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All Journal Jurnal Bahasa, Sastra, dan Budaya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Research Review: Jurnal Ilmiah Multidisiplin Journal of Humanities and Social Studies Serambi: Jurnal Pengabdian Masyarakat
Yunita Hatibie
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Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Seventh-Grade Students' Difficulties in Learning English Verbs in the "My School Activities" Material Leni Cahyani Mustapa; Moon Hidayati Otoluwa; Yunita Hatibie
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10961

Abstract

Previous studies on junior high school students' vocabulary learning have often examined vocabulary difficulties in general or discussed meaning, pronunciation, and usage separately. This descriptive qualitative study addresses that gap by investigating seventh-grade students' difficulties in learning English verbs in the My School Activities material at SMP Negeri 1 Bulango Timur through an integrated analysis of meaning, pronunciation, and contextual usage. Ten students were selected because they had studied the target material and represented varied English learning abilities. Data were collected through structured direct observation activities, namely verb-meaning matching, read-aloud pronunciation, and fill-in-the-blank sentence completion, supported by semi-structured interviews and documentation of the teacher's module and the English for Nusantara textbook. The data were analyzed using Miles, Huberman, and Saldana's interactive model through data reduction, data display, and conclusion drawing and verification. The findings show that all participants experienced difficulties across the three aspects. Students confused verb meanings and forgot previously learned words, pronounced verbs by relying on Indonesian spelling patterns, and selected verbs that did not fit sentence contexts. The study contributes a contextual account of how meaning, pronunciation, and usage difficulties are interconnected in verb learning and suggests that teachers should combine vocabulary review, read-aloud practice, and sentence-based activities.
Students’ Perceptions of Duolingo as Interactive English Learning Media Fitra A. Jaelani; Karmila Machmud; Yunita Hatibie
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10900

Abstract

This study explored junior high school students’ perceptions of Duolingo as an interactive English learning medium at SMP Negeri 4 Limboto Barat. The study employed a qualitative descriptive approach to examine students’ learning experiences in using Duolingo during English learning activities. The data were collected through semi-structured interviews involving 22 learners and were analyzed using thematic analysis by referring to Bimo Walgito’s (2010) perception theory and Self-Determination Theory proposed by Ryan and Deci (2000). While previous studies often focus on isolated aspects of digital learning, this study explores students’ experiences through five interconnected perceptual dimensions derived from Walgito’s perception theory. The findings revealed that students generally had positive perceptions toward the use of Duolingo in English learning, yielding three major themes: Students’ Perceptions of Motivation and Engagement, Perceived Support for English Learning, and Learning Experiences and Practical Challenges. The application increased students’ interest, supported vocabulary development, and provided immediate feedback that boosted classroom confidence. However, several technical challenges, such as unstable internet connections and limited device capabilities, were found to affect the learning process. The study concludes that Duolingo functions as an effective interactive English learning medium that promotes meaningful learning experiences. Practically, these findings can inform English teachers on how to strategically integrate gamified tools as classroom complements while mitigating technical barriers.
Ketepatan Penggunaan Preposisi dalam Kalimat pada Teks Narasi oleh Siswa Kelas X-B SMAN 1 Wonosari Kartin Lihawa; Yunita Hatibie
SERAMBI: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2025): SERAMBI: Jurnal Pengabdian Masyarakat
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/serambi.v2i1.20

Abstract

Kegiatan pengabdian ini bertujuan untuk mengidentifikasi dan menganalisis ketepatan penggunaan preposisi dalam kalimat pada teks narasi yang ditulis oleh siswa kelas X-B SMAN 1 Wonosari, Kecamatan Paguyaman, Kabupaten Boalemo, Provinsi Gorontalo. Sebanyak 32 siswa terlibat dalam proses pembelajaran bahasa Inggris yang difokuskan pada penulisan teks naratif. Dari jumlah tersebut, hanya 17 siswa yang menyerahkan tugas menulis, baik secara langsung maupun melalui media daring seperti WhatsApp. Seluruh karya siswa kemudian dianalisis dari aspek struktur kalimat, fokus pada penggunaan preposisi, serta orisinalitas tulisan. Hasil menunjukkan bahwa 6 karya terindikasi sebagai hasil plagiarisme, baik dari internet maupun salinan dari teman. Dengan demikian, hanya 11 karya yang dapat dijadikan representasi kemampuan asli siswa dalam menulis teks naratif. Dari 11 karya tersebut, 8 siswa berhasil memperoleh kategori nilai A, yang mencerminkan pemahaman dan penggunaan preposisi secara tepat dan kontekstual. Sementara itu, masing-masing satu siswa memperoleh nilai B, C, dan D. Temuan ini mengindikasikan bahwa sebagian besar siswa telah memiliki kemampuan memadai dalam menggunakan preposisi dalam struktur kalimat naratif. Keberhasilan ini tidak terlepas dari peran guru dalam menerapkan strategi pembelajaran berdiferensiasi yang selaras dengan prinsip Kurikulum Merdeka. Pendekatan ini memungkinkan guru memberikan ruang bagi perbedaan minat, bakat, dan gaya belajar siswa, sehingga proses pembelajaran menjadi lebih efektif dan bermakna.
Kahoot: Its Effect on Students’ Vocabulary Mastery Safina Nur Khalisah Hiola; Rasuna Talib; Yunita Hatibie; Moon Hidayati Otoluwa; Sri Rumiyatiningsih Luwiti
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.571

Abstract

Vocabulary mastery is an essential component of English language learning, yet seventh-grade students may experience difficulties in understanding and using vocabulary due to limited learning engagement and less interactive learning approaches. This study aimed to investigate the effect of using Kahoot as an audio-visual learning medium on seventh-grade students’ vocabulary mastery, with a specific focus on nouns, verbs, and adjectives at SMP Negeri 1 Botupingge. This research employed a quantitative method with a pre-experimental one-group pretest-posttest design involving 26 seventh-grade students selected through purposive sampling. Data were collected using a 25-item multiple-choice vocabulary test administered as a pre-test and post-test and analyzed using a paired sample t-test after the data were confirmed to be normally distributed. The findings showed that students’ mean score increased from 50.29 in the pre-test to 75.14 in the post-test, representing an increase of 24.85 points, with a significance value of 0.000 (p < 0.05) and a t-value of -8.291. Improvements were also observed across the three targeted word classes, with noun mastery increasing from 56% to 90.63%, adjective mastery from 48% to 87.50%, and verb mastery from 55% to 82.31%. These findings indicate that the implementation of Kahoot was associated with a significant improvement in students’ vocabulary mastery and demonstrate its potential as an interactive audio-visual learning medium for vocabulary instruction.
Co-Authors Fadhila Muliana Tengo Fitra A. Jaelani Gobel, Megi Sepriyanti Jolanda Hulda Debora Pilongo Karmila Machmud Kartin Lihawa Leni Cahyani Mustapa Megi Sepriyanti Gobel Moon Hidayati Otoluwa Ntuiyo, Mohamad Akmal R. Pilongo, Jolanda Hulda Debora Rasuna Talib Safina Nur Khalisah Hiola Sartin T. Miolo Sri Rumiyatiningsih Luwiti Tengo, Fadhila Muliana Zein Mowuu