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All Journal Vidya Karya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Sintuwu Maroso Journal of English Teaching Journal of General Education and Humanities QISTINA: Jurnal Multidisiplin Indonesia TELL - US JOURNAL e-Journal of ELTS (English Language Teaching Society)
Mashuri Mashuri
English Education Study Program, Faculty Of Teacher Training And Education Tadulako University, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences 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.
Integrating Digital Wordwall Media In EFL Learning to Improve Student’s Reading Comprehension Dewi Putri Tuah Susila; Abd. Kamarrudin; Moh. Abraham Akbar Eisenring; Mashuri Mashuri
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.v8i2.44355

Abstract

This aim of this study is to find whether the use of digital wordwall media can improve reading comprehension of the grade eight students of SMPN 19 PALU. This study used a quantitative approach, using a quasi-experimental design, this type of research design consists of two group namely experimental group and control group. The population of this study consists of all eighth-grade students at SMPN 19 Palu, totaling 110 students. The researcher employed random sampling, with a total sample of 54 student, 24 students from class D as the experimental group and 30 students from class A as the control group. Data collection in this study used tests in the form of pre-tests and post-tests. After analyzing the data, it was found that the average score of students in the experimental class increased from 47.87 in the pre-test to 69.04 in the post-test. In addition, the control class showed an increase in the average score from 46.86 to 55.36 within the same time frame. The results indicated that the t-test value (2.655) exceeded the critical t-value (1.675). The findings support the acceptance of the alternative hypothesis, indicating that the integration of digital wordwall media has a significant positive impact on students’ reading comprehension.
Problems Faced by Grade XI Students in Speaking English at SMA Negeri 2 Sigi Khusnul Khusnul; Mashuri Mashuri; Mochtar Marhum; Mawardin Mawardin
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.v8i2.44991

Abstract

This research aims to identify the problems faced by eleventh-grade students in speaking English. This research used a qualitative descriptive method, using questionnaires and interviews to collect data. The subject of this research was eleventh-grade students of SMA Negeri 2 Sigi. There are 44 students as participants. The researcher found that students' problems in speaking English are influenced by two factors: linguistic and psychological problems. Linguistic problems consist of a lack of vocabulary, poor grammar, a lack of pronunciation, and a lack of fluency. The dominant problem with a high percentage is fluency in speaking English. Other problems include linguistic problem in speaking, consisting of inhibition, nothing to say, a low number of participants, mother tongue use, and the dominant problem with a high percentage is mother tongue use.  While psychological problems consist of fear of making mistakes, shyness, anxiety, lack of confidence, and lack of motivation, the dominant problems with a high percentage are fear of making mistakes and lack of confidence. This research provides insights into the problems faced by eleventh-grade students in speaking English. It emphasizes the need to address these issues in the classroom to enhance students' learning experience.
Teaching Reading Comprehension Using Jigsaw Technique to Eight Grade Students at SMP Negeri 16 Nur Fajria; Nadrun Nadrun; Mashuri Mashuri; 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.v8i3.45315

Abstract

This study examines the effectiveness of the Jigsaw technique in improving reading comprehension among eighth-grade students at SMP Negeri 16 Palu. Reading comprehension is essential for academic success, yet many students struggle due to low motivation, limited vocabulary, and anxiety when reading English texts. To address these issues, a quasi-experimental design was used involving an experimental group taught with the Jigsaw technique and a control group taught using conventional methods. Both groups completed pre-tests and post-tests to assess their reading comprehension before and after the intervention. The results showed a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The mean post-test score for the experimental group was 82.47, while the control group scored 61.10, indicating a notable positive impact of the Jigsaw technique. Statistical analysis confirmed this difference was significant at the 0.05 level. The Jigsaw technique fostered cooperative learning by increasing student engagement and encouraging active participation. Group discussions allowed students to share interpretations and collaboratively analyze texts, which enhanced their ability to identify main ideas, supporting details, and text structures. Additionally, role division and repeated group interactions improved information recall and retention. In conclusion, the Jigsaw technique is an effective instructional strategy for enhancing students’ reading comprehension, especially at the literal level. These findings support incorporating cooperative learning methods in English teaching to help students overcome common reading comprehension difficulties.
Investigating The Integration Of Critical Pedagogy In Teaching English As A Foreign Language: Perspectives From Senior High School Teachers In Palu Mulky Satria Kamal; Darmawan Darmawan; Mashuri Mashuri; Maf’ulah Maf’ulah
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.v8i4.45333

Abstract

This study investigates the integration of Critical Pedagogy in teaching English as a Foreign Language (EFL) based on the perspectives of senior high school teachers in Palu, Indonesia, within the framework of the Merdeka Belajar curriculum. Using a qualitative research design, this study explores how teachers understand and apply key principles of Critical Pedagogy, such as dialogue, problem-posing, reflection and action (praxis), and the development of students’ critical awareness of social issues. Data were collected through classroom observations and in-depth interviews with three purposively selected EFL teachers. The findings reveal that the teachers have attempted to implement student-centered learning through classroom discussions, problem-solving tasks, and project-based learning connected to local contexts, including disaster awareness and community issues. However, several challenges were identified, including curriculum constraints, limited teaching resources, insufficient professional development opportunities, and students’ limited readiness for critical engagement. This study concludes that the effective integration of Critical Pedagogy in EFL classrooms in Eastern Indonesia requires context-sensitive teacher training, greater curricular flexibility, and stronger policy support to promote critical and socially responsive English language teaching.
Co-Authors Abd Kamaruddin Abd. Kamarrudin Abdul Kamaruddin Abdul Komaruddin Abdul Rivai Alma Alfianti Tapala Aminah Suriaman Anggreni, Afrillia Anjar Kusuma Dewi Darmawan Darmawan Devitriani AR. Haku Dewi Hastuty Dewi Putri Tuah Susila Dini Sabila Anjanila Eisenring, Moh. Abraham Akbar Eka Permatasari Enjel Enjel Fauziah Rismauliani Ferry Rita Harsin Harsin Hastini, Hastini Jamiluddin, Jamiluddin Jumrah AM Parusi Khusnul Khusnul Konder Manurung Lilis Sumantri Made Rani Arpiani Maf’ulah Maf’ulah Maf’ulah Maf’ulah Mariani Mariani Mawardin Mawardin Mawardin Muhammad Said Maylina Dwi Suryani Miftahul Jannah Mochtar Marhum Moh Farham Mukrim Mukrim Mulky Satria Kamal Nadrun, Nadrun Nirmala Nirmala Nur Fajria Nur Malinda Nur Sehang Thamrin Nurkhalizah Lembah Nurmakfira Mbani Patmasari, Andi Puspa Natasya Rahmat Agung Wibowo Rifiqoh Rifiqoh Rofiqoh Rofiqoh Rofiqoh Rofiqoh Siti Umaira Sitti Fallah Arsid Tien Kurniati