional teaching. Based on the analysis, the experimental group showed superior gains in vocabulary mastery compared to the control group. This difference was statistically significant, as evidenced by the t-test, which showed that the calculated t-value exceeded the t-table value at the 0.05 level. These findings suggest that the scramble words technique is an effective and engaging approach for enhancing vocabulary mastery among junior high school students.
Effectiveness of the Jigsaw Technique in Improving Students' Reading Comprehension Lilis Sumantri; Mukrim Mukrim; Mashuri Mashuri; Maf’ulah Maf’ulah
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.v5i1.1020

Abstract

Reading comprehension constitutes a fundamental component of English language learning, as it enables students to construct meaning and understand written texts effectively. Nevertheless, many junior high school students continue to have difficulty comprehending English reading materials, especially when dealing with long descriptive texts and interpreting words with multiple meanings in different contexts. These difficulties often make students feel lazy and less motivated to read. Therefore, the Jigsaw technique was applied to encourage active learning, collaboration, and communication among students by dividing the learning materials into smaller sections, with each student responsible for studying and explaining their section to their peers. This study aimed to investigate whether the Jigsaw technique is effective in improving the reading comprehension of seventh-grade students at SMP Negeri 15 Palu, particularly in learning descriptive texts. This research employed a quasi-experimental design with two classes: VII A as the experimental group and VII C as the control group, totaling 60 students. A reading comprehension test consisting of 15 multiple-choice items and 5 essay questions was used as the research instrument. The data were analyzed using statistical procedures to determine whether the difference between the two groups was significant. The findings revealed that students taught using the Jigsaw technique demonstrated superior reading comprehension achievement compared to those taught through conventional methods. The statistical analysis showed that the obtained t value exceeded the critical value at the 0.05 level of significance, indicating that the alternative hypothesis was accepted. These results indicate that the Jigsaw technique, which promotes peer teaching, active participation, and cooperative learning, is an effective instructional strategy for enhancing students' reading comprehension and creating a more engaging learning environment.
Co-Authors Abd Kamaruddin Abdul Kamaruddin Abdul Komaruddin Alma Alfianti Tapala Aminah Suriaman Anjar Kusuma Dewi Darmawan Darmawan Devitriani AR. Haku Dini Sabila Anjanila Eisenring, Moh. Abraham Akbar Eka Permatasari Enjel Enjel Fauziah Rismauliani Ferry Rita Harsin Harsin Hastini, Hastini Jamiluddin, Jamiluddin Jumrah AM Parusi Konder Manurung Lilis Sumantri Maf’ulah Maf’ulah Maf’ulah Maf’ulah Mariani Mariani Mawardin Muhammad Said Miftahul Jannah Mochtar Marhum Moh Farham Mukrim Mukrim Nadrun, Nadrun Nirmala Nirmala Nur Malinda Nur Sehang Thamrin Nurkhalizah Lembah Nurmakfira Mbani Patmasari, Andi Puspa Natasya Rifiqoh Rifiqoh Rofiqoh Rofiqoh Sitti Fallah Arsid Tien Kurniati