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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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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
The Effectiveness of Song-Based Instruction in Enhancing EFL Students’ Vocabulary Mastery: Vocabulary Makuta, Nurul Mawaddah U; Manurung, Konder; Anggreni, Afrillia; Usman, Sriati
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.v5i1.864

Abstract

Vocabulary mastery is a fundamental component of language learning, and innovative instructional strategies are needed to improve students’ vocabulary outcomes. This study aimed to investigate the effect of the Song media on the vocabulary development of tenth-grade students at SMA Negeri 5 Palu in the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group. Two classes were selected by random sampling and assigned to the experimental and control groups. Students’ vocabulary achievement data were collected through vocabulary tests and analyzed statistically using SPSS, with the Mann-Whitney U Test applied to examine differences between groups. The statistical analysis revealed a significant difference in vocabulary learning outcomes between the two groups. This was indicated by an Asymp. Sig. (2-tailed) value of < 0.001, which was lower than the 0.05 significance level. In addition, the experimental group achieved a higher mean rank (36.96) than the control group (20.04), showing better post-test performance after the treatment. These findings imply that integrating songs into vocabulary instruction is significantly more effective than conventional teaching methods for improving students’ vocabulary learning outcomes.
Implementing Google Docs Collaboration to Improve Descriptive Writing Skills of Eleventh-Grade Students at SMA Lab School Untad Palu Atmoko, Syafira Naysilla Putri; Usman, Sriati; Budi, Budi; Darmawan, Darmawan
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.v5i1.886

Abstract

This research aims to investigate the effectiveness of Google Docs collaboration in improving descriptive text writing skills among eleventh-grade students at SMA Lab School Untad Palu. The research was conducted because many students faced challenges in writing descriptive text, particularly in mechanics (capitalization, punctuation, spelling), organization (logical structure and coherence), and content (idea development and relevance). A quantitative approach with a quasi-experimental pre-test and post-test control group design was employed. The sample consisted of two groups: the experimental group (n = 30), which was taught using Google Docs collaboration, and the control group (n = 29), which received conventional writing instruction. Students' writing skills were assessed using an analytic scoring rubric adapted from Oshima and Hogue (2006), focusing on three components: mechanics (5 points), organization (35 points), and content (20 points), totaling 60 points, converted to a 100-point scale. The descriptive statistics showed that the experimental group achieved notable improvement, with the mean score increasing from 43.67 in the pre-test to 83.43 in the post-test, whereas the control group showed minimal change from 28.48 to 79.31. The Mann-Whitney U test confirmed a significant difference between the groups, indicated by an Asymp. Sig. value of 0.000 < 0.05. These findings demonstrate that Google Docs collaboration helps students provide real-time feedback, revise their work collaboratively, and organize ideas more effectively, resulting in improved writing performance in mechanics, organization, and content. Therefore, Google Docs is considered and effective digital tool for enhancing descriptive writing skills and is recommended for use in English writing classrooms aligned with the Merdeka Curriculum.
Improving Reading Comprehension by Using Fable Text of the Nineth Grade Students of SMP Negeri 1 Palu Pertama, Ian Putri; Wahyudin, Wahyudin; Maf’ulah, Maf’ulah; Usman, Sriati
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.v5i1.889

Abstract

This research aims to determine the effectiveness of using fable texts in improving the reading comprehension skills of ninth-grade students of SMP Negeri 1 Palu. Reading comprehension is an essential skill in English learning; however, many junior high school students still struggle to understand texts due to limited vocabulary and low reading interest. Therefore, engaging narrative texts, such as fables, are considered a potential alternative to address this issue. This type of research is quasi-experimental, with a pre-test and post-test control-group design. The population in this study comprised all ninth-grade students at SMP Negeri 1 Palu in the 2024/2025 academic year, totaling 352 students and divided into 11 classes. The sampling technique used was cluster random sampling, so two classes were selected as the research sample, with one class serving as the experimental group and the other as the control group. The experimental group was taught using fable texts, while the control group was taught using conventional learning methods. Research data were obtained through reading comprehension tests administered before the treatment (pre-test) and after the treatment (post-test). The collected data were analyzed using descriptive statistics and inferential statistical tests to determine the significance of the treatment effect. The results showed a significant increase in students' reading comprehension skills when taught using fable texts compared to those taught using conventional methods. The average post-test score of the experimental group reached 93.55, while the control group obtained 88.39, with a significance value of 0.007 (sig. < 0.05). These findings indicate that the difference between the two groups was statistically significant. This shows that the use of fable texts has a positive, significant effect on students' reading comprehension.
The Effectiveness of Using the HelloTalk Application in Improving English Speaking Fluency: An Experimental Approach at SMAN 1 Pamona Utara Binti, Viel Chensist; Mukrim, Mukrim; Maghfira, Maghfira; Usman, Sriati
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.v10i6.1741

