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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) ELS Journal On Interdisciplinary Studies in Humanities JURNAL PENDIDIKAN TAMBUSAI Lectura : Jurnal Pendidikan ELT-Lectura Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Acuity : Journal of English Language Pedagogy, Literature and Culture UTAMAX : Journal of Ultimate Research and Trends in Education Journal of English Language and Education Journal of General Education and Humanities Mekongga: Jurnal Pengabdian Masyarakat e-Journal of ELTS (English Language Teaching Society)
Eisenring, Moh. Abraham Akbar
Tadulako University, Indonesia
Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving The Speaking Skills of The Tenth-Grade Students at SMA Negeri 1 Sindue Through the Song Interpretation Method Fadila Palmai; Abd. Kamaruddin; Moh. Abraham Akbar Eisenring; Zarkiani Hasyim
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.755

Abstract

Many learners continue to struggle with English speaking skills, particularly in achieving accuracy and clarity of comprehension. This study aimed to investigate the effect of the Song Interpretation Method on enhancing the speaking performance of tenth-grade students at SMA Negeri 1 Sindue during the 2025/2026 academic year. The research focused on two main aspects of speaking ability: accuracy and comprehensibility. A quantitative approach was implemented through a quasi-experimental design involving pre-test and post-test control groups. The sample consisted of two classes selected through random sampling, with one designated as the experimental group and the other as the control group. Statistical analysis was conducted using SPSS software, and the Mann–Whitney U Test was employed to assess the differences between the two groups. The findings indicated an Asymp. Sig. (2-tailed) value of 0.035, which is lower than 0.05, signifying a significant difference between the post-test scores of the groups. Consequently, the alternative hypothesis (Ha) was accepted, confirming that the Song Interpretation Method substantially enhanced students’ speaking proficiency, particularly in terms of accuracy and comprehensibility. These findings suggest that integrating songs into English instruction can foster communicative competence, increase classroom interaction, and motivate learners in EFL contexts.
Improving Reading Comprehension of The Eighth-Grade Students of SMP Negeri 19 Palu Through Folklore Nur Malinda; Mashuri Mashuri; Moh. Abraham Akbar Eisenring; Andi Patmasari
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.798

Abstract

This study aimed to examine the effectiveness of using folklore in improving the reading comprehension skills of eighth-grade students at SMP Negeri 19 Palu. The research employed a pre-experimental design with a one-group pre-test – post-test model. A total of 23 students were selected through a cluster random sampling technique. The data were collected through a reading comprehension test, administered before and after the treatment. The treatment involved teaching reading comprehension through selected Indonesian folktales, including "The Legend of Malin Kundang," "Cinderella," and "Tadulako Bulili." The data were analysed statistically using descriptive analysis and a paired-sample t-test with SPSS version 24. The findings showed an increase in the students' mean scores from 61.85 on the pre-test to 68.15 on the post-test. The significance value of 0.032 (< 0.05) indicated a statistically significant difference between the pre-test and post-test results. Therefore, it can be concluded that using folklore as a learning medium effectively enhances students' reading comprehension, particularly in understanding narrative texts. Moreover, folklore can serve as an engaging and culturally relevant resource to foster students' motivation and interest in learning the English language.
Eleventh-Grade Students’ Perceptions of Dictation in EFL Classes: Evidence from Sukma Bangsa School of Sigi Nurlinda Linda; Nadrun Nadrun; Moh. Abraham Akbar Eisenring; Anjar Kusuma Dewi
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.838

Abstract

This study explores the eleventh-grade students’ perceptions of using the dictation technique in English classes at Sukma Bangsa School of Sigi. Using a qualitative descriptive design, the researcher collected data from 30 students through an open-ended questionnaire and conducted semi-structured interviews with 11 purposively selected participants. Data were analyzed following Miles and Huberman’s interactive model (data reduction, display, and conclusion drawing). The findings show that most students hold positive perceptions of dictation: they find it interesting, challenging in a constructive way, and helpful in improving several language aspects. Respondents reported improvements in listening comprehension, vocabulary acquisition, spelling accuracy, and pronunciation awareness. They also noted gains in concentration, accuracy, and self-confidence. Common difficulties included the teacher’s fast reading speed, unfamiliar vocabulary, limited time for repetition, and trouble distinguishing similar sounds. To cope, students asked for repetitions, expanded vocabulary through self-study and media exposure, and compared answers with peers. The study concludes that dictation remains a relevant, low-tech technique that supports integrated language development when applied with appropriate pacing and pre-teaching of key vocabulary.
Challenges in Inflectional Morphology: Errors in Plural Formation among EFL Students Yulianti Sumah; Siska Bochari; Moh. Abraham Akbar Eisenring; 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.v5i1.853

