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All Journal BAHASANTODEA Jurnal Pendidikan Humaniora Jurnal Kreatif Tadulako Online Jurnal Inspirasi Pendidikan IJEE (Indonesian Journal of English Education) EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Ilmiah Lingua Idea ELS Journal on Interdisciplinary Studies in Humanities JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM jurnal syntax admiration JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Journal of English Language and Education LETS: Journal of Linguistics and English Teaching Studies Journal of General Education and Humanities Jurnal ADAM : Jurnal Pengabdian Masyarakat Journal of Learning Improvement and Lesson Study Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Kreatif Online e-Journal of ELTS (English Language Teaching Society) Language Circle : Journal of Language and Literature Jurnal Pengabdian Indonesia
Sriati Usman
Program Studi Pendidikan Bahasa Inggris-FKIP Universitas Tadulako Palu
Religion Aerospace Engineering Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context Wahyuni, Nurul Alfiah; Suriaman, Aminah; Usman, Sriati; Darmawan, Darmawan; Marhum, Mochtar; Dewi, Anjar Kusuma; Romero, Jeric
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 9 No 2 (2023): Agustus 2023
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v9i2.15548

Abstract

Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.
Using Digital Storytelling to Improve Students’ Listening Ability Nur Afana; Mashuri; Sriati Usman; Muhammad Arid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5243

Abstract

Listening ability is a skill that focuses on receiving, understanding and identifying a sound that includes several components of the language in this case specialized in English. Digital storytelling is the media that combine between audio and visual in story form. The purpose of this study is to prove whether or not there is an improvement in students' listening skills by using digital storytelling. This research used quasi-experimental. The population of this research was all of eight grade students at SMP Negeri 3 Banawa. The sample was 24 students from class D in experimental class and 24 students from class E in control class. After collecting data and conducting simple statistical analysis, it was found that the mean score of the experimental class (26.25) was higher than the control class (22.5). Then after applying a significant level of 0.5, it was found that the t-count (1.84) was higher than the t-table (1.68). It means the hypothesis is accepted. In conclusion, digital storytelling can improve the listening skills of the eighth grade students.
The Implementation of Freewriting Technique in Improving Student's Writing Skill Caroline S, Ivana; Sriati Usman; Muhammad Arid; Jamiluddin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5536

Abstract

This research aims to prove whether or not the implementation of the Freewriting technique is effective in improving students’ writing skills of the eighth-grade students of SMP Negeri 9 Palu. This research used a quasi-experimental design. The Population of this research was class VIII students of SMP Negeri 9 Palu. The researcher used purposive sampling technique and chose two groups: VIII B and VIII D (experimental and control). The instrument used for collecting data was tests (pre-test and post-test). The results of the research show that there was a significance difference in the improve in students writing being taught through free writing technique. Data analysis shows that the t-counted value 10.380 is greater than the t-table value 1.683 by applying a significance level of 0.05 with degrees of freedom (df) = 45. It means that the t-counted is higher than the t-table. It can be interpreted that the hypothesis was accepted. Therefore, the implementation of Freewriting techniques in improving students' writing skills is accepted. The implication of this finding to the teaching practice is that teachers need to apply the freewriting in the learning strategies to make teaching better.
The Use Of PjBL In Improving Reading Comprehension of the Eighth Grade at Junior High School Azizah, Wafiq; Sriati Usman; Maghfirah; Nur Sehang Thamrin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6279

Abstract

This research examines how well eighth-grade students at SMP Negeri 7 Sigi improve their reading comprehension skills through Project-Based Learning (PjBL). Reading comprehension is one of the most important skills for students learning English as a foreign language (EFL). However, the lack of vocabulary, low motivation, and inefficient teaching strategies cause problems for many students. PjBL is used as a student-centered learning strategy to address this issue. This research applied a quasi-experimental approach, with a control group learning conventionally and an experimental group using PjBL. Pre-tests and post-tests were used to gather information about students' reading comprehension development. The average score of the experimental group increased from 34.37 to 49.28, showing a substantial improvement, while the control group increased from 35.82 to 46.38. A p-value of 0.001, which is less than 0.05, was obtained through statistical analysis using an independent sample T-test, indicating that the improvement in the experimental group is statistically significant. This study shows that PjBL can improve students' reading comprehension by encouraging active learning, collaboration, and critical thinking. Based on this, the researchers recommend applying PjBL in English language teaching to create a more engaging and meaningful learning experience. Keywords: Project-Based Learning, Reading Comprehension, Teaching Strategies, Narrative Text
Using Cooperative Learning Strategy to Improve Writing Skills of Grade Ten Students of Senior High School Marhamah, Qoriatus Saidah; Erniwati; Syahrul Munir; Sriati Usman
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.v13i2.7945

