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All Journal ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra FOSTER: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal of General Education and Humanities e-Journal of ELTS (English Language Teaching Society)
Muhammad Arid
Universitas Tadulako
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effectiveness of Semi-Scripted Role Play in Enhancing Speaking Skills of Students at MAN 1 Palu Lufita Sari; Muhammad Arid; Moh. Abraham Eisenring; 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.v5i1.1140

Abstract

Students’ speaking skills in EFL classrooms are often limited by low confidence, limited practice, and less interactive teaching techniques. Therefore, this study aimed to examine the effectiveness of semi-scripted role play in enhancing the speaking skills of EFL students at MAN 1 Palu. This research employed a quantitative, quasi-experimental design with two groups: an experimental and a control group. The participants were 34 eleventh-grade students, with 17 in each group. The experimental group was taught using semi-scripted role play, while the control group received conventional speaking instruction. Data were collected through speaking pre-tests and post-tests assessing students’ fluency, accuracy, and pronunciation. The data were analysed using descriptive statistics, the Shapiro–Wilk normality test, and the Mann–Whitney U test to assess differences between the two groups. The results revealed that students in the experimental group showed greater improvement in speaking skills than those in the control group, and the Mann–Whitney U test indicated a significant difference in post-test scores between the groups at the 0.05 significance level. These findings demonstrate that semi-scripted role-play is an effective teaching technique for improving students’ speaking skills by providing structured support while encouraging active, meaningful communication.
The Effectiveness of the Elsa Speak Application in Enhancing Students’ Pronunciation Ability at SMK Yadika Palu Mila Revina; Muhammad Arid; Fadhilah Zamzam; Mocthar 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.v5i1.1141

Abstract

This study was conducted to address the problem of low pronunciation ability among EFL students, particularly in producing accurate phonemes and applying correct word stress, which is caused by limited practice, low confidence, and lack of motivation. The objective of this study was to investigate the effectiveness of the ELSA Speak application in improving students’ pronunciation ability at SMK Yadika Palu. This study employed an applied quantitative research method using a quasi-experimental design involving an experimental group and a control group. The participants were 40 eleventh-grade students, equally divided into two groups. The experimental group received pronunciation instruction using the ELSA Speak application, while the control group received conventional pronunciation instruction. Data were obtained through pre-test and post-test assessments focusing on phoneme articulation and word stress and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results showed that both groups had similar pre-test mean scores, indicating comparable initial pronunciation ability. However, the post-test results revealed that the experimental group achieved a significantly higher mean score than the control group. The Mann–Whitney U test indicated a statistically significant difference (p < 0.05) with a very large effect size, demonstrating that the ELSA Speak application had a strong positive effect on students’ pronunciation improvement. Therefore, this study concludes that ELSA Speak is an effective Mobile-Assisted Language Learning (MALL) tool for enhancing pronunciation instruction in vocational high school contexts.
The Effect of Using Folktales on Improving Reading Comprehension of the Tenth-Grade Students At MAN 1 Palu Nuraisya Nuraisya; Sriati Usman; Desrin Lebagi; Muhammad Arid
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.v8i2.44689

Abstract

This investigation was conducted with the principal objective of examining the influence exerted by the utilization of folktales on enhancing the reading comprehension abilities of tenth-grade students at MAN 1 Palu. Employing a quasi-experimental methodology, the study encompassed two distinct cohorts: the experimental group, which engaged with narrative texts rooted in folktales, and the control group, which received instruction through conventional reading passages. The evaluative instruments comprised both pre-assessments and post-assessments, which incorporated multiple-choice items and essay prompts aimed at gauging comprehension at the literal level. Findings indicated that learners exposed to the folktale-based instructional approach exhibited a marked elevation in comprehension performance following the intervention. Specifically, the average achievement score within the experimental group rose from an initial mean of 28.21 to a post-treatment mean of 49.95. In contrast, the control group's mean score exhibited a modest increase, shifting from 28.45 to 30.05. Statistical validation using the Mann-Whitney U test produced a significance value of 0.007, thereby substantiating a statistically meaningful divergence between the two groups. This result necessitates the acceptance of the alternative hypothesis while concurrently rejecting the null. Consequently, it can be inferred that the incorporation of folktales into the reading curriculum substantively augments students’ literal reading comprehension capabilities in the context of tenth-grade learners at MAN 1 Palu.
The Correlation between Vocabulary Mastery and Reading Comprehension of Students' at the Eleventh Grade of SMA Negeri 1 Palu Andi Ardini; Mochtar Marhum; Muhammad Arid; Jamiluddin Jamiluddin
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.v8i3.45157

