Articles
<![CDATA[Using POSSE Strategy in Teaching Reading Comprehension ]]>
<![CDATA[Sudarkam R. Mertosono]]>;
<![CDATA[Erniwati Erniwati]]>;
<![CDATA[Hastini Hastini]]>;
<![CDATA[Muhammad Arid]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.214
<![CDATA[This research aims to determine if using POSSE Strategy affects reading comprehension of students majoring in English education of Tadulako University. This is a pre-experimental study using the one group pretest and posttest design. The population was 319 students in academic year 2018/2019. The samples were 35 students selected employing purposive sampling technique. Paper-and-pencil method was used when collecting the data with a test as the instrument. The test was administered twice namely pretest and posttest. The data were analyzed statistically using .05 level of significance and 34 degree of freedom. The result showed that after receiving intervention through POSSE Strategy, students scores got improved. In other words, using POSSE Strategy is effective in improving the sampled-students’ reading comprehension on any kinds of English text.]]>
<![CDATA[Enhanching Listening Skills By Using Digital-Assisted Platform ]]>
<![CDATA[Moh. Raul Figo]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Anjar Kusuma Dewi]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v11i1.5004
<![CDATA[This research aimed to determine whether the use of a digital-assisted platform could enhance the listening comprehension skills of eleventh-grade students at SMA Negeri 4 Sigi. The research used a quantitative method, adopting a quasi-experimental design. Data collection involved administering pre-tests and post-tests, with participants split into two distinct groups: an experimental group and a control group. The primary research instrument was a listening comprehension test. The researcher compared the students’ listening abilities before and after the experimental group received treatment using the digital-assisted platform. The results showed that the post-test t-count value (1.723) was greater than the t-table value (1.670) at a 0.05 significance level with 64 degrees of freedom. Based on this analysis, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. In other words, the findings indicate a statistically significant difference in post-test results between the experimental group and the control group. This suggests that the use of digital-assisted platforms has a positive and significant impact on students’ listening skills.]]>
<![CDATA[DEVELOPING STUDENTS’ SPEAKING SKILL THROUGH IMPLEMENTATION OF ROLE-PLAY TECHNIQUE ]]>
<![CDATA[Alfian Ferdian Tompunu]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Muhammad Arid]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 1 (2021) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v9i1.1834
<![CDATA[The objective of this research was to find out whether or not the implementation of Role-play technique can develop speaking skill. This quasi-research population was grade eleven students of MA Alkhairaat Pusat Palu. The sample was selected by using a random sampling technique. 19 Students from grade XI MIA 2 were taken as the experimental group and 19 students taken as control group. In order to assess students’ speaking skill, the researchers used speaking test. The students were asked some questions related to bullying and unhealthy food as pre-test and post-test. Based on the data analysis, the result of post-test showed the score of experimental group are better (71.68) in comparison to control group (65.77). From the result of the score deviation, the researchers continued using the result to find out t-counted using t-test formula. The result showed that the t-counted (2.89) is higher than the t-table (1.69). It indicates that the implementation of Role-play technique can develop speaking skill of the grade eleven students of MA Alkhairaat Pusat Palu.]]>
<![CDATA[ERROR ANALYSIS OF CONJUNCTIVE ADVERB USED BY THE EIGHTH GRADE STUDENTS ]]>
<![CDATA[Ikhratulsandi Ikhratulsandi]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Muhammad Arid]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 1 (2021) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v9i1.1839
<![CDATA[This research was aimed at finding out the errors on conjunctive adverb found in descriptive text written by the eighth grade students of SMP Negeri 1 Sindue. The researcher analyzed the data by applying simple descriptive analysi. The research sample was 22 students. The instruments of data collection were a writing test. The students were assigned to write descriptive text by using conjunctive adverbs. The result of data analysis showed that there were two errors made by students, i.e. misplace of conjunctive adverbs and inappropriate conjunctive adverbs. There were 7 or 38.88% errors in misplace of conjunctive adverbs, 3 or 16.66% errors inappropriate conjunctive adverbs, and 18 or 94.73% used conjunctive adverbs correctly. The occurrence of these errors may be caused by misunderstanding of the teacher’s explanation in the target language and may be also caused by the inability of using rules into context eventhough they have been taught items in the target language repeatedly. The causes of these errors included in the category of intra-lingual errors i.e. the false concept hypothesis and incomplete application of the rules.]]>
