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All Journal Al Ishlah Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Language and Education Journal of General Education and Humanities Literacy : International Scientific Journals of Social, Education, Humanities e-Journal of ELTS (English Language Teaching Society)
Wahyudin Wahyudin
Universitas Tadulako
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Problems Faced by Rural Area Students at Madrasah Tsanawiyah in Learning English Speaking Zarah Amelia; Sriati Usman; Abdul Kamaruddin; Wahyudin Wahyudin
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4023

Abstract

This study investigates the process of acquiring English speaking skills, emphasizing the indispensable role of grammar, vocabulary, and pronunciation in facilitating effective communication between speakers and listeners. Acknowledging the critical need for learners to command these core components of the English language, this research specifically targets students residing in rural locales. Utilizing a qualitative methodology, the investigation centred on eighth-grade students from a Private Madrasah Tsanawiyah, chosen via convenience sampling. Data were garnered through observations, interviews, and questionnaires, revealing that issues related to practical application of skills were more pronounced than theoretical knowledge gaps. Notably, the findings indicate that a lack of confidence significantly impedes skill development, with 80% of challenges linked to this factor, compared to 72% associated with knowledge deficiencies in language production. In light of these insights, the research underscores the paramount problem of inadequate skill factors among students. Consequently, it advocates for English teachers to exhibit superior pedagogical competence, highlighting the necessity for educators to deploy effective teaching methodologies within the instructional framework.
The Use of Problem-based Learning Method Assisted with Story Mapping to Improve Reading Comprehension Mutiara Oktarina; Rofiqoh Rofiqoh; Sriati Usman; Wahyudin Wahyudin
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.v10i3.3743

Abstract

This research aims to prove whether the use of problem-based learning method assisted with story mapping can improve the reading comprehension of the eighth grade students of SMP Negeri 4 Palu. The researcher applied a quasi-experimental research design. The sample was selected through a purposive sampling technique, consisting of experimental and control groups with a total sample of 60 students. The data were collected through a reading test consisting of the pre-test and post-test. The collected data was analyzed statistically using SPSS 22. By using a 0.05 level of significance with the degree of freedom (58), the researcher found the sig. value was smaller than the chosen alpha level (0.001<0.05). It reveals that the hypothesis is accepted or the use of Problem-based Learning method assisted with Story Mapping can improve the reading comprehension of the eighth grade students of SMP Negeri 4 Palu. The implication of the findings were the use of PBL method assisted with story mapping can train students’ thinking and collaborative skills, thus making them more actively participate in the discussion and engage in critical and creative thinking
Improving Reading Comprehension of Tenth Grade Students of SMA Negeri 1 Sojol Using Read-Cover-Remember-Retell (RCRR) Strategy Nur’Ainun Nur’Ainun; Syahrul Munir; Wahyudin Wahyudin; 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.v10i3.3786

Abstract

The research aims to find out whether or not the use Read-Cover-Remember-Retell (RCRR) can improve students’ reading comprehension of the tenth grade students of SMA Negeri 1 Sojol. The researcher used quasi-experimental research design which involved two groups namely experimental group and control group. The population was 166 students in grade tenth. The samples were 67 students, selected by using the purposive sampling technique. The instrument of collecting the data was test. The test consisted of pre-test and post-test. The data were analyzed statistically using, 0.05 level of significance and 60 degree of freedom. Based on the data analysis, it was founds that the students’ mean score of experimental groups post-test was 64.38 greater than the control groups mean score, 47.12. Comparison the two tests of scale describes that value = 10.18> value = 1.659 which indicates that the research hypothesis is accepted. In other words, the reading comprehension of the tenth grade students of SMA Negeri 1 Sojol can be improved by using the ReadCover-Remember-Retell (RCRR) Strategy
The Implementation of Team-based Learning IDLE Digital Technology-based Devices in Developing Speaking Skills Konder Manurung; Aminah Aminah; Wahyudin Wahyudin; Grace Novenasari Manurung
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i1.4947

