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All Journal Jurnal Kreatif Tadulako Online Kreatif Englisia Journal EXPOSURE JOURNAL Vidya Karya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Jurnal Kolaboratif Sains Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Elsya : Journal of English Language Studies IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Indonesia Berdaya SALEE: Study of Applied Linguistics and English Education Journal of English Language and Education Jurnal Kolaboratif Sains Journal of Education Research Measurement In Educational Research Journal of General Education and Humanities Studies in English Language and Education West Science Interdisciplinary Studies EDUMALSYS Journal of Research in Education Management West Science Interdisciplinary Studies e-Journal of ELTS (English Language Teaching Society) Journal on English as a Foreign Language (JEFL)
Nur Sehang Thamrin
Tadulako University, Palu
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Enhancing Ninth-Grade Students’ Vocabulary Through Word Mapping Game at MTs Muhammadiyah Al-Haq Palu Dinarti; Manurung, Konder; Lebagi, Desrin; Thamrin, Nur Sehang
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3952

Abstract

This study aims to determine whether the Word Mapping Game is effective in increasing vocabulary mastery of the ninth-grade students at MTs Muhammadiyah Al-Haq Palu. Students of grade IX participated in this research. Two classes were identified as control and experimental classes in this quasi-experimental research design. The researcher used pretest and posttest to collect data. Then, SPSS version 24 was used to analyze the collected data. The results showed that the mean posttest score of students in the experimental class 77.08 was higher than the mean score in the control class 61.85. Furthermore, based on the results of Mann-Whitney U, the sig (2 tailed) value 0.008 was lower than 0.05. It indicated that the alternative hypothesis was accepted and the null hypothesis was rejected. Therefore, the use of Word Mapping Game can increase the vocabulary mastery of the ninth-grade students at MTs Muhammadiyah Al-Haq Palu.
The Effectiveness of Wordwall Games in Developing the Vocabulary Mastery of Seventh Grade Students at SMP Negeri 19 Palu Nurwirda Nurwirda; Jamiluddin Jamiluddin; Grace Novenasari Manurung; Nur Sehang Thamrin
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3726

Abstract

Vocabulary mastery is a fundamental aspect of English language learning that enables students to comprehend and use language effectively. However, seventh-grade students at SMP Negeri 19 Palu still experience difficulties in understanding word meanings and using vocabulary appropriately in sentences. This study aimed to examine the effectiveness of the Wordwall game on students’ vocabulary mastery, particularly in terms of word meaning and word usage. The study employed a quasi-experimental design with a pretest-posttest control group design involving 60 students divided into an experimental group and a control group. Data were collected through vocabulary tests administered before and after the treatment and were analyzed using an independent sample t-test. The findings revealed that the experimental group achieved a mean post-test score of 82.47, while the control group obtained a mean score of 71.15. Statistical analysis showed a significance value of p = 0.001 (p < 0.05), indicating a significant difference between the two groups. These findings demonstrate that the Wordwall game is effective in improving students’ vocabulary mastery compared to conventional teaching methods. Pedagogically, the study suggests that Wordwall can be utilized as an interactive learning medium to enhance students’ motivation and vocabulary achievement in English language learning.
Navigating Constructive Feedback in Indonesia’s PPG Practicum: Challenges, Emotions, and Emerging Feedback Literacy Nadrun Nadrun; Mashuri Mashuri; Nur Sehang Thamrin; Abdul Kamaruddin
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25579

