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All Journal Jurnal Kreatif Tadulako Online KEMBARA IJoLE: International Journal of Language Education ELS Journal On Interdisciplinary Studies in Humanities International Journal of Language Teaching and Education Lectura : Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Eduscience (JES) Ethical Lingua: Journal of Language Teaching and Literature Mattawang: Jurnal Pengabdian Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat Journal of English Language and Education Panrannuangku Jurnal Pengabdian Masyarakat English Learning Innovation (englie) Datokarama English Education Journal (deejournal) Journal of Language and Literature Studies TELL - US JOURNAL e-Journal of ELTS (English Language Teaching Society)
Agussatriana
English Education Study Program, Teacher Training And Education Faculty Tadulako University, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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The Read–Cover–Remember–Retell (RCRR) Technique in Enhancing EFL Learners’ Reading Comprehension: A Lesson from Junior High School Context Agusriani, Agusriani; Munir, Syahrul; Agussatriana, Agussatriana
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9m90mg56

Abstract

This study investigates the effectiveness of the Read–Cover–Remember–Retell (RCRR) technique in enhancing EFL learners’ reading comprehension of narrative texts in a junior high school context. The research was conducted with ninth-grade students of SMP Negeri 15 Palu using a quasi-experimental design involving two intact classes. One class was assigned as the experimental group, taught using the RCRR technique, while the other served as the control group and received conventional reading instruction. Data were collected through pre-test and post-test reading comprehension assessments consisting of multiple-choice items that measured students’ ability to identify main ideas, supporting details, vocabulary meaning, and inferences. Descriptive statistics were used to examine students’ initial and final performance, and an independent samples t-test was employed to determine the significance of differences between the two groups. The results showed that the experimental group’s mean post-test score increased substantially compared to its pre-test score and outperformed the control group, which demonstrated only modest improvement. The statistical analysis confirmed that the difference between the post-test scores of both groups was significant, indicating that the RCRR technique had a positive impact on students’ reading comprehension. The findings suggest that the structured stages of RCRR promote active engagement, deeper processing of textual information, and better recall, making reading a more interactive and meaningful activity. This study concludes that RCRR is an effective and practical strategy for improving reading comprehension in EFL classrooms and offers pedagogical implications for teachers seeking student-centered approaches aligned with curriculum demands.
The Effect of Word Formation Strategy on Eighth-grade Students’ Vocabulary Learning Hidayat, Muizzul; Thamrin, Nur Sehang; Agussatriana, Agussatriana; Arid, Muhammad
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.v10i3.3932

Abstract

This study principally aims to find out whether there is or no effect of Word Formation Strategy on grade eight students’ vocabulary learning. The research samples were taken using purposive sampling, with the total number of samples being 113 students. The research was conducted at SMP Negeri 2 Sirenja. The research methodology adopted was a quasi-experimental research design. To collect the data, the students were given a pre-test and post-test, numbering 30 items. The research data were analyzed using the Mann-Whitney U Test (SPSS 24). The result showed that the test statistic was 0.001, which is less than 0.05, which indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. The findings suggest a significant difference in learning outcomes between the experimental and control groups. This means that the Word Formation Strategy has a significant effect on students’ vocabulary learning.
Multimodal scaffolding in enhancing EFL writing: Integrating TikTok videos and text outlines Afrillia Anggreni; Rofiqoh Rofiqoh; Andi Patmasari; Agussatriana Agussatriana; Maf'ulah Maf'ulah; Nirwana Nirwana
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.43212

