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Effects of Story Mapping on EFL Speaking Fluency and Comprehensibility: A Quasi-Experimental Study of Tenth-Grade Students Nirma Kartikasari; Konder Manurung; Maf’ulah Maf’ulah; Abd. Kamaruddin
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.v5i1.841

This research investigates the effectiveness of the story-mapping technique in improving the speaking skills of tenth-grade students at SMA Negeri 1 Sindue. The study was conducted because many students faced challenges in speaking English, such as limited vocabulary, pronunciation difficulties, low confidence, and fear of making mistakes. A quantitative approach with a quasi-experimental pre-test and post-test control group design was employed. The sample consisted of two classes: the experimental group (n = 34), which was taught using story mapping, and the control group (n = 36), which received the oral presentation method, in which students practised speaking by presenting material orally in front of the class. Students’ speaking skills were assessed for fluency and comprehensibility by two trained raters specialising in speaking with, and the scores maintained scoring reliability. The descriptive statistics showed that the experimental group achieved a notable improvement, with the mean score increasing from 42.06 in the pre-test to 52.35 in the post-test, whereas the control group showed no meaningful change. The Mann-Whitney U Test further confirmed a significant difference between the groups, indicated by an Asymp. Sig. value of 0.004, supported by a medium effect size (r = 0.34). These findings demonstrate that story mapping helps students organise ideas more effectively, speak more fluently, and express thoughts more clearly. Therefore, story mapping is considered an effective technique for enhancing speaking skills and is recommended for use in an English-speaking classroom.

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

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.

The Effectiveness of Educational Videos in Improving Vocabulary Mastery at SMP Negeri 16 Palu Rahmawati Rahmawati; Abd. Kamaruddin; Maf’ulah Maf’ulah; 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.v5i1.923

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning; however, preliminary observations at SMP Negeri 16 Palu revealed that many eighth-grade students still have limited vocabulary. Students experienced difficulties in understanding word meanings, identifying word classes, and using vocabulary appropriately in simple sentences, which negatively affected their participation, confidence, and comprehension in English learning. Therefore, this study aimed to find out the effectiveness of educational videos in improving students’ vocabulary mastery. This study employed a quantitative, quasi-experimental research design. The population consisted of 129 eighth-grade students of SMP Negeri 16 Palu in the 2024/2025 academic year. The samples were class VIII C as the experimental group and class VIII E as the control group. The research instruments were vocabulary tests administered as pre- and post-tests, focusing on nouns, verbs, and adjectives. The collected data were analysed using a normality test, a homogeneity test, and an independent-samples t-test in SPSS version 24. The findings indicated that the experimental group achieved a higher mean post-test score (70.27) compared to the control group (58.93). The result of the independent samples t-test showed a significance value of 0.001, which was lower than 0.05, indicating a statistically significant difference between the two groups. These results demonstrate that the use of educational videos, particularly animated videos, effectively improves students’ vocabulary mastery.

Listening Anxiety Among EFL Tadulako University Students: Causes And Coping Strategies From Students’ Perspectives Muhammad Irli Ma'arif; Aminah Suriaman; Maf’ulah Maf’ulah; Muhammad Arid
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.v5i1.927

Listening anxiety is a common affective factor that can hinder English as a Foreign Language (EFL) learners’ listening comprehension and academic performance. Therefore, this study aimed to investigate the causes of listening anxiety and the coping strategies employed by EFL students at Tadulako University from students’ perspectives. This research employed a qualitative descriptive approach, with data collected through semi-structured interviews involving EFL students. The findings revealed that the majority of participants (90.51%) experienced low levels of listening anxiety, while a smaller proportion reported moderate (7.66%) and high (1.83%) levels of anxiety, which significantly affected their academic performance. The main sources of listening anxiety included fear of misunderstanding spoken English, fear of negative evaluation by peers and instructors, and limited vocabulary knowledge. To cope with listening anxiety, students employed various strategies, including cognitive strategies (note-taking and inferencing), metacognitive strategies (pre-listening preparation and self-evaluation), and affective strategies (such as deep breathing exercises). The study concludes that listening anxiety among EFL learners is influenced by both cognitive and affective factors, highlighting the importance of incorporating students’ coping strategies into listening instruction. These findings suggest that EFL instructors should integrate anxiety-reduction techniques and strategy-based instruction into the curriculum to create a more supportive learning environment and enhance students’ listening skills and overall language proficiency.

Effectiveness of the Jigsaw Technique in Improving Students' Reading Comprehension Lilis Sumantri; Mukrim Mukrim; Mashuri Mashuri; Maf’ulah Maf’ulah
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.v5i1.1020

Reading comprehension constitutes a fundamental component of English language learning, as it enables students to construct meaning and understand written texts effectively. Nevertheless, many junior high school students continue to have difficulty comprehending English reading materials, especially when dealing with long descriptive texts and interpreting words with multiple meanings in different contexts. These difficulties often make students feel lazy and less motivated to read. Therefore, the Jigsaw technique was applied to encourage active learning, collaboration, and communication among students by dividing the learning materials into smaller sections, with each student responsible for studying and explaining their section to their peers. This study aimed to investigate whether the Jigsaw technique is effective in improving the reading comprehension of seventh-grade students at SMP Negeri 15 Palu, particularly in learning descriptive texts. This research employed a quasi-experimental design with two classes: VII A as the experimental group and VII C as the control group, totaling 60 students. A reading comprehension test consisting of 15 multiple-choice items and 5 essay questions was used as the research instrument. The data were analyzed using statistical procedures to determine whether the difference between the two groups was significant. The findings revealed that students taught using the Jigsaw technique demonstrated superior reading comprehension achievement compared to those taught through conventional methods. The statistical analysis showed that the obtained t value exceeded the critical value at the 0.05 level of significance, indicating that the alternative hypothesis was accepted. These results indicate that the Jigsaw technique, which promotes peer teaching, active participation, and cooperative learning, is an effective instructional strategy for enhancing students' reading comprehension and creating a more engaging learning environment.

The Impact of Speaking Anxiety on Third-Semester English Education Students’ Oral Performance at Tadulako University Widya Pratiwi; Mukrim Mukrim; Maf’ulah Maf’ulah; Abd. Kamarrudin
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.v5i2.1343

Speaking anxiety is a common psychological barrier that affects students’ ability to communicate effectively in English as a Foreign Language (EFL) contexts, where many students experience nervousness, lack of confidence, and fear of making mistakes during speaking activities, which may influence their oral performance. This study aims to explore how speaking anxiety affects the oral performance of third-semester English Education students at Tadulako University. This study employed a qualitative case study design involving five participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, reflection sheets, and document analysis, and analyzed using thematic analysis. The findings reveal that speaking anxiety manifests in emotional responses such as nervousness and fear, as well as behavioral signs such as hesitation, avoidance, and limited participation, and it also affects students’ fluency, coherence, and clarity of expression. Despite achieving high academic scores, students still experienced anxiety, indicating that psychological factors are not always reflected in performance outcomes. This study concludes that speaking anxiety significantly influences students’ oral performance and highlights the importance of supportive classroom practices to reduce its impact.

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