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All Journal EXPOSURE JOURNAL ELS Journal on Interdisciplinary Studies in Humanities Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal of General Education and Humanities Jurnal ADAM : Jurnal Pengabdian Masyarakat e-Journal of ELTS (English Language Teaching Society)
Maf’ulah, Maf’ulah
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Investigating The Integration Of Critical Pedagogy In Teaching English As A Foreign Language: Perspectives From Senior High School Teachers In Palu Satria Kamal, Mulky; Darmawan, Darmawan; Mashuri, Mashuri; Maf’ulah, Maf’ulah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.45333

Abstract

This study investigates the integration of Critical Pedagogy in teaching English as a Foreign Language (EFL) based on the perspectives of senior high school teachers in Palu, Indonesia, within the framework of the Merdeka Belajar curriculum. Using a qualitative research design, this study explores how teachers understand and apply key principles of Critical Pedagogy, such as dialogue, problem-posing, reflection and action (praxis), and the development of students’ critical awareness of social issues. Data were collected through classroom observations and in-depth interviews with three purposively selected EFL teachers. The findings reveal that the teachers have attempted to implement student-centered learning through classroom discussions, problem-solving tasks, and project-based learning connected to local contexts, including disaster awareness and community issues. However, several challenges were identified, including curriculum constraints, limited teaching resources, insufficient professional development opportunities, and students’ limited readiness for critical engagement. This study concludes that the effective integration of Critical Pedagogy in EFL classrooms in Eastern Indonesia requires context-sensitive teacher training, greater curricular flexibility, and stronger policy support to promote critical and socially responsive English language teaching.
Improving Reading Comprehension by Using Fable Text of the Nineth Grade Students of SMP Negeri 1 Palu Pertama, Ian Putri; Wahyudin, Wahyudin; Maf’ulah, Maf’ulah; Usman, Sriati
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

Abstract

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; Kamaruddin, Abd.; Maf’ulah, Maf’ulah; Marhum, Mochtar
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

Abstract

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.
Effectiveness of the Jigsaw Technique in Improving Students' Reading Comprehension Sumantri, Lilis; 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

Abstract

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.
Student’ Perspectives on Self-Assessment in English Language Teaching (ELT): The Implementation and Challenges at Tadulako University Meilani, Melan; Usman, Sriati; Budi, Budi; Maf’ulah, Maf’ulah
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1863

Abstract

This study investigates students’ perspectives on self-assessment in English Language Teaching (ELT), focusing on its implementation and challenges at Tadulako University. The research employed a qualitative descriptive design supported by quantitative data to gain insights into students’ experiences. Data were collected through semi-structured interviews with five students and a five-point Likert-scale questionnaire administered to thirty students of the English Education Study Program who had experience using self-assessment in English courses. The data were analyzed using thematic analysis to identify key themes related to students’ understanding and challenges of self-assessment. The findings indicate that students perceive self-assessment as a reflective learning process that helps them monitor progress, identify strengths and weaknesses, and take responsibility for learning. Self-assessment enhanced motivation, confidence, learner autonomy, and English language skills. However, challenges such as limited objectivity, unclear assessment criteria, and insufficient lecturer feedback were identified. These findings suggest self-assessment requires guidelines, rubrics, and lecturer support.
Student’s Perception on the Impact of Digital Literacy on Reading Comprehension Amaliah, Ismi; Usman, Sriati; Lebagi, Desrin; Maf’ulah, Maf’ulah
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1944

Abstract

This study aims to explore students’ perceptions of the impact of digital literacy on reading comprehension among English Education students at Tadulako University. A descriptive, qualitative approach was employed, involving the distribution of questionnaires to students in the 2023 cohort and in-depth interviews with selected participants. The findings reveal that students generally perceive digital literacy as having a positive influence on their reading comprehension. Digital tools such as online dictionaries, translation applications, and diverse online reading materials help students understand texts more easily and increase their motivation to read. However, challenges such as internet connectivity issues, distractions, eye strain, and difficulties in evaluating reliable sources were also reported. Overall, digital literacy is viewed as a supporting factor that enhances reading comprehension when accompanied by critical thinking skills and proper guidance. The study highlights the importance of integrating digital literacy instruction into reading courses to optimize students’ comprehension in digital learning environments.
Co-Authors Amaliah, Ismi Aminah Suriaman Budi Budi Darmawan Darmawan Desrin Lebagi Fadhilah Zamzam Jamiluddin , Jamiluddin Jamiluddin, Jamiluddin Kamaruddin, Abd Kamaruddin, Abd. Kartikasari, Nirma Konder Manurung Lestari, Afriliani Mashuri Mashuri Meilani, Melan Mochtar Marhum Mukrim, Mukrim Nur Sehang Thamrin Pertama, Ian Putri Pratiwi Pratiwi Puspita Sari Putri, Dwi Putri Rahmawati, Rahmawati Risfiani, Andira Risfiani Satria Kamal, Mulky Sri Wahyuni Sari Sriati Usman Sudarkam R Mertosono Sumantri, Lilis Syahrul Munir Trisnawati Trisnawati Wahyudin Wahyudin