Abstract

The rapid growth of digital media in education has placed TikTok as a potential multimodal platform to support writing instruction. This study examined the integration of TikTok videos with narrative text outlines in enhancing EFL students’ writing skills and their perception of this instructional framework. A pre-experimental design involving a one-group pre-test, post-test, and a descriptive survey was employed, involving 32 students of the English Education Program who programmed a Text Type Writing Course. Writing narrative tests and a Likert scale questionnaire were the instruments of this research. The test data were analysed using the non-parametric Wilcoxon, and questionnaire data using descriptive statistical analysis. The statistical results showed that the mean score of the post-test (77.29) was higher than the pre-test (45.22). A Wilcoxon Signed-Rank Test further demonstrated a statistically significant increase in students’ writing skill, which an Asymp. Sig. (2-tailed) is less than the 0.05 significance level, confirming the effectiveness of the instructional intervention. These were also reinforced by survey findings that the instruction framework enabled the students to generate and organise their ideas grammatically, chronologically, and also stimulated their creativity in composing narrative texts. In addition, the survey also revealed that the students experienced positive emotions, increased motivation, and gained meaningful learning experiences. Overall, this pedagogical integration enhanced writing achievement, affective engagement, and simultaneously elevated students’ digital literacy and 21st century skills. This study contributes to a practical and innovative framework for English as a foreign language (EFL) writing pedagogy and develops a theoretical perspective on multimodal literacy.
The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools Agussatriana Agussatriana; Andi Patmasari; Abdul Kamaruddin; Nadrun Nadrun; Muhammad Ismail
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.154

Abstract

The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
An Investigation of the Use of Code-Switching in EFL Classroom: Attitudes and Perceptions Andi Patmasari; Agussatriana; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 2 (2022): June
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.071 KB) | DOI: 10.34050/elsjish.v5i2.21006

Abstract

Despite several researches have been conducted to investigate the issue of code-switching, the findings of this research are significant as they can assist both teachers and students to consider the use of code-switching in EFL classroom, specifically in Indonesia. This research sought to investigate not only the teachers’ perceptions but also the students’ attitudes and perceptions towards the use of code-switching in EFL classroom. This research employed mixed methods research (explanatory sequential design). The participants were two teachers and forty students. Data collection instruments were the questionnaire and semi-structured interview. Findings from the teachers’ interview showed that the teachers use code-switching for certain situations and specific reasons. They emphasized that it is important to speak English as much as possible in EFL classroom because the target language is English. Furthermore, findings from the students’ questionnaire and semi-structured interview showed that most of the students have positive attitudes and perceptions towards the use of code-switching in EFL classroom. They assumed that the teacher should be allowed to use code-switching in EFL classroom since it is used for assisting students and maintaining a good communication between teacher and students.
Improving High School Students’ English Listening Skills Using Duolingo: Evidence From SMK Muhammadiyah 1 Palu Safira Nur Farah; Suriaman Aminah; Agussatriana Agussatriana; Mukrim Mukrim
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.v8i3.45071

Abstract

This research aimed to investigate the effectiveness of the Duolingo application in improving the listening skills of tenth-grade students at SMK Muhammadiyah 1 Palu. The study employed a pre-experimental design with one group consisting of 20 students selected through purposive sampling. A pre-test and a post-test were administered, which included fill-in-the-blank and multiple-choice questions to measure listening performance. During the treatment, the students used the Duolingo application to practice listening in English. The results showed that the t-count value was higher than the t-table value, indicating a significant improvement in the students’ listening scores after the treatment. Therefore, the research hypothesis was accepted. In conclusion, the findings suggest that the Duolingo application can serve as an effective tool to enhance students’ English listening skills. Moreover, students reported increased motivation and engagement while using the application, which contributed to their consistent practice and improvement. This highlights the potential of integrating mobile-assisted language learning platforms like Duolingo into regular classroom activities to support traditional teaching methods.
A Study On The Use Of Mind Mapping In Teaching Writing Fani Nurhasanah; Konder Manurung; Agussatriana Agussatriana
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.v8i4.48994

Abstract

This research aims to investigate the use of mind mapping as a teaching technique to enhance students’ writing skills in descriptive text. Using a qualitative library research approach, data were gathered from secondary sources, including theses, journals, and articles published between 2012 and 2024. The analysis focused on identifying teaching procedures, outcomes, and effectiveness across five selected studies. The findings indicate that mind mapping significantly improves students’ ability to generate, organize, and connect ideas, resulting in more coherent and creative descriptive texts. It also enhances vocabulary, grammar, and students’ motivation to write. Across the reviewed studies, post-test scores consistently showed substantial improvement, demonstrating the technique’s effectiveness in both secondary and tertiary educational contexts. Mind mapping’s use of colors, images, and keywords makes the writing process more engaging and accessible, supporting active learning and critical thinking. Based on these findings, the study recommends that English teachers adopt mind mapping as a strategy to improve descriptive writing skills and suggests further exploration of its application to other genres of writing.
The Use of Contextual Video to Improve Students’ Ability in Writing Descriptive Text Dewi Maharani, Maulina; Usman , Sriati; Agussatriana, Agussatriana; Anggreni, Afrillia
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57622