Abstract

This study aims to enhance students’ speaking skills in an academic setting by applying the Team-based Learning Model and describe how they perceive the implementation of IDLE digital technology-based devices in the application of the team-based learning model. Mixed Method research is used in this investigation. An experimental method was used to collect quantitative data, applying the Team-based Learning model to teach speaking skills to two student groups, which were selected using a probability sampling technique. Questionnaires and oral tests were used to gather quantitative data, while qualitative data was collected through focus group discussions and interviews. The quantitative data was analyzed using descriptive statistics with SPSS for Windows, and the qualitative data, which focuses on the problems and the objectives of the research, was analyzed using Content Analysis. The results of the data analysis show more students passed the Speaking in Academic Context Course than the students did in the previous academic years. The passing scores are between 71 to 76 and 86 to 100, or grades B (Good) and A (Very Good). According to the findings of data analysis on student perceptions obtained from questionnaires, students used several IDLE digital technology-based devices to complete projects, used the IDLE digital technology-based devices for fairly effective periods, between 30 minutes and over an hour per day, and used them for both receptive and productive activities individually and in group. The findings imply that the effective selection of teaching models and instructional media, especially the application of IDLE digital technology-based devices, is needed to motivate students to learn individually and in groups.
A STUDY ON THE IMPLEMENTATION OF WORD CHAIN GAME IN TEACHING VOCABULARY MASTERY Rhizman Ashary Muhammad; Konder Manurung; Wahyudin Wahyudin
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1878

Abstract

This study was conducted through Library Research method which describes the application of Word Chain Game in Teaching Vocabulary Mastery. Word Chain Game is type of game designed to help players improve their vocabulary mastery. The objectives of this research are to describe the steps on the implementation of Word Chain Game in teaching vocabulary mastery and describe the students’ vocabulary mastery after the implementation of Word Chain Game. The data source were taken from Lewis Carroll (1879) as the primary data and scientific writing on the implementation of Word Chain Game from 2010-2021 as the secondary data. The result of the library research method indicate that there are 5 (five) scientific writing. The result of descriptive analysis show that the implementation of Word Chain Game in five different studies used different steps in implementing the procedures produced by the proponents of the game which consist of 4 steps. 1) The words used must be derived from dictionary. Proper names and words are not permitted. 2) The next word must be formed from the previous word by continuing the word with the last letter in it to form a Chain Word. 3) No word may be used as a Link unless it (or, if an inflection, the word from which it comes) is listed in the following Glossary. When adjectives and adverbs are regularly formed, their comparatives and superlatives are regarded as 'inflections' of the positive form and are not given separately: for example, if the word 'new' is given, it is to be understood that 'newer' and 'newest' are also admissible. However, nouns formed from verbs (such as 'reader' from 'read') are not considered to be so, and may not be used as Links unless they are found in the Glossary. 4) When played in a group, the person who cannot provide the word link is eliminated, and the winner is the only one who remains. When there are two players, the one who makes the most word links wins. One of them ask the students to write, spell, and pronounce the word. Two of them just ask the students to write the word, and other researchers only ask the students to pronounce the word. The vocabulary mastery of EFL students improved after the implementation of Word Chain Game in the classroom. According to the findings, it provides an interesting method for vocabulary building skill and strategies, word memorization, word list recall or vocabulary recognition, and group work. It is conclude that using Word Chain Game in teaching vocabulary is effective. In other words, differences in the teaching procedures do not negatively impact the students vocabulary mastery.
PERCEPTION ON THE USE OF ZOOM IN SPEAKING CLASS OF THE THIRD YEAR STUDENTS AT TADULAKO UNIVERSITY Muhammad Triansyah; Konder Manurung; Wahyudin Wahyudin
e-Journal of ELTS (English Language Teaching Society) Vol. 10 No. 2 (2022)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v10i2.2493