Abstract

Constructive feedback is a core component of professional learning in school-based teaching practicums, yet pre-service teachers often experience difficulty turning feedback into concrete instructional improvement. This study aims to explore how pre-service teachers in the Indonesian Pendidikan Profesi Guru (PPG) program receive, interpret, and enact constructive feedback during the school-based teaching practicum (Praktik Pengalaman Lapangan/PPL), including the challenges they face and the strategies they use to respond. The study employed a qualitative phenomenological design. Participants included eight student teachers and five mentor teachers from seven partner schools in Palu, Indonesia. Data were collected through individual semi-structured interviews conducted in Indonesian, audio-recorded, transcribed verbatim, and analyzed using inductive thematic analysis. The findings show that student teachers generally accepted feedback as supportive and developmental, but enactment remained limited. Key barriers included pedagogical-technical difficulties (translating curriculum learning outcomes into ABCD-structured learning objectives, selecting appropriate instructional models, and aligning assessment practices), classroom enactment constraints (pacing, engagement, classroom management), affective pressures (low confidence, pressure from repeated revisions, confusion due to multiple inputs), and mentoring continuity issues (limited access to mentors/supervisors and delayed clarification). Despite these barriers, student teachers developed adaptive strategies, such as note-taking, iterative revision, peer collaboration, intensive consultation, and the use of digital and AI-supported resources, while mentor teachers supported progress through gradual coaching and combined verbal and written feedback. In conclusion, feedback effectiveness in PPL depends not only on student teachers’ positive acceptance but also on the acceptance-to-enactment pathway enabled by actionable feedforward, psychologically safe interactions, and sustained dialogic mentoring. The study implies that PPG programs should strengthen mentoring coordination, provide clear exemplars and criteria, and embed structured feedback literacy support to help pre-service teachers translate feedback into observable teaching improvement.
The Impact of Integrating Authentic Assessment in Developing Students' English Learning Outcomes: A Meta-Analysis Putri Syeril; Nur Sehang Thamrin; Maf'ulah Maf'ulah; Konder Manurung
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.v5i1.920

Abstract

Despite growing interest in authentic assessment as a learner-centered approach in English language teaching, empirical findings on its effectiveness in improving students’ English learning outcomes remain inconsistent across contexts and assessment types. The absence of synthesized evidence makes it challenging for educators and policymakers to draw firm conclusions about its overall impact. Therefore, this study aims to systematically examine the effect of authentic assessment on students’ English learning outcomes using a meta-analytic approach. This study employed a quantitative meta-analysis by synthesizing data from 25 empirical studies published between 2015 and 2025. The studies were retrieved from Google Scholar using the Publish or Perish application and selected based on predefined inclusion criteria. Effect sizes were calculated using Hedges’ g, and a Random Effects Model was applied to estimate the pooled effect size while accounting for between-study variability. The results reveal a statistically significant positive effect of authentic assessment on students’ English learning outcomes, with a pooled effect size of g = 1.203 (z = 5.54, p < .001). Substantial heterogeneity was observed, justifying the use of the random-effects model. Funnel plot analysis indicates no serious publication bias. Overall, the findings confirm that authentic assessment has a strong and meaningful influence on English learning outcomes and supports its integration into English language teaching practices.
Peer Support and Confidence in English Speaking Proficiency among EFL Students Hijrinia Kusumaning Ayu; Nur Sehang Thamrin; Anjar Kusuma Dewi; Abdul Kamaruddin
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.v5i1.972

Abstract

This study investigates the influence of peer support systems on students’ self-confidence and English as a Foreign Language (EFL) speaking proficiency. Using a quantitative survey design, data were collected from 150 English Education students from three universities in Palu, Indonesia. The questionnaire measured emotional support, feedback and correction, academic support, self-confidence, and self-perceived English-speaking skill. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and simple linear regression in Jamovi. The findings indicate that peer support has a significant positive effect on students’ self-confidence (R² = 0.217, p < .001) and self-perceived English-speaking ability (R² = 0.283, p < .001). Furthermore, mediation analysis reveals that self-confidence partially mediates the relationship between peer support and speaking ability. Although the measurement model demonstrates marginal fit based on CFI and TLI values, the RMSEA value indicates an acceptable model fit. These results highlight the importance of supportive peer environments in fostering confidence and improving speaking proficiency in EFL contexts, particularly through informal peer interactions outside the classroom.
Identifying Areas of Error In The Use of Correlative Conjunction by EFL Students at Tadulako University Syahbana Andini; Nur Sehang Thamrin; Afrillia Anggreni; Rofiqoh Rofiqoh
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1248

