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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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Improving Reading Comprehension by Using Fable Text of the Nineth Grade Students of SMP Negeri 1 Palu Ian Putri Pertama; Wahyudin Wahyudin; Maf’ulah Maf’ulah; Sriati Usman
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.
Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing Dhea Agustianingsih; Wahyudin Wahyudin; Andi Patmasari; 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.v5i1.996

Abstract

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.
The Role of Code-Mixing in TikTok Content: How Mixed Language Videos Affect Students’ Vocabulary Growth at SMAN 1 SOJOL Fina Nurdiana; Muhammad Arid; Wahyudin Wahyudin; Mochtar Marhum
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.v5i1.1089

Abstract

The widespread use of TikTok among students has increased their exposure to English–Indonesian code-mixing, which may influence vocabulary learning. However, empirical evidence regarding the effect of code-mixed TikTok content on students’ vocabulary development remains limited. Therefore, this study aims to investigate the effect of TikTok content containing English–Indonesian code-mixing on students’ vocabulary development at SMAN 1 Sojol. This study employed a quantitative pre-experimental design with a one-group pre-test and post-test. The participants were 27 students from class X-C, selected through purposive sampling. Vocabulary tests and classroom observations were used as research instruments, and the data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 57.78 in the pre-test to 74.63 in the post-test, resulting in an average gain of 16.85 points. The statistical analysis revealed a p-value of 0.000 (< 0.05), indicating a significant effect of the treatment. These findings suggest that exposure to code-mixed TikTok content effectively enhances students’ vocabulary acquisition by providing contextual, engaging, and multimodal language input. Thus, TikTok can be considered an effective supplementary learning tool to support English vocabulary development.
Co-Authors Abdul Kamaruddin Aminah Aminah Budi Budi Darmawan Darmawan Desrin Lebagi Dhea Agustianingsih Fina Nurdiana Grace Novenasari Manurung Ian Putri Pertama Konder Manurung Maf’ulah Maf’ulah Miftahul Jannah Mochtar Marhum Muhammad Arid Muhammad Triansyah Mutiara Oktarina Nur’Ainun Nur’Ainun Patmasari, Andi Rhizman Ashary Muhammad Rofiqoh Rofiqoh Sitti Nuraeni Sriati Usman Syahrul Munir Tiara Z. Koping Yohalis Selma Sunggudek Zarah Amelia Zarkiani Hasyim