Abstract

Many EFL students continue to struggle with plural formation, particularly in distinguishing regular and irregular noun patterns. This study aimed to identify the inflectional markings most frequently misused in forming plural nouns, to classify inflectional errors, and to calculate the frequency of each error type produced by EFL students. The researchers employed a quantitative descriptive research design. The study population consisted of third-semester students from the English Education Study Program at Tadulako University, with 153 participants selected via simple random sampling. A test consisting of 35 questions was used as the main instrument in this study, and the errors were analysed using Dulay’s Surface Strategy Taxonomy. The findings showed that the irregular form -f/-fe to -ves was the most frequently misused inflectional marking by the students, with a total frequency of 500 errors. Furthermore, 2,358 errors were found in students’ answers across four types: omission, addition, misformation, and misordering. Misformation was the most frequent type of error with a frequency of 1,014 (43.00%), followed by omission with 813 (34.48%), addition with 385 (16.33%), and misordering with 146 (6.19%). These findings indicate that students require more targeted instruction on irregular plural forms. The results highlight the need for teaching strategies that explicitly strengthen students’ morphological understanding to reduce recurring errors in plural formation.
The Relationship Between Tiktok Exposure and English Vocabulary Acquisition Among English Education Students at Tadulako University Gusti Ayu Kadek Velli Amanda; Konder Manurung; Moh. Abraham Akbar Eisenring; Afrillia Anggreni
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.v14i1.11135

Abstract

This study aimed to investigate the relationship between TikTok exposure and English vocabulary acquisition among English Education students at Tadulako University. Using a quantitative correlational design, data were collected from 60 students selected through purposive sampling using an online questionnaire and analyzed using SPSS. The findings showed a mean score of 43.4 for TikTok exposure and 36.9 for vocabulary acquisition. Spearman’s Rank Correlation revealed a correlation coefficient of 0.494 with a significance value of less than 0.001, indicating a positive and statistically significant relationship between TikTok exposure and English vocabulary acquisition. These findings suggest that students with higher TikTok exposure tend to have higher levels of English vocabulary acquisition.
Students’ Perceptions of Using English Learning Applications to Enhance Vocabulary Mastery Nuranantya Mersa Ukkas; Aminah Suriaman; Moh. Abraham Akbar Eisenring; Afrillia Anggreni
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.v11i3.2631

Abstract

Mobile-Assisted Language Learning (MALL) has provided university students with flexible opportunities to improve vocabulary mastery through English learning applications. This study investigated English Education students’ perceptions of using such applications for vocabulary learning at Tadulako University. A qualitative descriptive design was employed involving 69 students who completed a Likert-scale questionnaire and five participants who took part in semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis. The findings revealed that students generally perceived English learning applications positively because they helped them learn new words, improve pronunciation, increase confidence, and support autonomous learning. Features such as gamification, repetition, quizzes, and audio pronunciation enhanced motivation and engagement. However, students also reported several limitations, including insufficient contextual explanations, repetitive activities, unstable internet connections, and premium-feature restrictions. Overall, English learning applications were perceived as effective supplementary tools for vocabulary development rather than complete replacements for classroom instruction and authentic communication practice. The study highlights the potential of MALL applications to support independent vocabulary learning while emphasizing the continued importance of teacher guidance and interactive language use.
Integrating Digital Wordwall Media In EFL Learning to Improve Student’s Reading Comprehension Dewi Putri Tuah Susila; Abd. Kamarrudin; Moh. Abraham Akbar Eisenring; Mashuri Mashuri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44355

