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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature e-Journal of ELTS (English Language Teaching Society)
Wahyudin Wahyudin
Tadulako University
Education Languange, Linguistic, Communication & Media

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Teaching Vocabulary Mastery through Word Wall Media (An Experimental Study at MTs DDI) Erniwati Erniwati; Sudarkam Ramlan Mertosono; Wahyudin Wahyudin; Fitria Nur Fadilah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4151

Abstract

This research aims to determine the effectiveness of using Word Wall media in improving vocabulary mastery of grade eight students of MTs DDI Lonja Sigi, Central Sulawesi.  This is a quasi-experimental research design, involving 33 students selected through total population sampling technique.  To collect the data, paper-and-pencil method with tests (pretest and posttest) was used. Result indicated that there was a significant difference between students’ vocabulary mastery before and after the intervention. With ρ=0.05 and df=31, it was found that the tcounted value of 9.21 is higher than the tcritical value of 1.696. This means, the research hypothesis is accepted. In other words, using Word Wall media can improve vocabulary mastery of grade eight students of MTs DDI Lonja Sigi.  
DEVELOPING SPEAKING SKILL OF GRADE VIII STUDENTS THROUGH PAIR WORK TECHNIQUE AT SMPN 14 PALU Gabriela Ato; Mawardin M. Said; Wahyudin Wahyudin; 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 | DOI: 10.22487/elts.v14i02.6444

Abstract

This study aimed to determine whether the Pair Work Technique could improve the speaking skill of Grade VIII students at SMP Negeri 14 Palu. A quasi-experimental design was employed involving two classes: Class VIII Albert Einstein as the experimental group (n = 31) and Class VIII Habibie as the control group (n = 27). Both groups were given a pre-test and a post-test to measure students’ speaking achievement. The instrument used was an oral speaking test assessed through a fluency-based scoring rubric. The treatment was conducted over six meetings in the experimental group using structured pair work activities, while the control group received conventional instruction. The pre-test results showed that students in both groups had low speaking ability before the treatment. After the implementation of the Pair Work Technique, the experimental group demonstrated greater improvement than the control group. The post-test results showed that 27 of 31 students in the experimental group met the passing criterion, compared to 17 of 27 students in the control group. The independent samples t-test showed that the obtained t-value (2.79) was higher than the critical t-value (2.009) at the 0.05 significance level with 56 degrees of freedom. The findings indicate that the Pair Work Technique significantly improved students’ speaking skill. Therefore, Pair Work Technique can be considered an effective strategy for developing students’ speaking fluency through increased practice, interaction, and participation in the classroom.
A STUDY ON MIND MAPPING TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION Desri Desri; Darmawan Darmawan; Wahyudin Wahyudin; Mashuri Mashuri
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 seeks to examine how effective the Mind Mapping technique is in improving students’ reading comprehension by employing a qualitative library research approach. The data were gathered from five earlier studies conducted between 2018 and 2023 that explored the use of Mind Mapping in reading instruction. These studies applied a range of research designs, including Classroom Action Research, pre-experimental, and quasi-experimental approaches. The data were analyzed through content analysis in order to explore recurring patterns, as well as similarities and differences across the findings. The findings of this study suggest that the Mind Mapping technique contributes positively and significantly to students’ reading comprehension. The results demonstrate steady improvement in students’ reading performance, a higher proportion of students meeting the minimum mastery standards, and increased engagement throughout the learning activities. Mind Mapping enables students to structure and represent information visually, which supports their understanding of key ideas, supporting details, and the connections within a text. Furthermore, the technique encourages active participation, cooperative learning, and the development of higher-level thinking abilities, such as interpreting and assessing information. The study also indicates that the effectiveness of Mind Mapping largely depends on how well teachers facilitate and integrate the technique into classroom practices. In general, Mind Mapping can be considered a practical and efficient instructional strategy for improving reading comprehension. Therefore, it is advisable for teachers to incorporate this technique into their teaching in order to foster a more engaging and meaningful learning environment.
IMPROVING READING COMPREHENSION OF GRADE VIII STUDENTS THROUGH DISCOVERY LEARNING AT MTs DDI UJUNA PALU Abdul Fattah; Nur Sehang Thamrin; Wahyudin Wahyudin; Mawardin M. Said
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6559

Abstract

This investigation examined the effectiveness of Discovery Learning in improving the reading comprehension of eighth-grade students at MTs DDI Ujuna Palu. The study addressed students' persistent difficulties in understanding written texts, which had negatively affected their reading performance. Discovery Learning was applied as a learner-centered approach that encouraged active participation and independent knowledge construction through guided inquiry. A quantitative pre-experimental method with a one-group pre-test and post-test design was employed. Due to the limited population, all twelve eighth-grade students participated through total sampling. Reading comprehension was measured using equivalent achievement tests administered before and after the intervention. The pre-test determined students' initial reading ability, while the post-test assessed learning gains following the Discovery Learning sessions. The data were analyzed by comparing mean scores and conducting a paired-sample t-test to determine whether the improvement was statistically significant. The results revealed a substantial increase in students' reading achievement, with the mean score rising from 58.75 on the pre-test to 77.50 on the post-test. The calculated t-value exceeded the critical value, indicating that Discovery Learning had a statistically significant effect on students' reading comprehension. Overall, the findings suggest that Discovery Learning effectively enhanced students' reading comprehension while promoting greater classroom engagement, active participation, and learner autonomy throughout the instructional process.
Co-Authors Abdul Fattah Abdul Kamaruddin Darmawan Darmawan Desri Desri Erniwati Erniwati Fitria Nur Fadilah Gabriela Ato Mashuri Mashuri Mawardin M. Said Nur Sehang Thamrin Sudarkam R Mertosono