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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Health, Economics, and Social Sciences (IJHESS) e-Journal of ELTS (English Language Teaching Society)
Rahayu Prasetyaningsih
English Education Department, Teacher Training And Education Faculty, Universitas Muhammadiyah Palu, Palu, Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Empowering Students Disaster Literacy: An Effort to Decrease Disaster Risk towards Reading Aloud Strategy Rahayu Prasetyaningsih; Andi Mappewali; Andi Naniwarsih
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 5 No. 3: July 2023 - International Journal of Health, Economics, and Social Sciences (IJHESS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v5i3.3789

Abstract

This study aimed to prove whether the Reading Aloud Strategy can empower the disaster literacy of Al-Khairaat II Junior High School students. This research design is pre-experimental, in which researchers use one pretest-posttest group. The characteristic of this design is that it can only have pre-test and post-test groups without a control group. The sample of this study was students of class VIIIB of Al-Khairaat II Junior High School, Palu, a total of twenty people. The results of the data analysis showed that the alternative hypothesis is accepted, proving that the mean value of the post-test is greater than the mean value of the pre-test. In addition, the t_count value (4.7) is higher than the t_table value (2.024) with a significance level of 0.05 and (20-1) degrees of freedom (df). It is proven that the Reading Aloud strategy can improve the disaster literacy reading skills of students in class VIIIB of SMP Al-Khairaat II Palu.
PRIVATE SPEECH IN ADULT FOREIGN LANGUAGE ACQUISITION: MECHANISMS, IMPLICATIONS, AND PATTERNS AMONG TERTIARY LEARNERS Rahayu Prasetyaningsih; Ernitasari Mulyadi; Dewi Rara Amiati; Hasriana
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6144

Abstract

This research investigates the mechanisms of private speech in adult foreign language acquisition, particularly English language, focusing on how tertiary learners utilize self-directed talk to manage cognitive load during motor-language tasks. The study aims to identify the specific triggers, behavioral patterns, and self-regulatory functions of private speech when learners are required to coordinate physical actions with real-time English narration. Employing a qualitative phenomenological design, the study involved five sophomore students at Universitas Muhammadiyah Palu who participated in an Action-Sequence Protocol followed by Video-Stimulated Recall Interviews (SRI). Data were analyzed through observation of behavioral markers and thematic condensation of interview reflections. Results indicate that private speech acts as a vital cognitive bridge, manifesting through three primary functions: iterative planning for task management, affective self-soothing to mitigate frustration, and spontaneous error monitoring. Findings reveal a dichotomy in strategies, where some learners externalize cognitive load through audible whispering while others internalize it through prolonged pausing. These results prove that hesitation and mumbling in adult learners are sophisticated self-regulatory strategies rather than linguistic deficiencies. The study implies a necessary paradigm shift in tertiary pedagogy, suggesting that educators should recognize and encourage private speech as a legitimate scaffolding tool to reduce speaking anxiety and foster learner autonomy in English language context. These insights establish a foundation for future exploration into culturally integrated speaking tasks and longitudinal pedagogical interventions. Keywords: Private Speech; Action-Sequence; Foreign Language Acquisition; Tertiary Learners; Self-Regulation
IMPROVING VOCATIONAL SCHOOL STUDENTS' WRITING ABILITY THROUGH THE DICTATION METHOD Juliasetiwi Juliasetiwi; Rahayu Prasetyaningsih; Andi Naniwarsih
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6915