Abstract

This aim of this study is to find whether the use of digital wordwall media can improve reading comprehension of the grade eight students of SMPN 19 PALU. This study used a quantitative approach, using a quasi-experimental design, this type of research design consists of two group namely experimental group and control group. The population of this study consists of all eighth-grade students at SMPN 19 Palu, totaling 110 students. The researcher employed random sampling, with a total sample of 54 student, 24 students from class D as the experimental group and 30 students from class A as the control group. Data collection in this study used tests in the form of pre-tests and post-tests. After analyzing the data, it was found that the average score of students in the experimental class increased from 47.87 in the pre-test to 69.04 in the post-test. In addition, the control class showed an increase in the average score from 46.86 to 55.36 within the same time frame. The results indicated that the t-test value (2.655) exceeded the critical t-value (1.675). The findings support the acceptance of the alternative hypothesis, indicating that the integration of digital wordwall media has a significant positive impact on students’ reading comprehension.
EXPLORING TADULAKO UNIVERSITY STUDENTS’ PERSPECTIVES IN USING AI-BASED GRAMMAR TOOLS FOR ACADEMIC WRITING Faiz Ibrahim; Konder Manurung; Moh. Abraham Akbar Eisenring; Abdul Kamaruddin
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to explore the perspectives of English Education students at Tadulako University toward the use of AI-based grammar tools in academic writing. Employing a qualitative exploratory design, the study involved students from the 2023 cohort who were selected through purposive sampling. Data were collected using a qualitative response questionnaire and semi-structured interviews with five participants. The collected data were analyzed using thematic analysis to identify recurring patterns in students' perceptions, experiences, and challenges. The findings revealed that students generally hold positive perspectives toward AI-based grammar tools such as Grammarly, QuillBot, and ChatGPT, perceiving them as effective in reducing grammatical errors, improving sentence clarity, and enhancing writing organization. Students also reported that consistent engagement with AI feedback increased their awareness of recurring writing mistakes and boosted their confidence when submitting academic assignments. Moreover, AI tools were commonly used during the revision stage, functioning as editing aids rather than primary writing assistants. However, several challenges were also identified, including contextually inaccurate suggestions, confusion arising from excessive feedback options, limited access to premium features, and concerns about over-reliance. These findings suggest that while AI-based grammar tools provide substantial support for writing development, their educational value depends on how critically and responsibly students engage with them. Educators are encouraged to integrate guidance on the reflective use of AI tools in academic writing instruction to promote learner autonomy and prevent dependency.
The Impact of Folklore on English Vocabulary Mastery among Seventh Grade at Junior High School in Palu Feralia Rosita Rosalina; Hastini Hastini; Moh. Abraham Akbar Eisenring; Darmawan Darmawan
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3021

Abstract

Vocabulary mastery is a fundamental component of English language learning because it enables students to comprehend texts and communicate effectively. However, many junior high school students continue to experience limited vocabulary knowledge due to the use of conventional teaching materials that provide little contextual or cultural relevance. Although previous studies have demonstrated the benefits of storytelling and narrative-based instruction, limited research has explored the effectiveness of local folklore as a contextual medium for enhancing English vocabulary mastery among Indonesian EFL learners. Therefore, this study aimed to examine the effectiveness of folklore-based instruction in improving the English vocabulary mastery of seventh-grade students at SMPN 19 Palu. A pre-experimental design employing a one-group pre-test–post-test approach was used. The participants consisted of 30 students selected through purposive sampling. Data were collected using a vocabulary test covering nouns, verbs, and adjectives. The results showed that the mean score increased from 58.17 in the pre-test to 78.43 in the post-test. Furthermore, the paired-samples t-test revealed a statistically significant difference between the pre-test and post-test scores (p 0.05). These findings indicate that folklore-based instruction is an effective, contextual, and engaging approach for improving students’ English vocabulary mastery.
Co-Authors Abd. Kamarrudin Abd. Kamaruddin Abdul Kamaruddin Aminah Suriaman Anggreni, Afrillia Anjar Kusuma Dewi Darmawan Darmawan Darmawan Dewi Putri Tuah Susila Dewi, Anjar Kusuma Dewi Dwi Putri, Dwi Fadila Palmai Faiz Ibrahim Feralia Rosita Rosalina Gusti Ayu Kadek Velli Amanda Hairul, Muh. Arasy Hastini, Hastini Ichsan Ichsan Jamiluddin, Jamiluddin Konder Manurung Konder Manurung Maf'ulah Maf'ulah Margana Margana Mashuri Mashuri Mawardin Muhammad Said Mochtar Marhum Mukrim, Mukrim Muspira Muspira Nadrun, Nadrun Nur Malinda Nuranantya Mersa Ukkas Nurlinda Linda Patmasari, Andi Riski Amelia, Riski Sadilia, Sukmawati Sakina Sakina, Sakina Siska Bochari Sudarkam R Mertosono Wahyudin Wahyudin Yulianti Sumah Zarkiani Hasyim