Abstract

This study investigated the effectiveness of contextual video in improving eleventh-grade students’ ability to write descriptive texts at MAN 2 Kota Palu. A quasi-experimental design was employed involving an experimental class taught using contextual video and a control class receiving conventional instruction. Data were collected through pre-test and post-test writing tasks and analyzed using the Mann–Whitney U test. The pre-test results showed no significant difference between the groups (Sig. = 0.836 > 0.05), whereas the post-test results indicated a significant difference (Sig. = 0.004 < 0.05), with the experimental group achieving higher scores. The findings demonstrate that contextual video effectively improves students’ descriptive writing ability. This study extends previous research by explaining that contextual video supports descriptive writing through the integration of meaningful visual and verbal information, consistent with Multimedia Learning Theory. The findings provide practical and theoretical contributions to multimedia-based writing instruction in EFL classrooms.
The Role of Social Media in EFL Vocabulary Development in University I Made Sofyan T; Mochtar Marhum; Sukmawati Sadiilia; Agussatriana Agussatriana
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.v11i4.2663

Abstract

This study explored the role of social media in enhancing EFL students’ vocabulary development at Tadulako University. It addressed the limited research on students’ experiences using social media for vocabulary learning in the Indonesian university context. A qualitative descriptive design was employed involving three students from the English Education Study Program. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that platforms such as Instagram and TikTok supported vocabulary development by providing authentic language exposure through videos, captions, comments, and online interactions. Students also benefited from contextual learning, repeated exposure, multimedia content, and social interaction, which increased their motivation and engagement in learning English vocabulary. Nevertheless, they encountered several challenges, including fast speech, slang expressions, distractions, and limited subtitle availability. Overall, social media functioned as an effective informal digital learning environment that facilitated vocabulary acquisition beyond the classroom. These findings suggest that educators should integrate social media into vocabulary instruction to complement formal learning while guiding students in overcoming potential challenges and maximizing its educational benefits.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Andi Patmasari; Agussatriana Agussatriana; Afrillia Anggreni; Dwi Putri; Fadhilah Zamzam; Muhammad Ismail
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9032

Abstract

Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills.Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods.Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity).Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
Co-Authors Abdul Kamaruddin Afrillia Anggreni Agusriani, Agusriani Aisah Apridayani Aminah Aminah Aminah Suriaman Anggreni, Afrillia Anjar Kusuma Dewi Anjar Kusuma Dewi Anugrah Mustika Maizu Aprilia, Rezki Arid, Muhammad Azzajjad, Muhammad Fath Baehaqi Darmawan Darmawan Dewi Maharani, Maulina Dewi Satria Ahmar Dwi Putri Dwi Putri, Dwi Fadhilah Zamzam Fani Nurhasanah Hasna, Hasna Hidayat, Muizzul I Made Sofyan T Jamiluddin, Jamiluddin Kappa, Eyleen Konder Manurung Lamadjido, Muhammad Reski Maf&#039;ulah Maf&#039;ulah Mashuri Mashuri Mochtar Marhum Muhammad Ismail Muhammad Ismail Muhammad Ismail Mukrim Mukrim Nadrun Nadrun Nadrun, Nadrun Nirwana Nirwana Nur Sehang Thamrin Oktaviani Oktaviani Patmasari, Andi Purnama Ningsih Renilza Nurhisyam Rofiqoh Rofiqoh rofiqoh rofiqoh Rofiqoh Rofiqoh Rofiqoh Rofiqoh Safira Nur Farah Sahrawati Sahrawati Siti Nurjannah Siti Nurjannah Sri Mulyani Sriati Usman Sukmawati Sadiilia Suriaman Aminah Syahrul Munir Usman , Sriati Whanchit, Wararat