Abstract

This study aims to know students' perceptions on the use of zoom in speaking class as an alternative solution. Whether the use of zoom as a media of online learning in speaking class is perceived positive or negative during pandemic eras of covid-19. The subjects of this research were 47 students of class 2019, the academic year 2021–2022, at Tadulako University of English Education Study Program. The research was mix method research with embedded design. The instruments used to collect data are questionnaires and interviews. The results of data analysis show that the use of zoom in speaking class perceived negatively by the student, there are many aspects influenced such as: the use of zoom application in speaking class could not fulfill the evaluation aspects of speaking skills itself, instability of internet connection interfere in the midst of knowledge transfer, financial problem in purchasing internet package, and students lack of initiative in upgrading their speaking achievement. However, there are also some positive perception that is found in this study regarding the use of zoom as a media of learning. The students agreed that the use of zoom application is helpful and could help the student learn autonomously which change their learning habit and support students to be actively engaged during speaking class. This implies that the use of the zoom application is not appropriate to be use in speaking classes. In addition, students agree that the zoom application cannot help them improve their speaking skills.
Exploring the Use of Folktale to Foster English Learning Skills : A Qualitative Perspective Miftahul Jannah; Darmawan Darmawan; Desrin Lebagi; Wahyudin Wahyudin
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i2.2770

Abstract

This study aims to explore the use of folktales in enhancing English language skills among junior high school students within an EFL context. Employing a qualitative descriptive method, data were collected through interviews with one English teacher and five ninth-grade students at SMP Negeri 12 Palu, as well as document analysis of an English textbook. The findings reveal that folktales contribute to the development of language skills by increasing student motivation, reducing anxiety, and providing meaningful language input. Folktales were also found to be strategically integrated into textbook activities aligned with curriculum objectives. It is concluded that folktales represent an effective, culturally responsive medium for fostering English language learning.
The Effect of Inquiry-Based Learning on Eighth-Grade Students’ Descriptive Writing Skills at SMP Negeri 10 Palu Sitti Nuraeni; Wahyudin Wahyudin; Desrin Lebagi; Budi Budi
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.v5i2.1344

Abstract

This study investigates the effectiveness of Inquiry-Based Learning (IBL) in improving descriptive writing skills of eighth-grade students at SMP Negeri 10 Palu. A quasi-experimental design was employed involving 52 students selected through purposive sampling and divided into an experimental group and a control group. Both groups were given pre-tests and post-tests to measure their writing performance. The results show that the experimental group’s mean score increased from 60.54 to 75.88, while the control group also improved from 62.12 to 72.04. The independent-samples t-test showed no significant difference in pre-test scores between the two groups, indicating that both groups had similar initial writing ability. Although both groups showed improvement after the learning process, the experimental group showed a greater increase in mean score than the control group. The findings suggest that Inquiry-Based Learning contributed positively to students’ development of descriptive writing.
Teaching the Past Form to the Students of SMAN 5 Palu through Group Work Learning Yohalis Selma Sunggudek; Wahyudin Wahyudin; Desrin Lebagi; Rofiqoh Rofiqoh
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2357

Abstract

Grammar mastery, particularly in the use of past forms, is essential for developing students’ writing skills. However, many students still experience difficulties in applying regular and irregular verbs correctly. This study aimed to examine the effectiveness of group work in improving students’ mastery of past forms. The research employed a quantitative approach with a quasi-experimental design involving an experimental class and a control class, each consisting of 23 tenth-grade students of SMAN 5 Palu. Data were collected through pre-tests and post-tests consisting of multiple-choice and essay questions. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test of Homogeneity, and the Mann–Whitney U Test with the assistance of IBM SPSS Statistics version 29. The pre-test results showed that both groups had relatively similar initial abilities, with mean scores of 78.91 for the experimental class and 80.21 for the control class. After six meetings of treatment using group work activities, the experimental class achieved a higher post-test mean score (87.39) than the control class (81.19). The Mann–Whitney U Test showed a significance value of 0.000 (Asymp. Sig. 2-tailed 0.05), indicating a statistically significant difference between the two groups. These findings reveal that students taught through group work performed better in understanding and using regular and irregular verbs. Therefore, group work is effective in improving tenth-grade students’ mastery of past forms in writing at SMAN 5 Palu
Co-Authors Abdul Kamaruddin Aminah Aminah Budi Budi Darmawan Darmawan Desrin Lebagi Grace Novenasari Manurung Konder Manurung Miftahul Jannah Muhammad Triansyah Mutiara Oktarina Nur’Ainun Nur’Ainun Rhizman Ashary Muhammad Rofiqoh Rofiqoh Sitti Nuraeni Sriati Usman Syahrul Munir Yohalis Selma Sunggudek Zarah Amelia