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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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INVESTIGATING STUDENTS' DIFFICULTIES IN COMPREHENDING ENGLISH READING TEXT Aprilia, Rezki; Marhum, Mochtar; Agussatriana, Agussatriana; Darmawan, Darmawan
e-Journal of ELTS (English Language Teaching Society) Vol. 12 No. 1 (2024)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v12i1.4433

Abstract

This research aims to discover the most difficult aspect of reading comprehension, especially in descriptive text, encountered by the tenth-grade students of SMA Negeri 2 Sigi and the contributing factors to this difficulty. This research employs a mixed method, where the test and interview are used to collect the data. The subject of this research is students of class X IPA 1 at SMA Negeri 2 Sigi in the academic year 2022/2023. The test was given to 25 students and consisted of 15 questions divided into five types: main idea, locating references, understanding vocabulary, making inferences, and detailed information. Then, the researcher interviewed three students by giving them ten questions. The results of the test show that the most difficult aspect encountered by the tenth-grade students of SMA Negeri 2 Sigi is understanding vocabulary, while the results of the interview show that there are two factors that cause students’ difficulties in comprehending the text, namely internal and external factors. Internal factors are a lack of reading strategies, limited stock of vocabulary, and lack of student interest, while the external factor is the students’ environment.
Using the Guided Reading Strategy to Improve Students’ Reading Comprehension Rahma, Nadia; Mashuri, Mashuri; Agussatriana, Agussatriana; Suriaman, Aminah
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1658

Abstract

Reading comprehension is a fundamental skill in English learning, yet many students still face difficulties in understanding texts effectively. This gap between theory and classroom practice calls for more effective teaching strategies. This study aimed to examine the effectiveness of the Guided Reading Strategy (GRS) in improving the reading comprehension of eighth-grade students at SMP Negeri Model Terpadu Madani. Using a quasi-experimental design, the research involved an experimental and a control group. Data were obtained through pre-tests and post-tests and analyzed using SPSS version 27 with Levene’s Test, Shapiro–Wilk Test, and the Mann–Whitney U Test. The findings revealed that the mean post-test score of the experimental group (78.31) was approximately 20% higher than that of the control group (65.06), indicating a significant improvement in students’ reading comprehension. Therefore, the Guided Reading Strategy effectively enhanced students’ ability to comprehend definition exposition texts.
The Efficacy of the Anagram Technique in Stimulating EFL Learners’ Creativity and Enhancing Vocabulary Mastery: An Empirical Evidence Lamadjido, Muhammad Reski; Suriaman, Aminah; 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/ty2ws452

Abstract

This study investigates the effectiveness of the Anagram technique in enhancing vocabulary mastery among tenth-grade students of Islamic High Schools. Vocabulary acquisition plays a pivotal role in mastering English, yet many students struggle with retention and application. This quasi-experimental research aimed to assess whether the Anagram technique, which involves rearranging scrambled letters to form meaningful words, could improve students’ mastery of nouns, verbs, and adjectives. The study involved two groups: an experimental group, which received instruction using the Anagram technique, and a control group, which followed conventional vocabulary instruction. A pre-test and post-test were administered to both groups to measure improvements in vocabulary proficiency. The results showed that the experimental group exhibited a significant improvement in vocabulary mastery, with their mean score increasing from 65 to 74, while the control group showed only a minimal increase from 69 to 70. The t-test analysis confirmed the statistical significance of the difference (t-count = 11.298 > t-table = 1.995), indicating that the Anagram technique was more effective than traditional methods. These findings highlight the potential of using interactive, puzzle-based activities in language instruction to enhance students' cognitive engagement and retention of vocabulary. The study suggests that integrating word-play strategies like Anagram into EFL classrooms can foster active learning and provide an engaging alternative to traditional vocabulary teaching methods, benefiting students’ long-term vocabulary development.
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.
A Study On The Use Of Mind Mapping In Teaching Writing Nurhasanah, Fani; Manurung, Konder; 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.
Co-Authors Abdul Kamaruddin Agusriani, Agusriani Aisah Apridayani Aminah Aminah Aminah Suriaman Aminah, Suriaman Anggreni, Afrillia Anjar Kusuma Dewi Anjar Kusuma Dewi Anugrah Mustika Maizu Aprilia, Rezki Arid, Muhammad Azzajjad, Muhammad Fath Baehaqi Darmawan Darmawan Dewi Satria Ahmar Dwi Putri, Dwi Hasna, Hasna Hidayat, Muizzul Jamiluddin, Jamiluddin Kappa, Eyleen Konder Manurung Lamadjido, Muhammad Reski Mashuri Mashuri Mochtar Marhum Muhammad Ismail Mukrim Mukrim Mukrim, Mukrim Nadrun, Nadrun Nur Farah, Safira Nur Sehang Thamrin Nurhasanah, Fani Oktaviani Oktaviani Patmasari, Andi Purnama Ningsih Renilza Nurhisyam rofiqoh rofiqoh Rofiqoh Rofiqoh Rofiqoh Rofiqoh Sahrawati, Sahrawati Siti Nurjannah Siti Nurjannah Sri Mulyani Sriati Usman Syahrul Munir Whanchit, Wararat