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All Journal EXPOSURE JOURNAL QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama IJoLE: International Journal of Language Education ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM FOSTER: Journal of English Language Teaching Journal of English Language and Education Journal of General Education and Humanities e-Journal of ELTS (English Language Teaching Society)
Mukrim Mukrim
Universitas Tadulako
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Speaking Anxiety on Third-Semester English Education Students’ Oral Performance at Tadulako University Widya Pratiwi; Mukrim Mukrim; Maf’ulah Maf’ulah; Abd. Kamarrudin
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.v5i2.1343

Abstract

Speaking anxiety is a common psychological barrier that affects students’ ability to communicate effectively in English as a Foreign Language (EFL) contexts, where many students experience nervousness, lack of confidence, and fear of making mistakes during speaking activities, which may influence their oral performance. This study aims to explore how speaking anxiety affects the oral performance of third-semester English Education students at Tadulako University. This study employed a qualitative case study design involving five participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, reflection sheets, and document analysis, and analyzed using thematic analysis. The findings reveal that speaking anxiety manifests in emotional responses such as nervousness and fear, as well as behavioral signs such as hesitation, avoidance, and limited participation, and it also affects students’ fluency, coherence, and clarity of expression. Despite achieving high academic scores, students still experienced anxiety, indicating that psychological factors are not always reflected in performance outcomes. This study concludes that speaking anxiety significantly influences students’ oral performance and highlights the importance of supportive classroom practices to reduce its impact.
An Exploration of Factors Affecting Speaking Difficulties among 2022 English Education Students in University Wilda Utami; Erniwati Erniwati; Mukrim Mukrim; Abdul Kamaruddin
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.v11i4.2715

Abstract

Speaking fluency is crucial for English competence, yet many English Education students still face speaking fluency difficulties despite completing speaking courses. This qualitative case study aimed to explore the forms of speaking fluency difficulties, their contributing factors, and students' coping strategies, involving 12 participants. Data were collected through open-ended questionnaires and semi-structured interviews. The findings revealed five forms of speaking fluency difficulties, influenced by thirteen factors and addressed through seven coping strategies. This research concludes that speaking fluency difficulties are multidimensional problems heavily rooted in linguistic deficits, highlighting the need for targeted instructional support to help students overcome these communication barriers.
The Effect of Cartoon Character Role Play for Students’ Speaking Fluency and Confidence Siti Fatimah; Mukrim Mukrim; Sukmawati Sadilia
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.v11i4.2644

Abstract

Speaking is a fundamental component of English language learning that enables students to communicate ideas effectively in academic and social contexts. Among the key aspects of speaking, fluency facilitates smooth and coherent communication, while confidence supports students in expressing their ideas without excessive hesitation or anxiety. However, many lower secondary school students continue to experience difficulties in these areas. This study aimed to examine the effect of Cartoon Character Role Play on students’ speaking fluency and confidence. A quantitative approach employing a pre-experimental one-group pre-test and post-test design was used. The participants were 25 ninth-grade students of MTs Alkhairaat Mamboro. Data were collected through speaking performance tests and analyzed using SPSS. The findings revealed that the mean score increased from 44.5 in the pre-test to 56 in the post-test. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p 0.05), indicating that Cartoon Character Role Play significantly improved students’ speaking fluency and confidence.
Applying the Audio-Lingual Method to Improve EFL Learners’ Pronunciation: A Study from Tenth Graders at SMA Bala Keselamatan Palu Reniasni Kamidi; Mukrim Mukrim; Hastini Hastini; Sudarkam R. Mertosono
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.v8i2.44980

Abstract

This study aims to find out whether the Audio-lingual method is effective in improving students' pronunciation, particularly in word stress, among tenth-grade students of SMA Bala Keselamatan Palu. The research employed a quasi-experimental design involving 54 students, divided into an experimental group (n=25) and a control group (n=29) through total sampling technique. The experimental group was taught using the audio-lingual method, while the control group followed conventional methods. Data were collected using pre-tests and post-tests, and analyzed using the Mann-Whitney U test. The results showed that the experimental group achieved a higher mean post-test score (75.44) compared to the control group (61.69). Statistical analysis using SPSS version 26 showed a significance value (Asymp. Sig. 2-tailed) of 0.000, which is less than 0.05, indicating a statistically significant difference between the two groups. These results indicate that the Audio-Lingual Method is effective in improving students' pronunciation, specifically in mastering word stress in English.
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.
Difficulties Of Grade X Students In Writing Descriptive Texts At SMA Negeri 3 Palu Pelangi Putri Rahayu; Mawardin M. Said; Budi Budi; Mukrim Mukrim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45456

Abstract

This study aims to identify and describe the specific difficulties experienced by Grade X students at SMA Negeri 3 Palu in writing descriptive texts in English. More specifically, the study seeks to examine students’ understanding of the generic structure of descriptive texts, their use of vocabulary, and their application of grammatical rules in writing. A qualitative descriptive research design was employed to provide a detailed picture of students’ writing problems based on their own responses. Data were collected through an online questionnaire distributed to Grade X students who had learned descriptive text writing in their English classes. The findings reveal that students face several challenges when writing descriptive texts. Many students had difficulty distinguishing between the identification and description parts of the text, which often resulted in unclear or incomplete descriptions. Students also reported limited vocabulary, making it difficult for them to express ideas clearly and vary their word choices. In addition, grammatical problems, particularly in the use of tenses and sentence structure, were frequently identified as major obstacles in their writing. These results are consistent with previous studies that report similar difficulties among EFL learners in writing descriptive texts. Limited mastery of vocabulary, grammar, and text organization has been widely recognized as a key factor affecting students’ writing performance. The findings suggest that students need more structured guidance and practice to develop these skills. Therefore, this study recommends that English teachers provide focused instruction and targeted training to help students better understand text structure, expand their vocabulary, and improve grammatical accuracy in descriptive writing.
The Effect Of Question And Answer Relationship (QAR) Strategy On Grade XI Vocational Students' Reading Comprehension: An Explanatory Mixed-Methods Study Ilmuislami Mawardin; Mawardin Muhammad Said; Mukrim Mukrim; Jamiluddin Jamiluddin; Darmawan Darmawan
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.8678