Abstract

This study investigates grammatical errors in the use of correlative conjunctions in EFL students’ academic writing, particularly in maintaining parallel structure and correct word order. The objective of this study is to identify and classify the types of errors made by students in using correlative conjunctions. This research employed a descriptive qualitative method, with data collected from 17 students’ written texts and analyzed using content analysis based on the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen, which includes omission, addition, misformation, and misordering. The findings revealed that a total of 16 errors were identified in students’ writings, with misordering errors as the most dominant type, followed by misformation, omission, and addition as the least frequent. These errors mainly occurred because students had difficulty maintaining grammatical parallelism and correctly arranging sentence elements within correlative conjunction structures. The study concludes that although not all students made errors, some still face challenges in applying correct grammatical rules, especially in constructing balanced sentence structures; therefore, greater emphasis on teaching parallel structure and sentence organization is needed to improve students’ writing accuracy.
Developing Students’ Vocabulary Mastery through the Use of Text Twist Game Putri Andini; Rofiqoh Rofiqoh; Maf&#039;ulah Maf&#039;ulah; Nur Sehang Thamrin
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.v8i2.44763

Abstract

This study aims to examine whether the use of the Text Twist Game can improve the vocabulary mastery of seventh-grade students at SMP Negeri 15 Palu. A quasi-experimental research design was employed involving two groups: an experimental group and a control group. The study used quantitative research with purposive sampling. Class VII A with 30 students was the experimental group, and Class VII B with 30 students was the control group. A vocabulary test was used as the instrument for data collection, administered both before (pre-test) and after (post-test) the treatment. The experimental group received instruction using a Text Twist Game, while the control group was taught using an explanation technique. The findings show that the post-test mean score of the experimental group is 56.33 while the control group’s post test mean score is 30. Additionally, the statistical analysis revealed that the value of the t-counted is greater (97.20) than the value of the t-table (0.117). It indicates that the vocabulary mastery of the experimental group outperformed that of the control group after getting treatment. In other words, the use of Text Twist Game is effective to improve students’ vocabulary mastery.
Improving Listening Comprehension of Grade Eleven Students of Senior High School Through Partial Dictation Anggun Pratiwi; Sudarkam Mertosono; Desrin Lebagi; Nur Sehang Thamrin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5206

Abstract

The researcher aims to find out whether or not Partial Dictation Technique can improve the listening skill of the eleven grade students’ of SMA Negeri 7 Palu. This research sample was 71 students, divided into 35 students of class XI-2 as the experimental class and 36 students of class XI-4 as the control class. The data were collected through the listening test with listening audio that consisted of the pre-test and post-test. After conducting the treatment, the data indicates that the experimental class showed improvement in their listening skill compared to the control class. The collected data were analyzed using SPSS version 23. The results showed that in the experimental class the mean score of the pre-test was (54.14) and post-test was (77.57). Meanwhile, in the control class the mean score of the pre-test was (47.78) and post-test was (61.39). Based on the results of the t-test sample independence test, the sig (2 tailed) (0.000) value is lower than 0.05. This shows that the alternative hypothesis is accepted. Therefore, the partial dictation technique is effective in developing listening comprehension of grade eleven students of SMAN 7 Palu.
Friendship Circles as Supportive Environments for English Speaking Development: EFL Students’ Perceptions Moh. Asrul Jaya; Nur Sehang Thamrin; Wahyudin Wahyudin; Sriati Usman
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4214

