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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Ethical Lingua: Journal of Language Teaching and Literature
Jusriati
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Humanities Languange, Linguistic, Communication & Media Other

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THE EFFECTIVENESS OF POP-UP BOOK IN IMPROVING STUDENTS’ READING INTEREST Muh. Yusuf, Andi; Jusriati; Sari, Puspa
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 1 (2023): volume 10 No 1 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.571

Abstract

The effectiveness of pop-up books in increasing students' reading interest at SMPN 3 Palopo, reading interest is the sole focus of this research. In this study, narrative text is the lesson the researcher is trying to convey. Researchers used a total sampling sample consisting of 31 students. The instruments in this study were questionnaires and observation checklists. Researchers collected data through questionnaires. Data were statistically analyzed using SPSS edition 25. The researcher concluded that the use of Pop-up books increased students' interest in reading at SMPN 3 Palopo. This is evidenced by the results of the post-test (39.6) which are higher than the pre-test (28.2). Also, the t-count score (-19.183) is higher than the t-table (2.042). This shows that by using pop-up book media students' interest in reading increases.
Improving Students' Reading Comprehension Skill By Using CIRC Audy Alya Batara; Jusriati; Nasriandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.5382

Abstract

The Cooperative Integrated Reading and Composition (CIRC) method is a cooperative learning method used to develop language skills such as reading and writing in the classroom at the high school level. This study used a Quasi-experimental design because it aims to investigate whether the teaching technique has a significant impact on students' reading comprehension. In this study, eleventh grade students of SMA 6 Palopo in the academic year 2023/2024 were selected as the object of research. Students in the experimental group after the treatment were in the good and quite good classification, while the control group was in the quite bad classification. The mean scores of the experimental group and control group in the pre-test and post-test were 74.11 and 64.11, respectively, with standard deviations of 16.885 and 13.833. After treatment with the CIRC method, the mean scores of students in both groups were higher than those in the non-CIRC treatment group. The results showed that the treatment in the control group and the experimental group showed significant improvement in students' reading comprehension achievement. In conclusion, the application of Cooperative Integrative Reading Composition has shown promising results in improving students' English learning, especially in reading narrative texts.
The Effectiveness of Using Scrabble to Increase Students’ Vocabulary Mastery Nanda hariska; Jusriati; Puspa Sari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.5429

Abstract

This study investigates the effectiveness of using Scrabble as a cooperative learning model to enhance students' vocabulary mastery. The research involved 35 students and employed pre-test and post-test designs to assess the impact of the intervention. Statistical analysis revealed significant improvements in students' vocabulary understanding, with an average pre-test score of 56.3 increasing to 76.0 post-test. The analysis indicated a mean gain of 20 points and a 20% increase in learning outcomes. Normality tests confirmed the data's distribution, and homogeneity tests of variance showed consistent results across the groups. The findings suggest that Scrabble effectively enhances students' vocabulary skills, supported by a t-value of 3.48 (p < 0.05), indicating a significant difference pre- and post-intervention. These results highlight Scrabble's potential as an engaging tool for improving conceptual understanding in educational settings.
STUDENTS’ PERCEPTION OF ENGLISH LANGUAGE LEARNING THROUGH TIKTOK SOCIAL MEDIA Mutmainnah; Jusriati; Nasriandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38887

Abstract

This study was conducted to explore students’ perceptions of using TikTok as a medium for learning English. As the use of social media in education continues to grow, TikTok has become one of the platforms frequently utilized by students to access learning materials that are engaging, interactive, and easy to understand. Using a descriptive qualitative approach, data were collected through semi-structured interviews with five English Language Education students at Muhammadiyah University of Palopo who actively use TikTok for learning. The findings reveal that students respond positively to TikTok as a learning tool. They perceive features such as Duet, Stitch, subtitles, and trend-based videos as helpful in improving vocabulary, pronunciation, listening skills, and speaking confidence. TikTok is also considered capable of boosting learning motivation due to its appealing content, easy accessibility, and alignment with the learning preferences of young users. Nevertheless, students still encounter several challenges, including inaccurate information, distractions from non-educational content, limited interaction, and short video duration that often lacks in-depth explanations. Despite these limitations, TikTok is viewed as an effective supplementary medium when used selectively and combined with formal instruction. Overall, the study concludes that TikTok holds strong potential as a creative and flexible additional learning tool that can enhance students’ English language proficiency.
FROM SCROLL TO SKILL 2.0: INTEGRATING YOUTUBE AND AI TOOLS TO ENHANCE STUDENTS’ EXTENSIVE LISTENING SKILLS Sakuta, Dodie Ardian; Jusriati; Sari, Puspa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38933

Abstract

This study investigates how the integration of YouTube and artificial intelligence (AI) tools enhances students’ extensive listening skills in English as a Foreign Language (EFL) contexts. The research addresses a key issue in digital language learning: while students frequently use YouTube for exposure to authentic language, the absence of structured scaffolding and strategy instruction often limits comprehension gains. Focusing on this problem, the study explores how AI-assisted tools—such as real-time transcription, automatic subtitles, summarization, and adaptive feedback—can transform YouTube-based listening from passive consumption into active, autonomous learning. Using a qualitative descriptive approach, data were collected through semi-structured interviews with four purposively selected students from We Learn English Students Course in Palopo, an English language training center. Data collection and analysis followed a three-phase procedure: transcription, member checking, and coding to uncover learners’ strategies, motivations, and perceived skill development. The findings reveal that AI-supported YouTube activities significantly improved learners’ comprehension, pronunciation, and self-regulated learning behaviors. Students demonstrated increased metacognitive awareness, utilizing AI tools to plan, monitor, and evaluate their listening performance. Furthermore, intrinsic motivation and learner autonomy were strengthened, as participants selected content aligned with their interests and received personalized feedback. The study concludes that AI-mediated YouTube engagement fosters a shift “from scroll to skill,” transforming entertainment-oriented digital habits into meaningful language learning experiences. The results underscore the pedagogical potential of integrating AI-driven scaffolding into extensive listening instruction to promote motivation, competence, and learner independence in EFL settings.
Co-Authors Audy Alya Batara Muh. Yusuf, Andi Mutmainnah Nanda hariska Nasriandi Nasriandi Puspa Sari Puspa Sari, Puspa Sakuta, Dodie Ardian