Abstract

This study aims to examine the effect of the Question–Answer Relationship (QAR) strategy on the reading comprehension of Grade XI vocational high school students and to explore students’ perceptions of its implementation in EFL reading instruction. This research employed an explanatory sequential mixed-methods design involving 51 students from a vocational high school in Indonesia, divided into an experimental class (n = 27) and a control class (n = 24). Quantitative data were collected through pretest and posttest reading comprehension tests and analyzed using an independent samples t-test. The results revealed that students taught using the QAR strategy achieved significantly higher posttest scores (M = 83.85) than those taught through conventional instruction (M = 67.29). Qualitative data obtained from classroom observations, questionnaires, and semi-structured interviews indicated increased motivation, confidence, critical thinking skills, and strategic awareness in reading. Despite initial difficulties in categorizing question types, students responded positively to the strategy after consistent practice. The integration of quantitative and qualitative findings demonstrates that the QAR strategy not only improves students’ reading comprehension outcomes but also fosters positive learning behaviors. Therefore, the QAR strategy is an effective instructional approach for improving reading comprehension in vocational EFL classrooms.
ChatGPT in Indonesian EFL Academic Writing: A Study of Critical Thinking and Creativity in Higher Education Jihan Hikmah Awwaliyah Erfandy; Mukrim Mukrim; Moh Abraham Akbar Eisenring
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.437

Abstract

The integration of ChatGPT into academic writing has raised important questions about its influence on students' cognitive processes, yet studies examining both critical thinking and creativity simultaneously in EFL contexts remain limited. This qualitative descriptive study explored students' perceptions of how ChatGPT influences their critical thinking and creativity in academic writing at Tadulako University, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with five purposively selected undergraduate students from the English Education Study Program who had experience using ChatGPT for academic writing tasks, and analyzed using Miles et al.'s (2014) qualitative procedures, guided by Facione's (1990) critical thinking framework and Torrance's (1966) creativity dimensions. The findings revealed three major themes: students engaged in active evaluative verification by cross-checking AI-generated content against academic sources; ChatGPT stimulated idea generation and topic exploration aligned with Torrance's dimensions of fluency and flexibility; and students consciously maintained their personal writing voice by paraphrasing and adapting AI outputs. The study concludes that ChatGPT can meaningfully support both critical thinking and creativity in academic writing when students engage with it reflectively and critically.
Students’ Perception of ChatGPT use for Vocabulary Mastery at Junior High School Risky Nurain; Mochtar Marhum; Sukmawati Sadilia; Mukrim Mukrim
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2945

Abstract

This study addresses the limited English vocabulary mastery of junior high school students and the potential of ChatGPT as a supportive learning tool in a rural school context. This study aims to investigate how junior high school students use ChatGPT for vocabulary learning and to explore their perceptions of its usefulness in improving vocabulary mastery. A qualitative descriptive exploratory design was employed with three ninth-grade students selected purposively because they had experience using ChatGPT for vocabulary learning and were able to provide rich and relevant information related to the focus of the study. Data were gathered through semi-structured interviews, non-participant observation, documentation, and field notes, then analyzed descriptively. The findings show that students use ChatGPT to find word meanings, learn through example sentences, and simplify difficult instructions. The students also hold generally positive perceptions of ChatGPT, citing its usefulness, ease of use, and ability to increase motivation and confidence, although they also noted internet limitations and the need for teacher guidance. The study concludes that ChatGPT can support vocabulary learning in rural schools when integrated with teacher supervision
Co-Authors Abd. Kamarrudin Abdul Kamaruddin Adinda Mawadda Rahma Agussatriana Ahmad Ridha Aisah Apridayani Aminah Aminah Aminah Suriaman Anjar Kusuma Dewi Budi Budi Darmawan Darmawan Desrin Lebagi Erniwati Erniwati Ewis Febriani Hastini, Hastini Ilmuislami Mawardin Jamiluddin, Jamiluddin Jihan Hikmah Awwaliyah Erfandy Konder Manurung Lilis Sumantri M Nur Yasin Maf’ulah Maf’ulah Mashuri Mashuri Mawardin Muhammad Said Mawardin Muhammad Said Mochtar Marhum Moh Abraham Akbar Eisenring Muhammad Arid Nadrun, Nadrun Natalia Lapuk Nurhazizah Nurhazizah Nurlita Malota Nursehang Thamrin Pelangi Putri Rahayu Reniasni Kamidi Risky Nurain Rofiqoh Rofiqoh Safira Nur Farah Siska Bochari Siti Fatimah Sudarkam R Mertosono Sukmawati Sadilia Suriaman Aminah Widya Pratiwi Wilda Utami Wina Rizqiyana Alwin Zarkiani Hasyim