Abstract

This study investigates the pedagogical effectiveness of the dictation method in enhancing the recount text writing skills of second-year vocational high school students at SMK Muhammadiyah 1 Palu. A quantitative pre-experimental research design utilizing a one-group pre-test and post-test model (O1 ® X ® O2) was implemented with an intact class of 17 second-year vocational students (n = 17) selected through total sampling. Student writing performance was evaluated using an analytical composition rubric across five core dimensions: content (30%), organization (20%), vocabulary (20%), language use (25%), and mechanics (5%). The empirical data revealed a slight numerical improvement in overall mean scores, moving from a baseline pre-test mean of 84.74 (SD = 7.12) to a post-test mean of 85.33 (SD = 6.85), representing an absolute score gain of +0.59 points. Inferential statistical testing via a paired-sample t-test yielded a calculated t-value of 0.27, which was substantially lower than the critical t-table value of 2.120 at degrees of freedom df = 16 and a significance level of α = .05 (0.27 < 2.120). Consequently, the null hypothesis (H₀) was accepted, establishing that the observed score increase was not statistically significant. The lack of statistical significance is primarily attributed to a pronounced statistical ceiling effect driven by high baseline pre-test scores, as well as a small sample size (n = 17) and a negligible Cohen’s effect size (d = 0.07). Dimension-level descriptive results showed that the largest gains occurred in language use (+0.30) and mechanics (+0.10), whereas content and organization each changed by only 0.06 points. The study concludes that while dictation functions as an effective auxiliary tool for reinforcing foundational mechanics, vocational ELT instruction must integrate dictation within broader process-oriented and communicative task-based frameworks to foster true writing autonomy.
Behavioral Analysis of English Writing Process: A Case Study of Vocational Students Fatma Dera; Andi Naniwarsih; Rahayu Prasetyaningsih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.12798

Abstract

One of the challenging English skills for Indonesian vocational high school students is writing, but their writing process is rarely studied. This study examines their writing behavior, particularly self-regulation at each stage. Through a qualitative case study, structured observational data of four students and semi-structured interviews with them and their teacher were thematically analyzed and triangulated. Self-regulation emerged, but it was not evenly distributed across stages, heavily reliant on dictionaries and digital translators, and evident in the perseverance to continue interrupted tasks. Drafting dominates writing time; the imbalance at this stage, which seems to be reinforced by the learning design, is related to writing difficulties. These findings support explicit staged writing instruction.  
Students’ Perceptions of English Teacher Strategies and Reading Skills amid Limited Facilities Aliva Sakinah Humairah; Sari Wulandari; Rahayu Prasetyaningsih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.12773

Abstract

Limited facilities require teachers to adopt adaptive teaching strategies. This research describes students’ perceptions of English teachers’ strategies and examines their relationship with reading skills at Madrasah Aliyah Muhammadiyah Toaya, a school without a library or adequate reading materials. This quantitative correlational study involved all 25 eleventh-grade students and used a 15-item perception questionnaire, a 10-item reading test, and Spearman Rank correlation. Perceptions were moderate (M = 2.69), and reading skills were low (M = 32.00).  Perceptions were not significantly associated with reading achievement (rs = −0.171; p = 0.414; 95% CI [−0.53, 0.24]). Teacher strategies may need to be accompanied by adequate reading materials and sustained reading practice.
THE EFFECT OF WORDWALL ON STUDENTS’ ENGLISH VOCABULARY MASTERY: A WEB-BASED LEARNING APPROACH Risa Rahmawati; Ernitasari Mulyadi; Rahayu Prasetyaningsih; Dewi Rara Amiati
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6917

Abstract

This study aimed to investigate the effect of WordWall on students’ English vocabulary mastery through a web-based learning approach. The study employed a pre-experimental design using a one-group pre-test and post-test design. The participants were 30 Grade XI students from one intact class of the Computer and Network Engineering department at SMK Muhammadiyah 1 Palu. Data were collected through a vocabulary test administered before and after the treatment and an observation checklist to support the description of the learning process. The treatment was conducted in six meetings using WordWall-based vocabulary activities focusing particularly on nouns and adjectives. The results showed a substantial improvement in students’ vocabulary mastery following the implementation of WordWall. The mean score increased from 42.33 on the pre-test to 80.67 on the post-test, representing a mean improvement of 38.33 points. A paired-samples t-test revealed a statistically significant difference between the pre-test and post-test scores, t(29) = 26.81, p < .001, with a very large standardized effect. The observation results further indicated active participation and positive engagement during the learning activities. These findings suggest that WordWall can serve as an interactive web-based learning approach to support English vocabulary learning, particularly in learning nouns and adjectives. However, because the study employed a one-group design without a control group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive evidence of a causal effect attributable exclusively to WordWall.
Co-Authors A. Mappewali Aliva Sakinah Humairah Andi Naniwarsih Dewi Rara Amiati Ernitasari Mulyadi Fatma Dera Hasriana Juliasetiwi Juliasetiwi Naniwarsih, Andi Risa Rahmawati Sari Wulandari