Abstract

The objective of this research is to find out if using Cooperative Learning Strategy can improve students’ writing skills of grade ten students at Senior High School. The researcher applied quasi-experimental design with two classes, experimental class and control class. The experimental class consisted of 34 students and control class consisted of 35 students selected through cluster random sampling technique. In collecting data, the researcher administered pretest and posttest to both the experimental class and control class. The data were analyzed statistically in order to find out the significant difference of students’ achievement before and after treatments. Using 0.025 level of significance and 67 degrees of freedom (df), the researcher found that the value of t-table was 1.998, which was lower than the t-counted 3.57. It means that the hypothesis is accepted. In other words, using Cooperative Learning Strategy can improve students’ writing skills.
The Impact of Youtube Animated Videos on Students’ Motivation and Vocabulary Development in Learning English at SDN 26 Palu Jafar, Desi M; Usman, Sriati; Marhum, Mochtar; Sadilia, Sukmawati; Putri, Dwi
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.v10i6.1613

Abstract

This study investigates the impact of YouTube animated videos on students’ motivation and vocabulary development in learning English at SDN 26 Palu. In recent years, technology integration in language education has become crucial for enhancing young learners’ engagement and comprehension. However, few studies have examined the specific effects of YouTube animated videos within Indonesian public elementary school contexts. This study employed a mixed-methods design combining quantitative and qualitative approaches. A pre-experimental one-group pre-test and post-test design measured vocabulary improvement, while interviews and classroom observations explored students’ motivation. The participants consisted of 15 sixth-grade students who took part in six meetings over two weeks. The findings revealed that the use of YouTube animated videos significantly enhanced students’ vocabulary mastery and motivation in learning English. Quantitative data showed a mean increase of 10.2 points from pre-test to post-test, while qualitative data indicated that students found the videos engaging and enjoyable. It is concluded that YouTube animated videos are effective and accessible media for improving English vocabulary and sustaining motivation among elementary learners.
TRANSFORMING SPEAKING SKILLS WITH STORYTELLING: A STUDY AT MTS MUHAMMADIYAH AL-HAQ PALU Adam, Annisa Khaerarani; Usman, Sriati; Lebagi, Desrin; Darmawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ev27af90

Abstract

Speaking skills are one aspect that needs to be develop in context of language learning. However, there are still many students who have difficulty in mastering this skill, because of the lack of knowledge of vocabulary and grammar, cause a lack of confidence in students when they want to speak English. This study investigates the effectiveness of the storytelling technique in enhancing the speaking skills of eighth-grade students at MTs Muhammadiyah Al-Haq Palu. Addressing the urgent need for engaging and student-centered strategies to improve oral proficiency, this research offers empirical evidence on the value of storytelling in English language learning. A quasi-experimental method was employed using pre-test and post-test procedures in both experimental and control groups. Thirty students were selected through convenience sampling, with fifteen assigned to each group. The experimental group received six sessions of storytelling-based instruction, while the control group learned through conventional methods. Findings reveal a substantial improvement in the experimental group, which achieved a post-test mean score of 69.33, compared to 44.67 in the control group. The novelty of this study lies in demonstrating storytelling as an effective instructional technique within the Indonesian Islamic junior high school context. The results contribute to pedagogical practices by supporting storytelling as a practical approach to improving students’ speaking skills.
PELATIHAN PERCAKAPAN BAHASA INGGRIS SEHARI-HARI MAHASISWA PROGRAM STUDI PENDIDIKAN ANAK USIA DINI MELALUI INFORMATION GAP ACTIVITIES Jamiluddin; Sriati Usman; Fadhila Zamzam; Zarkiani Hasyim; Muh. Akbar Eisemring
Jurnal Pengabdian Indonesia (JPI) Vol. 2 No. 1 (2026): Vol. 2 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/jpi.v2i1.1529

