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All Journal ELS Journal On Interdisciplinary Studies in Humanities Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA) e-Journal of ELTS (English Language Teaching Society)
Kalsum Kalsum
Institut Agama Islam Negeri Parepare
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pronunciation Ability Improvement by Resso Application at The Parepare Senior High School Students Aisyah Ramadani; Kalsum Kalsum; Ahmed Sardi; Agussalim Agussalim
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.660

Abstract

This research was aimed to find out the improvement of students’ pronunciation ability. This research applied quantitative approach and used quasi experimental design. The population was taken from the second-grade students of SMA Negeri 2 Parepare. The samples in this research were 72 students of experimental and control class. The researcher analyzed the data used t-test formula. The result of the research showed that the English songs technique can improve students’ pronunciation. The mean score of experimental class is 89.72 and the mean score of control class is 54.027. It means that the mean score of experimental class is higher than control class. For the level significant (ɑ) 5% and df = 34 and the value of table is 1,697 while the value of t-test 22,54. It means that the t-test value was greater that t-table value 1,697 table (22,54 ≥ 1.697). On the other word, (Ha) was accepted and (H0) was rejected. It can be concluded that there is a significant difference between students’ pronunciation ability that were taught through Resso’s English song and students who were not taught trough Resso’s English song at SMA Negeri 2 Parepare. It can be underlined that the usage Resso Application gives a great contribution in teaching and learning process on the students’ pronunciation improvement because Resso Application has a good effect. It becomes important for the teachers to increase and develop students’ pronunciation ability.
Teaching English Vocabulary to SD 257 Patampanua Students Using Scavenger Hunt Nur Zarimah; Kalsum Kalsum
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.720

Abstract

This study aims to explore the effectiveness of teaching English vocabulary through the scavenger hunt game in improving English vocabulary to students. The scavenger hunt game, which involves students in the search for new words in their environment, is thought to increase students' interest and involvement in learning a foreign language The methodology used in this study is to use quantitative research with exsperimental design. The participants of this study are grade IV students of SD 257 Patampanua which totals 13 students. Data from this study were collected by pre test and post test. The results indicated that teaching vocabulary to students through Scavenger Hunt, this has a positive effect on students' vocabulary and it is proven by the increase in the average score of students in the pre-test (47.76) and post-test (74.23), while the t-test score (1.87) is greater than the t-table (1,753). Thus, the game of scavenger hunt can be considered an effective and fun alternative in teaching English vocabulary. The study also suggests conducting further research with larger samples and variations of learning contexts to corroborate these findings.
THE ANALYSIS OF IAIN PAREPARE STUDENTS’ ACADEMIC WRITING LEVELS ON IELTS PREPARATION CLASS Revit Rendra Wicaksono; Nurhamdah Nurhamdah; Kalsum Kalsum
Al-Irsyad: Journal of Education Science Vol 2 No 2 (2023): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v2i2.77

Abstract

This research is intended to describe the academic writing levels of 13 EFL students at IAIN Parepare and to consider what is the students’ perceptions are about IELTS academic writing levels after finishing the IELTS Preparation class. The researcher used qualitative descriptive method. The researcher collected the students’ worksheet and assessed based on IELTS writing band score descriptors that consists of four aspects writing assessment criteria: task achievement and response, coherence and cohesion, lexical resource, grammatical range and accuracy. To gain information about students’ perception, the researcher guided an interview.The result found that 2 students achieved 7 band scores (Good User Level) as the highest achiever. Then, 2 students achieved 5,5 band scores (Modest User Level) as the medium achievement, and only 1 student achieved 3 band score (Extremely Limited User level) as the lowest achiever. The researcher chose three selected texts were written by MA who represents the lowest level of achievement, NQA who represents medium level achievement, and SHB who represents the highest level of achievement. The results showed that the essays mostly had difficulty in grammatical range (accuracy) and lexical resources, both in task 1 and task 2. Furthermore, the students assumed that the IELTS academic writing level/task were difficult. The students’ difficulties appear in vocabulary and grammar. The students’ difficulties appear in vocabulary and grammar. Achieving expert user level was difficult because English was not their first language. Also, it was the first time for them to introduce the IELTS test.
SPEAKING DIFFICULTIES OF INTROVERT AND EXTRAVERT EFL STUDENTS: A PSYCHOLINGUISTIC ANALYSIS THROUGH LEVELT'S MODEL Rezki Mawlani; Kalsum Kalsum; Zulfah Fakhruddin; Mujahidah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6358