Abstract

In English as a foreign language (EFL) learning, friendship circles can provide informal spaces for interaction and speaking practice beyond the classroom. This study analyses students’ perceptions of the role of friendship circles in English speaking skills development. A descriptive quantitative survey involved 139 fourth-semester English Education students from three universities in Central Sulawesi, selected through convenience sampling. Data were collected using a four-point Likert-scale questionnaire. Speaking 2 and Speaking 3 course grades provided supporting descriptive information about students’ achievement in speaking courses. Data were analysed using frequencies, percentages, means, and standard deviations in Jamovi. Students reported positive perceptions of emotional support, interaction intensity, peer feedback and correction, and learning support within friendship circles. They also perceived positive development in fluency, accuracy, confidence, speaking comfort, and the ability to express ideas. The main finding indicates that students perceived their friendship circles as supportive environments for English speaking practice that complement formal classroom learning. These findings may inform teachers’ planning of speaking activities that incorporate peer support and provide opportunities for practice.
The top-down strategies in an EFL class of the vocational high school: an experimental study on enhancing students Badrun Larandang; Nur Sehang Thamrin; Andi Naniwarsih; Fikriani Aminun Omolu; Nadrun Nadrun
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6269

Abstract

Despite numerous studies emphasizing the benefits of using background knowledge and vocabulary in EFL listening courses, there is a lack of rationale for implementing top-down strategies that holistically integrate prior knowledge, vocabulary enhancement, and self-assessment. In order to address the issues, this study aimed to investigate the effectiveness of the teacher's top-down strategies in improving students' listening skills. Therefore, we utilized pre-experimental research, particularly a one-group pretest-posttest design, to ascertain the strategies
Co-Authors A. Harbelubun, Y. Claudia Dhian A.A. Ketut Agung Cahyawan W Abd Kamaruddin Abdul Kamaruddin Afrillia Anggreni Agussatriana Alka, Nur Faiza Harsono Aminah Suriaman Aminuddin Hassan Amri, Hasrawati Andi Patmasari Anggreani, Dwi Putri Toba Anggreni, Afrillia Anggun Pratiwi Anjar Kusuma Dewi Anjar Kusuma Dewi Arid, Muhammad Azizah, Wafiq Badrun Larandang Basiradanuwijaya, Trisnawaty Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Dewi, Anjar Kusuma Dinah Aprilia Dinah Aprilia Dinarti Dwi Putri, Dwi Ernitasari Muliyadi Ernitasari Mulyadi Fajria, Fajria Faradila Enteding Febryanti, Feby Fikriani Aminun Omolu Gifarizki, Gifarizki Grace Novenasari Manurung Hassan, Aminuddin Heri Retnawati Hidayat, Muizzul Hijrinia Kusumaning Ayu I Gusti Ayu Niken Launingtia Isna Humaera, Isna Jamiluddin, Jamiluddin Kamaruddin, Abd Khoiriyah Khoiriyah Konder Manurung Lestari, Afriliani Maf&#039;ulah Maf&#039;ulah Maf'ulah Maf'ulah Maf'ulah Maf'ulah, Maf'ulah Maf’ulah, Maf’ulah Maghfira, Maghfira MAGHFIRAH Maghfirah Maghfirah Mashuri Mashuri Mashuri Mayasari, Nanny Mochtar Marhum Moh. Asrul Jaya Muhaidil Muhaidil, Muhaidil Mukrim Mulyadi, Ernitasari Nadrun, Nadrun nanang nanang Nanang Nanang Nandita, Dinda Naniwarsih, Andi Nanny Mayasari Ni Luh Rani Artanti Nirwana, Nirwana Novitriani Novitriani Novitriani, Novitriani Nur Hidayanto Pancoro Setyo Putro Nuraini, Putri Nurwirda Nurwirda Peago, Lisnar Hartati Putri Andini Putri Syeril Raden Mohamad Herdian Bhakti Rahman, Auliyah Rizkina, Zidna Rofiqoh Rofiqoh rofiqoh rofiqoh Rofiqoh Rofiqoh Rosita, Mila Ruminar, Hafida Rusdi, Magfirah Sahril Sahril Silfia Silfia, Silfia Siti Salina Mustakim Siti Salina Mustakim Sitti Hadijah Sitti Hadijah, Sitti Sri Sutanti Sriati Usman Sudarkam R Mertosono Suwarsih Madya Syahbana Andini Triwahyu Triwahyu Wahyudin Wahyudin Wahyudin Wahyudin Y. Claudia Dhian A. Harbelubun Yanda, Fikri Yanti Permatasari Yanti Permatasari