Abstract

Pelaksanaan pengabdian ini didasari pada beberapa hasil penelitian sebelumnya yang mengungkapkan bahwa pembelajaran bahasa Inggris terhadap peserta didik kurang menggembirakan karena para peserta didik menganggap bahwa pelajaran bahasa Inggris itu sulit dipahami dan dimengerti. Hasil penelitian yang dilakukan oleh Tambunsaribu, G. et.al (2021) mengungkapkan bahwa faktor penyebab masalah internal peserta didik itu sendiri dimana 77 % respondent yang mengatakan bahasa Inggris itu dianggap membingungkan dan sulit dipelajari. Dua puluh dua percent (22 %) respondent mengatakan materi berbicara (speaking) sulit dipelajari. Selain dari pada temuan penelitian di atas, hasil pengamatan pengabdi sendiri pada beberapa mahasiswa pada program studi di lingkungan Fakultas Keguruan dan Ilmu Pendidikan, menemukan bahwa mahasiswa mengalami kesulitan mempelajari dan memahami bahasa Inggris, mungkin disebabkan oleh belum berkesesuaian strategi atau teknik pembelajaran bahasa Inggris yang mendorong mahasiswa untuk mengetahuinya dan merasa senang belajar. Oleh karena itu, melalui kesempatan ini, pengabdi melakukan pengabdian dalam bentuk pelatihan yaitu menawarkan suatu pendekatan atau teknik yang dapat membantu peserta didik atau mahasiswa mengurangi kebingungan dan kesulitan yang dirasakan selama ini. Pengabdi menawarkan pelatihan dengan menggunakan salah satu pembelajaran kooperatif dalam kelompok kecil, yaitu berpasang-pasangan dalam mengemukakan ide, pikiran masing-masing sesuai dengan apa yang dikehendaki oleh pasangannya. Hasil penelitian Susanti dan Linaris (2021) mengungkap bahwa siswa yang menggunakan metode diskusi kelompok kecil memiliki lebih banyak kesempatan untuk berkontribusi dalam diskusi kelas. Selanjutnya hasil penelitian mereka, juga mengungkap bahwa salah satu strategi atau teknik yang dapat membantu siswa dalam meningkatkan keterampilan berkomunikasi adalah melalui diskusi kelompok kecil. Temuan-temuan penelitian dan hasil pengamatan tersebut, membuat para pengabdi akan memperaktikkan salah satu strategi atau teknik diskusi kelompok kecil, yaitu terdiri dari 2 (dua) orang saling bercakap-cakap (berbicara) sesuai dengan tema bahasa Inggris yang diberikan. Teknik pembelajaran dalam pelatihan ini adalah ‘Information Gap Activities (IGA)’ dimana masing-masing mahasiswa mempunyai peran. Oleh karena itu, tahapan pelaksanaan dalam pelatihan ini dimulai dari pengumpulan bahan pelatihan berupa topik-topik percakapan bahasa Inggris yang sesuai dengan kebutuhan mahasiswa, kemudian mahasiswa berlatih dengan memberikan kesempatan yang sama kepada masing-masing pasangan untuk memperaktikkannya sesuai peran masing-masing, dan pada akhir pelatihan, instruktur (pengabdi) memberikan penguatan tentang kegiatan yang telah dilakukan untuk menambah wawasan tentang apa yang telah diperaktikkan. Melalui pelatihan ini diharapkan dapat meningkatkan rasa ingin tahu mahasiswa, menambah pengetahuan bahasa Inggris, sehingga dengan sadar mempraktikkan sendiri bersama temannya melalui percakapan bahasa Inggris yang sehari-hari mahasiswa gunakan dan alami.
Using Circle Game to Improve Students’ Vocabulary Mastery of the Eighth Grade Students Ferayanti; Usman, Sriati; Mashuri; Aminah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): 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.v11i1.4008

Abstract

This study aims to determine the effectiveness of the circle game in improving the vocabulary mastery of eighth-grade students at SMP Labschool Untad Palu. The background of this study is the low mastery of English vocabulary among students, which affects their ability in four basic English skills. The researcher applied the circle game as an engaging learning strategy to overcome this issue. The research employed a pre-experimental design with one group pre-test and post-test. The sample consisted of 19 students from class VIII. The research instrument was a vocabulary test in the form of multiple-choice questions, administered before and after the treatment. The findings showed that the students’ vocabulary mastery significantly improved after the implementation of the circle game. The average score of the pre-test was 60.35, while the post-test average rose to 78.60. The gain score was 18.25. Based on the paired sample t-test result, the significance value was 0.000, which is lower than the standard alpha value of 0.05. This means that the improvement is statistically significant. These findings prove that the use of the circle game has a positive impact on students’ vocabulary acquisition. In addition to the quantitative results, qualitative observations indicated that students were more enthusiastic, confident, and active during the learning process. The atmosphere in the classroom became more dynamic and supportive, which encouraged students to participate and use English vocabulary in a fun and relaxed way.
The Effect of Augmented Reality on Vocabulary Mastery of Seventh Grade Students Sutanti, Sri; Sriati Usman; Mashuri; Nur Sehang Thamrin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): 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.v11i1.4092