<![CDATA[A STUDY OF PREVIEWING AND PREDICTING STRATEGY IN TEACHING READING COMPREHENSION AT SMP NEGERI 14 SIGI ]]>
<![CDATA[Windi Putri Anggraini]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Muhammad Arid]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 10 No. 1 (2022) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v10i1.2229
<![CDATA[The Previewing and Predicting Strategy were strategy that applied by teacher in teaching reading comprehension during class. The objective of this research was to find out the implementation of Previewing and Predicting Strategy in teaching reading comprehension at SMA Negeri 14 Sigi. This research was conducted by used descriptive qualitative research were taken from the English teacher at SMA Negeri 14 Sigi as subject of the research. The data of this research was collected from the interview of the English teacher. This research was used an interview guide as the instrument of the collected data. Based on the data obtained was concluded that in the implemented of previewing and predicting strategy in teaching reading comprehension at SMA Negeri 14 Sigi was effective. In the implementation of the previewing and predicting strategy in teaching reading comprehension, the English teacher had challenged such as: students’ lack of vocabulary, students’ difficult of text comprehend, learning material were only supported by text, time of implementation, and students’ needed of clear instruction.]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING TO THE SPEAKING ABILITY OF THE TENTH GRADE STUDENTS ]]>
<![CDATA[Nurhazizah Nurhazizah]]>;
<![CDATA[Mukrim Mukrim]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Nadrun Nadrun]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 10 No. 2 (2022) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v10i2.2492
<![CDATA[The objective of this research is to find the effect of problem-based learning to the speaking ability of the tenth grade students at SMK Muhammadiyah 1 Palu. This research employed experimental research of quasi-experimental design. The samples were the students of X Farmasi as the experimental group and the students of X TKJ A as the control group. They were selected using convenience sampling technique. The data were collected through pretest and posttest analyzed by using t-test formula to compare the mean score of the experimental and control groups. The result of the data analysis shows that t-table (1.968) higher than t-value (0.96), so the hypothesis is rejected. It means problem-based learning has no effect significantly to the students speaking ability. That caused by several factors such as situation, teaching implementation, and students participation.]]>
<![CDATA[Using Riddle Game in Increasing Vocabulary of the Eighth Grade Students ]]>
<![CDATA[Elis Susanti]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Andi Patmasari]]>;
<![CDATA[Hastini Hastini]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.827
<![CDATA[This study aims to examine whether the Riddle Game can increase the vocabulary of eighth-grade students at SMP Negeri 19 Palu. This research was conducted because it was discovered that students fear making mistakes and have difficulty understanding meaning, using words, and spelling them. Students feel bored when learning from textbooks and only listening to the teacher's explanations. The research used a quasi-experimental design with two groups. The population was 103 students from 4 classes at SMP Negeri 19 Palu. The sample comprised two classes: class VIII A as the experimental group and class VIII B as the control group. Vocabulary tests consisting of multiple-choice, categorization, spelling words, and sentence correction items were used as instruments for both pre-test and post-test. Data analysis used the Mann-Whitney U test to test differences between groups and the Wilcoxon Signed-Rank test to determine changes within each group. The results show that the experimental group achieved a higher post-test mean score, from (32.72) to (72.76), compared to the control group with a score from (36.42) to (47.38), with a significant difference between both groups (p < 0.05). These findings indicate that the Riddle Game significantly increases eighth-grade students' vocabulary at SMP Negeri 19 Palu.]]>