Abstract

The ability to understand and evaluate written information is known as reading comprehension, while vocabulary mastery is the ability to use words in a language effectively. This study looked at how reading comprehension and vocabulary mastery relate to one another among eleventh-grade students at SMA Negeri 1 Palu. Out of a total population of 534 students in 15 courses, 73 individuals were chosen at random to participate in a correlational study design. Multiple-choice exams with 30 questions for reading comprehension and 50 items for vocabulary mastery were used to gather data. A linearity test, Spearman's rank correlation, and the Kolmogorov–Smirnov test for normalcy were used to analyse the data because of its non-normal distribution. The findings showed a p-value of 0.135 (p > 0.05), indicating no significant relationship between reading comprehension and vocabulary competence. A very little positive link was shown by the correlation coefficient (rs = 0.177). Therefore, it can be said that in this particular situation, students' reading comprehension ability is not strongly predicted by vocabulary competence alone.
An Analysis Of Teachers’ Strategy In Teaching Reading Comprehension Of Senior High School At Kecamatan Dampelas Endang Puspita Sari; Darmawan Darmawan; Wahyudin Wahyudin; Muhammad Arid
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.v9i1.45455

Abstract

This study aimed to find the strategies used by English teachers in teaching reading comprehension at senior high schools and to identify the most frequently used strategies. This study employed a descriptive qualitative research design, collecting data through questionnaires and interviews with 4 English teachers. The results showed that teachers used various strategies in teaching reading comprehension, and scaffolding, QARs, monitoring comprehension, and memorizing were the most frequently used strategies. These strategies were highly effective in helping students understand reading texts and improving their reading abilities. This study also revealed that scaffolding and QARs strategies enabled teachers to provide appropriate assistance and support to students who did not understand reading texts, allowing students to better comprehend the texts. The findings of this study were expected to be used as a reference for English teachers in developing effective reading comprehension teaching strategies.
Enhancing EFL Students Listening Comprehension Through Cloze Dictation: A Quasi-Experimental Study Nur Halima Malik; Jamiluddin; Mashuri; Muhammad Arid
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.v7i3.448

Abstract

This study examines the effectiveness of the cloze dictation technique in improving the listening comprehension of EFL students, focusing on common problems including poor vocabulary identification, trouble capturing crucial information, and lack of focus during listening tasks. Two sets of eleventh-grade students were used in a quasi-experimental design: a control group (n = 35) was taught using traditional listening techniques, while an experimental group (n = 34) received instruction using cloze dictation. Pre-test and post-test listening assessments were used to gather data, and descriptive and inferential statistics were used for analysis. The results showed that whereas the control group made no discernible gain (from 58.86 to 56.71), the experimental group exhibited a significant increase, with the mean score rising from 60.44 to 73.38. The Mann-Whitney U test verified a statistically significant difference between the two groups (p = 0.006 < 0.05) because the data were not normally distributed. The findings show that the cloze dictation method successfully improves students' capacity to recognize spoken words, concentrate on important details, and derive meaning from auditory input. Pedagogically, this study highlights the importance of integrating structured and interactive listening activities to promote active engagement and deeper comprehension in EFL classrooms. Practically, English teachers are encouraged to incorporate cloze dictation regularly using varied and level-appropriate audio materials to support students’ listening development. Future research is recommended to explore the integration of this technique with other language skills or across different educational contexts to further validate its effectiveness.
Students’ Difficulties in Learning English Vocabulary and Solutions for Learning Strategies at Junior High School Tirsa Esevania; Jamiluddin Jamiluddin; Muhammad Arid; Mawardin M Said
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.v11i4.3011

Abstract

Vocabulary mastery is fundamental to English language learning because it supports the development of listening, speaking, reading, and writing skills. Although numerous studies have examined vocabulary learning strategies, limited attention has been given to how junior high school EFL students simultaneously experience vocabulary learning difficulties and employ strategies to overcome them within their actual classroom context. This study aimed to identify students’ vocabulary learning difficulties and the strategies they used to address them. A qualitative descriptive design was employed involving 23 eighth-grade students and one English teacher at SMP Negeri 14 Sigi. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using the Miles and Huberman interactive model. The findings revealed that students experienced difficulties in vocabulary retention, contextual understanding, pronunciation, sentence construction, and speaking confidence. To cope with these challenges, they primarily used memorization, translation, repetition, and digital learning tools. The study concludes that integrating interactive, contextual, and technology-supported vocabulary instruction can enhance students’ vocabulary mastery, learning engagement, and confidence while providing practical insights for improving vocabulary instruction in junior high school EFL classrooms.
Co-Authors Alfian Ferdian Tompunu Aminah Suriaman Andi Ardini Anjar Kusuma Dewi Budi Budi Darmawan Darmawan Desrin Lebagi Elis Susanti Endang Puspita Sari Erniwati Erniwati Fadhilah Zamzam Fina Nurdiana Hastini, Hastini Ikhratulsandi Ikhratulsandi Jamiluddin, Jamiluddin Lufita Sari Maf’ulah Maf’ulah Mashuri Mawardin Muhammad Said Mila Revina Mochtar Marhum Mocthar Marhum Moh. Abraham Eisenring Moh. Raul Figo Muhammad Irli Ma'arif Mukrim Mukrim Nadrun, Nadrun Nur Halima Malik Nuraisya Nuraisya Nurhazizah Nurhazizah Patmasari, Andi Rofiqoh Rofiqoh Sriati Usman Sudarkam R Mertosono Syaiban Abdul Kamil Tirsa Esevania Wahyudin Wahyudin Windi Putri Anggraini