Abstract

This research aims to investigate the effect of Augmented Reality (AR) on students’ vocabulary mastery among seventh-grade students at SMP Negeri 19 Palu. Vocabulary is a fundamental aspect of language learning, yet many students struggle to master it due to lack of motivation and conventional teaching methods. To address this problem, the researcher applied AR-based learning using the Assemble Edu application, which provides 3D visuals and interactive features to improve engagement. This study used a quasi-experimental method with two groups: an experimental class that received AR-based instruction and a control class that received traditional instruction. Both classes were given a pre-test and post-test to measure vocabulary mastery. The results showed a significant improvement in the experimental class, with an average post-test score of 82.00, compared to 59.80 in the pre-test. Meanwhile, the control class only increased from 63.00 to 72.40. Statistical analysis using SPSS showed that the difference between the two groups was significant (Sig. 2-tailed = 0.001), indicating that AR had a strong positive effect on vocabulary acquisition. These findings support previous research showing that AR enhances motivation, memory retention, and contextual understanding in language learning. The use of AR aligns with constructivist learning theory and supports the Merdeka Curriculum, which emphasizes student-centered and technology-integrated learning. In conclusion, AR-based learning can effectively improve students’ vocabulary mastery and is recommended as a modern instructional strategy in English language teaching
Co-Authors Abd. Kamaruddin Abdul Kamaruddin Abraham Eisenring Adam, Annisa Khaerarani Afifah Indah Khairunnisa Afrillia Afrillia Agussatriana Agusti Rahayu Amaliah, Ismi AMINAH Aminah Aminah Aminah Aminah Aminah Aminah Suriaman Amir Pattu Amuntyastuti, Sekar Anak Agung Istri Sri Wiadnyani Andi Mutmainna Angelika, Priskila Anggreni, Afrillia Anjar Kusuma Dewi Anshari Syafar Aprilian, Detiya Arid, Muhammad Aswin, Anita Asy’ari, Muhammad Atik Yuliyani Atika, Nur Ayu Faradila Azizah, Wafiq Binti, Viel Chensist Budi Budi Budi Budi Budi Budi Budi Budi Caroline S, Ivana Chairiyah, Wiwik Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Dewi, Anjar Kusuma Dwi Putri, Dwi Enteding, Faradila Erniwati Erniwati Erniwati Eviyanti Eviyanti Fadhila Zamzam Fadhilah Zamzam Faisal Faisal Fajar Rizqi Faradila S., Nurul Wahyuni Fatimah Azzahrah Zulkfli Ferayanti Ferry Rita Gazali Lembah Hasan Basri Hastini, Hastini Ian Putri Pertama Indah Khairunnisa, Afifah Indah Maharani Ine Magfira M Keo Jafar, Desi M Jamiluddin Jamiluddin, Jamiluddin Jamiludin, Jamiludin Jeric Romero Kappa, Eyleen Kartiasih, Titin Klodia, Sindi Komariah, Asri Nur Konder Manurung Kusnadi, Muhammad Fitrah Landu, Miftahurrahma Maf'ulah, Maf'ulah Maf’ulah Maf’ulah Maf’ulah, Maf’ulah Maghfira, Maghfira MAGHFIRAH Mahrum, Mochtar Mairesa, Anindya Putri Marhamah, Qoriatus Saidah Mashuri Mashuri Mashuri Mawardin Muhammad Said Meilani, Melan Mochtar Marhum Muh. Akbar Eisemring Muhammad Arid Muhammad Arid MUHAMMAD RAYHAN Muhammad Zein Hardiansyah Mukrim, Mukrim Mutiara Oktarina Nadrun, Nadrun Ni Komang Ayu Windari Niswatun Nafi'ah Nur Afana Nur Azmi Nur Sehang Thamrin Nuraisya, Nuraisya Nurgan Tadeko Nurul Alfiah Wahyuni Nurul Mawaddah U Makuta Oktarina, Mutiara Parasulu, Zikrullah Patmasari, Andi Punaji Setyosari Rabiah Adawiyah, Rabiah Ramadani, Dinda Ramli Ramli Renilza Nurhisyam Retnoningrum, Jasmine Aryanti Riska Rita, Ferry Rita, Fery rofiqoh rofiqoh Rofiqoh Rofiqoh Rofiqoh Rofiqoh Romero, Jeric Rosmala Usman Rumo, Siti Mulya Sadilia, Sukmawati Sari Wulandari Sari, Fierda Mia Rianty Sari, Lilis Indah Sellinda Putri Silvani Safitri Siska Bochari Sri Sutanti Sudamara, Olva Greizela Syafira Naysilla Putri Atmoko Syahrul Munir Utami Widiati Wahyudin , Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyuni, Nurul Alfiah Windi Putri Anggraini Yohanis Tarukallo Yuliastuti Yuliastuti Yuntika, Arudia Risti Zahra, Dela Zainab Zainab Zarah Amelia Zarah Amelia H. Basri Zarkiani Hasyim Zarkiani, Zarkiani