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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ethical Lingua: Journal of Language Teaching and Literature Journal of General Education and Humanities e-Journal of ELTS (English Language Teaching Society)
Darmawan Darmawan
Tadulako University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Implementation of Problem-based Learning: Students' Mastery of the Adverb Clause of Reason Annisa Nur Azizah; Darmawan Darmawan; Siska Bochari
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 2 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.488

Abstract

This study aimed at finding out whether or not Problem-based Learning (PBL) can improve the mastery of adverb clause of reason, specifically focused on subordinating conjunctions: because, since, and now that. They seemed easy to use, but students had difficulty identifying the conjunctions used in sentences and constructing complex sentences that are necessary for including those conjunctions. One pre-test and post-test research design was used with 45 populations of MA Alkhairaat Ampibabo eleventh-grade students. Purposive sampling was used to select the sample, which consisted of 24 students from the XI science class. The data were collected using tests consisting of pre-test and post-test and analyzed statistically using t-test. The result of the data analysis shows that the value of t-counted (7.49) is higher than the t-table (1.714) by applying a significance level of 0.05 with a degree of freedom (df)=23. It implies that PBL has positively improved students’ mastery of the adverb clause of reason. In terms of subordinating conjunctions, the conjunction now that has the most errors in both the pre-test and post-test, followed by the conjunction since, and finally the conjunction because.
Improving Reading Comprehension of Grade Eight Students Throught Experience Text Relationship (ETR) Method Megayanti Lasagena; Sudarkam R. Mertosono; Maf'ulah Maf'ulah; Darmawan Darmawan
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3863

Abstract

This research aims to determine if the implementation of the Experience Text Relationship (ETR) method can improve the reading comprehension of grade eight students of SMP Negeri 14 Palu. The sample for this study consisted of the grade eight students Slamet Riyadi as the control group and grade eight students Pattimura as the experimental group, selected using cluster random sampling. The researcher used pencil and paper with a test method as the instrument for data collection in the pretest and posttest techniques. Based on the test results, the average pretest score in the control group was 64.1, while in the experimental group, it was 49.7. After treatment in the experimental group, there was an increase above the control group, as evidenced by an increase in the posttest. The posttest score in the control group was 77.13, while in the experimental group, it was 80.2. Furthermore, the researcher calculated the t-counted to be 5.625, applying a significance level of 0.05 with degrees of freedom (df) 58, and the t-table value was 1.684. This means that the t-value is greater than the t-table value, leading to the conclusion that the Experience Text Relationship method can improve students' reading comprehension more effectively.
Implementing Google Docs Collaboration to Improve Descriptive Writing Skills of Eleventh-Grade Students at SMA Lab School Untad Palu Syafira Naysilla Putri Atmoko; Sriati Usman; 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.
The Effectiveness of Pronunciation Coach 3D Application in Enhancing Students’ Ability in Pronouncing Interdental Sounds Cindy Cynthia Anastasya Zees; Mukrim Mukrim; Darmawan Darmawan; Rofiqoh Rofiqoh; Simon Moxon
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to determine whether the use of Computer-Assisted Pronunciation Training (CAPT), a software named Pronunciation Coach 3D, was effective in enhancing students' ability to pronounce interdental sounds at SMA Al-Azhar Mandiri Palu. This research was initiated by the preliminary research that showed students’ difficulties in pronouncing interdental sounds (/θ/ and /ð/), which are uncommon in Bahasa Indonesia as their native language. This study used a quasi-experimental design involving two groups: an experimental group and a control group, each consisting of 26 students. The experimental group was taught using Pronunciation Coach 3D, while the control group received conventional instruction. Data were collected through tests: pre-test and post-test, then analyzed using descriptive and inferential statistics, including the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that both groups improved. The average score of the experimental group increased from 57.40 to 90.38, while the control group increased from 71.35 to 82.88. The Wilcoxon test showed a statistically significant difference between pre-test and post-test scores in both groups (p < 0.05). Furthermore, the Mann-Whitney U test (p = 0.050) showed a marginal difference between the two groups. The effect size (r ≈ 0.27) indicated a small effect. It can be concluded that Pronunciation Coach 3D is effective in enhancing students' pronunciation skills, although the impact is not substantially higher than conventional teaching methods.
THE USE OF ENGLISH MEMES TO IMPROVE STUDENTS’ VOCABULARY MASTERY Eva Eliana; Darmawan Darmawan; Andi Patmasari; Mochtar Marhum
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6527

Abstract

This study examined whether English memes could effectively enhance the vocabulary mastery of eighth-grade students at SMP Kristen Bala Keselamatan Palu. Vocabulary serves as the foundation of language learning because it provides learners with the lexical knowledge required to comprehend messages and communicate effectively in English. However, many students experience difficulties in mastering vocabulary because traditional teaching methods are often perceived as monotonous and less engaging. Therefore, this study proposed English memes as an innovative teaching medium to support vocabulary learning. This study adopted a quantitative research approach using a pre-experimental design based on a one-group pre-test and post-test model. The participants consisted of 30 eighth-grade students selected through cluster sampling. To measure students' vocabulary mastery, the researcher administered a 20-item vocabulary test comprising multiple-choice and word-matching questions. Data were collected through pre-test, treatment, and post-test and analyzed using descriptive statistics and a paired sample t-test with SPSS. The treatment was conducted over six meetings using English memes focusing on action verbs and descriptive adjectives. The results indicated a substantial improvement in students' vocabulary mastery. The average score rose from 45.50 on the pre-test to 88.67 on the post-test. The paired-samples t-test produced a significance value of p < 0.001, demonstrating a statistically significant difference between students' scores before and after the intervention. Based on the results, English memes can be considered an effective instructional tool for supporting vocabulary development among students.
Co-Authors Annisa Nur Azizah Budi Budi Cindy Cynthia Anastasya Zees Eva Eliana Maf'ulah Maf'ulah Megayanti Lasagena Mochtar Marhum Mukrim Mukrim Patmasari, Andi Rofiqoh Rofiqoh Simon Moxon Siska Bochari Sriati Usman Sudarkam R Mertosono Syafira Naysilla Putri Atmoko