<![CDATA[Listening Anxiety Among EFL Tadulako University Students: Causes And Coping Strategies From Students’ Perspectives ]]>
<![CDATA[Muhammad Irli Ma'arif]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Maf’ulah Maf’ulah]]>;
<![CDATA[Muhammad Arid]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.927
<![CDATA[Listening anxiety is a common affective factor that can hinder English as a Foreign Language (EFL) learners’ listening comprehension and academic performance. Therefore, this study aimed to investigate the causes of listening anxiety and the coping strategies employed by EFL students at Tadulako University from students’ perspectives. This research employed a qualitative descriptive approach, with data collected through semi-structured interviews involving EFL students. The findings revealed that the majority of participants (90.51%) experienced low levels of listening anxiety, while a smaller proportion reported moderate (7.66%) and high (1.83%) levels of anxiety, which significantly affected their academic performance. The main sources of listening anxiety included fear of misunderstanding spoken English, fear of negative evaluation by peers and instructors, and limited vocabulary knowledge. To cope with listening anxiety, students employed various strategies, including cognitive strategies (note-taking and inferencing), metacognitive strategies (pre-listening preparation and self-evaluation), and affective strategies (such as deep breathing exercises). The study concludes that listening anxiety among EFL learners is influenced by both cognitive and affective factors, highlighting the importance of incorporating students’ coping strategies into listening instruction. These findings suggest that EFL instructors should integrate anxiety-reduction techniques and strategy-based instruction into the curriculum to create a more supportive learning environment and enhance students’ listening skills and overall language proficiency.]]>
<![CDATA[Using Cue Cards to Improve EFL Students’ Writing Skills ]]>
<![CDATA[Syaiban Abdul Kamil]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Budi Budi]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.986
<![CDATA[Writing remains a significant challenge for EFL students, and the use of instructional media is a recognized strategy to address this issue. This study investigated the efficacy of cue cards in improving the writing skills of tenth-grade students at SMA Negeri 2 Palu. Employing a quasi-experimental design, the study utilized a population of 366 students, with a sample of 63 students selected through purposive sampling: 31 students in class X-I (experimental group) and 32 students in class X-J (control group). The research instrument was a writing test focused on descriptive text. Because the data were not normally distributed, a non-parametric Mann-Whitney U test was applied using SPSS. The results revealed a post-test p-value of 0.001, which is significantly lower than the 0.05 alpha level. This indicates a statistically significant difference between the two groups following the treatment, confirming that cue card media effectively improves EFL students’ writing skills. Consequently, this media is recommended as a valuable tool for enhancing classroom instruction.]]>
<![CDATA[The Role of Code-Mixing in TikTok Content: How Mixed Language Videos Affect Students’ Vocabulary Growth at SMAN 1 SOJOL ]]>
<![CDATA[Fina Nurdiana]]>;
<![CDATA[Muhammad Arid]]>;
<![CDATA[Wahyudin Wahyudin]]>;
<![CDATA[Mochtar Marhum]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.1089
<![CDATA[The widespread use of TikTok among students has increased their exposure to English–Indonesian code-mixing, which may influence vocabulary learning. However, empirical evidence regarding the effect of code-mixed TikTok content on students’ vocabulary development remains limited. Therefore, this study aims to investigate the effect of TikTok content containing English–Indonesian code-mixing on students’ vocabulary development at SMAN 1 Sojol. This study employed a quantitative pre-experimental design with a one-group pre-test and post-test. The participants were 27 students from class X-C, selected through purposive sampling. Vocabulary tests and classroom observations were used as research instruments, and the data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 57.78 in the pre-test to 74.63 in the post-test, resulting in an average gain of 16.85 points. The statistical analysis revealed a p-value of 0.000 (< 0.05), indicating a significant effect of the treatment. These findings suggest that exposure to code-mixed TikTok content effectively enhances students’ vocabulary acquisition by providing contextual, engaging, and multimodal language input. Thus, TikTok can be considered an effective supplementary learning tool to support English vocabulary development.]]>