Abstract

Speaking is a crucial yet challenging productive skill for English as a Foreign Language (EFL) learners because it demands the simultaneous processing of several linguistic components in real time. Beyond linguistic limitations, personality traits such as introversion and extraversion shape how learners cope with the cognitive and affective pressure of speaking. However, most existing studies compare speaking achievement scores rather than the internal processes through which speech is produced. This study investigates the speech disfluencies and speaking difficulties of introvert and extravert students from a psycholinguistic perspective by mapping them onto the stages of Levelt's Speech Production Model: conceptualization, formulation, and articulation. Using a qualitative descriptive-exploratory design, we involved 15 second-semester undergraduate students of Class A at IAIN Parepare, selected through purposive sampling based on the extraversion dimension of the Big Five Inventory. Data were gathered through a picture description task, a retrospective think-aloud protocol, and semi-structured interviews, then coded into six disfluency tokens and traced to specific production stages. The findings show that extravert learners lean toward communicative fluency, using filled pauses and spontaneous translanguaging as floor-holding strategies during formulation, whereas introvert learners prioritize accuracy through extended silent pauses, repetitions, and self-correction driven by intensive internal monitoring. The study contributes a stage-specific mapping of how personality modulates the internal mechanisms of L2 speech production at the tertiary level.
Beyond Single Exposure: Recycled Input and Vocabulary Mastery in Young EFL Learners Salsa Aulini; Kalsum Kalsum; Nanning Nanning; Munawir Munawir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51337

Abstract

Vocabulary mastery constitutes a foundational pillar in English language learning for young learners at Islamic elementary schools (Madrasah Ibtidaiyah/MI). However, linear and non-repetitive vocabulary instruction frequently constrains learners from achieving adequate vocabulary mastery. This study investigates the effectiveness of the Recycled Input Technique (RIT) operationalized through four sequential stages exposure, retrieval, recycling, and consolidation on the vocabulary mastery of Grade IV students at MI DDI Ujung Lare Parepare. Employing a pre-experimental design with a one-group pretest–posttest model, this study selected 25 students with complete paired data from a total enrolment of 28 fourth-grade students through simple random sampling. The target vocabulary comprised 20 items from the Daily Activities unit of the My Next Words Grade 4 textbook. The assessment instrument consisted of a 20-item vocabulary test covering multiple-choice, word-matching, and sentence-completion tasks. Data were analyzed using descriptive statistics and a paired-samples t-test. The analysis revealed a mean score improvement from 73.80 in the pretest to 93.20 in the posttest, a gain of 19.40 points, with t(24) = 7.41, p < .001, and a large practical effect (Cohen's d = 1.48). The proportion of students achieving the 'Excellent' category rose from 8% to 80%, while the 'Poor' category was completely eliminated, decreasing from 20% to 0%. These findings substantiate that systematically designed recycled input significantly enhances vocabulary mastery in EFL contexts at the Islamic primary school level, with particularly pronounced gains observed among initially low-performing learners.
What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School Maryam Rusdin; Zulfah Fakhruddin; Magdahalena Tjalla; Kalsum Kalsum
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51347

Abstract

Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.
Co-Authors Agussalim Agussalim Ahmed Sardi Aisyah Ramadani Magdahalena Tjalla Maryam Rusdin Mujahidah Munawir Munawir Nanning Nanning Nur Zarimah Nurhamdah, Nurhamdah Revit Rendra Wicaksono Rezki Mawlani Salsa Aulini Zulfah