Abstract

Eglish is an international language widely used in education, work, and intercultural communication. Speaking fluency is a crucial component of speaking skills because it enables learners to convey ideas smoothly and spontaneously. This study aimed to examine the effectiveness of using the HelloTalk application in improving students’ English speaking fluency. A quasi-experimental design was employed involving two classes: an experimental group taught using HelloTalk and a control group taught using conventional methods. The data were collected through pre-test and post-test speaking assessments and analyzed using an independent sample t-test. The findings revealed that the mean post-test score of the experimental group (68.5) was higher than that of the control group (62.25), with t-count (5.85) exceeding t-table (2.002), indicating a significant difference. These results suggest that HelloTalk is effective as a learning medium for improving students’ English speaking fluency through interactive and authentic communication.
Teaching Vocabulary Through Cartoon Movie of Seventh Grade Students to Increase Vocabulary Mastery Komariah, Asri Nur; Usman, Sriati; Maf'ulah, Maf'ulah; Jamiludin, Jamiludin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1911

Abstract

Vocabulary mastery is a crucial element of English learning because it enables students to communicate effectively in various contexts. However, many junior high school students still have limited vocabulary knowledge and low learning motivation, which creates a gap between expected learning outcomes and actual classroom practice. This study aimed to examine the effectiveness of using cartoon movies to improve the vocabulary mastery of seventh-grade students at SMP Negeri 12 Palu. This research employed a quasi-experimental design with a non-randomized control group using pre-test and post-test. The participants consisted of 30 students who were divided into experimental and control groups. Vocabulary tests were administered as the research instrument and the data were analyzed using descriptive statistics, the Wilcoxon Signed Ranks Test, and the Mann-Whitney U Test. The results indicated that students taught using cartoon movies showed a significant improvement compared to those taught using conventional methods. Thus, cartoon movies enhance vocabulary.
Implementation of Videos to Improve the Ability of Tenth Grade Students at SMK Negeri 5 Palu in Writing Procedure Texts Ramadani, Dinda; Usman, Sriati; Wahyudin, Wahyudin
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.v10i6.1866

Abstract

This research investigates the use of video media to improve the ability of tenth-grade students at SMK Negeri 5 Palu in writing procedure texts. Many students still face challenges in generating ideas, organizing steps, and applying correct vocabulary and grammar. This study aims to determine the effectiveness of video-based instruction in enhancing students’ writing performance. A quasi-experimental design was applied, using pre-test and post-test assessments for both experimental and control groups. Writing ability was measured based on content, organization, vocabulary, grammar, and mechanics. The findings reveal a significant improvement in the experimental group after the treatment, with the mean score increasing from 5.06 to 11.24. A paired sample t-test showed Sig. (2-tailed) = 0.000, indicating a statistically significant difference. These results confirm that the use of video media is effective in improving students’ procedural text writing ability.
Co-Authors Abdul Kamaruddin 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 Atmoko, Syafira Naysilla Putri Ayu Faradila Azizah, Wafiq Azzahra, Bellatri Binti, Viel Chensist Budi Budi Budi Budi Budi Budi Budi Budi Caroline S, Ivana Chairiyah, Wiwik Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Dewi, Anjar Kusuma Dwi Putri, Dwi Eisenring, Abraham Enteding, Faradila Erniwati Erniwati Erniwati Eviyanti Eviyanti, Eviyanti Fadhila Zamzam Faisal Faisal Fajar Rizqi Faradila S., Nurul Wahyuni Fatimah Azzahrah Zulkfli Ferayanti Ferry Rita Gazali Lembah Hasan Basri Hastini, Hastini Indah Khairunnisa, Afifah Ine Magfira M Keo Jafar, Desi M Jamiluddin Jamiluddin, Jamiluddin Jamiludin, Jamiludin Jeric Romero Kamaruddin, Abd. Kappa, Eyleen Kartiasih, Titin Klodia, Sindi Komariah, Asri Nur Konder Manurung Kusnadi, Muhammad Fitrah Landu, Miftahurrahma Maf'ulah, Maf'ulah Maf’ulah, Maf’ulah Maghfira, Maghfira MAGHFIRAH Mahrum, Mochtar Mairesa, Anindya Putri Makuta, Nurul Mawaddah U 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 Oktarina, Mutiara Parasulu, Zikrullah Patmasari, Andi Pertama, Ian Putri 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 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 Syahrul Munir Usman, Rosmala 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