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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language and Education INTERACTION: Jurnal Pendidikan Bahasa
Sukmawati Sadilia
Universitas Tadulako
Education Environmental Science Languange, Linguistic, Communication & Media Other

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Improving Students’ Vocabulary Mastery through Word Association Strategy Mohammad Iqbal; Hasna; Sukmawati Sadilia; Afrillia Anggreni
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5472

Abstract

This study examined the effectiveness of the Word Association Strategy in improving the vocabulary mastery of eighth-grade students at SMP Negeri 4 Palu. Vocabulary learning in the classroom was dominated by conventional techniques that provided limited opportunities for students to develop meaningful word understanding and usage. To address this issue, the study employed a quantitative method using a quasi-experimental design with pre-test and post-test control groups. The population consisted of all eighth-grade students in the 2025/2026 academic year, from which two classes (VIII Cempedak and VIII Manggis) were selected through cluster random sampling. Class VIII Cempedak as the experimental group (n = 32) was taught using the Word Association Strategy, while Class VIII Manggis as the control group (n = 30) was taught using conventional methods. The study focused on students’ vocabulary mastery of word meaning and usage, particularly common nouns, action verbs, and descriptive adjectives. Data were collected through vocabulary tests and analyzed using descriptive statistics and an independent samples t-test at the 0.05 level of significance. The results showed that the experimental group’s mean score increased from 53.46 in the pre-test to 81.85 in the post-test, while the control group improved from 55.04 to 69.29. The t-test result revealed that the t-count (5.50) was higher than the t-table value (1.671), indicating a significant difference between the two groups. These findings demonstrate that the Word Association Strategy effectively enhances students’ vocabulary mastery by facilitating meaningful word connections. Practically, English teachers can incorporate structured word association activities into regular vocabulary instruction to promote deeper word retention and more active student engagement in junior high school classrooms.
Improving Personal Letter Writing Skills Through Outlining Technique: A Quasi-Experimental Study at State Islamic Senior High School Elvira Nazarina; Rofiqoh Rofiqoh; Sukmawati Sadilia; Andi Patmasari
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.v14i1.11166

Abstract

This study was conducted to prove that the use of outlining can improve the personal letter writing skills of eleventh grade students of State Islamic Senior High School. Despite the recognition of outlining as an effective pre-writing strategy, few researchers have examined the effectiveness of the strategy as a tool for teaching personal letter writing among secondary students. Personal letter writing is unique compared to other forms of writing in that students are expected to arrange their ideas systematically but also express their personal experience, emotions, and interpersonal relations effectively in the process. Thus, the present study was designed to measure the effectiveness of the outlining strategy in enhancing personal letter writing skills among students. This study utilized a quantitative research design where 43 participants were assigned into two groups; experimental group composed of 21 students and control group comprised of 22 students. In the experimental group, the outlining strategy was used as a tool while the conventional method was used among the control group students. It was noted that there was an increase in the mean score of the experimental group from 62.43 during the pre-test to 86.67 during the post-test, while the control group recorded scores of 66.77 during the pre-test and 76.09 during the post-test. In addition, the results from the independent-samples t-test suggested that there was a statistically significant difference between the two groups (t= 6.282, p< .001). Lastly, from the effect size analysis, the effect size value was found to be Cohen’s d = 1.92, which indicates a large effect. Therefore, this shows that outlining is an effective instructional method for enhancing students’ personal letter writing abilities. This study has established that English teachers should apply outlining as a useful instructional strategy to enable their students to write good personal letters. Moreover, this study has added to the existing body of knowledge on writing theory by proving empirically that outlining is an effective strategy for planning purposes.
The Effect of Cartoon Character Role Play for Students’ Speaking Fluency and Confidence Siti Fatimah; Mukrim Mukrim; Sukmawati Sadilia
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.v11i4.2644

Abstract

Speaking is a fundamental component of English language learning that enables students to communicate ideas effectively in academic and social contexts. Among the key aspects of speaking, fluency facilitates smooth and coherent communication, while confidence supports students in expressing their ideas without excessive hesitation or anxiety. However, many lower secondary school students continue to experience difficulties in these areas. This study aimed to examine the effect of Cartoon Character Role Play on students’ speaking fluency and confidence. A quantitative approach employing a pre-experimental one-group pre-test and post-test design was used. The participants were 25 ninth-grade students of MTs Alkhairaat Mamboro. Data were collected through speaking performance tests and analyzed using SPSS. The findings revealed that the mean score increased from 44.5 in the pre-test to 56 in the post-test. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p 0.05), indicating that Cartoon Character Role Play significantly improved students’ speaking fluency and confidence.
The Effectiveness of Canva as a Digital Writing Tool in Improving Descriptive Writing Skill of the Eleventh-Grade Students at Senior High School Nadya; Konder Manurung; Sukmawati Sadilia
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.v14i1.11162

Abstract

The purpose of this study is to investigate the efficacy of using Canva as a digital writing tool in enhancing students’ descriptive writing. Contrary to the other studies, the current research focuses on examining Canva’s effectiveness as a digital writing tool to assist students in developing their descriptive writing skill. It should be stated that the main motivation for conducting the current study is the poor ability of students to organize ideas, lack of vocabulary, and lack of interest in writing descriptive texts. To conduct the research, researchers followed the quasi-experimental design, including pre-test and post-test with a control group. The participants of this study comprised of 31 eleventh-grade students studying at MAN 1 Palu, whereof 16 of them were placed in the experimental group while the other 15 students formed the control group. In order to perform the experiment, the researchers designed several activities during six sessions. Descriptive text writing test was employed as the data collection technique, which was later analysed using descriptive statistics and aided by the Independent Samples t-test in conjunction with the use of SPSS. Consequently, the following findings emerged as a result. The mean score for the experimental group was raised from 52.00 in the pre-test to 68.81 in the post-test. For the control group, the score increased from 49.40 to 56.60. From the results of the Independent Samples t-test, there was a significant difference between the two groups (p = 0.002 < 0.05). Additionally, the effect size showed a large effect (Cohen’s d = 1.236), signifying practical importance.
English Speaking Difficulties Faced by English Education Students from Rural Areas in Tadulako University Nurlela Nurlela; Mochtar Marhum; Sukmawati Sadilia; ⁠Abdul Kamaruddin
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.v11i4.2885

Abstract

This study aimed to describe the speaking difficulties and their underlying causes experienced by English Education students from rural areas at Tadulako University. The study employed a descriptive qualitative research design involving three first-year students of the English Education Study Program who were selected through snowball sampling. Data were collected through semi-structured interviews and supported by documentary evidence. The data were analyzed using Braun Clarke (2006) thematic analysis. The findings revealed that the participants experienced various speaking difficulties, including limited vocabulary, grammatical problems, pronunciation difficulties, hesitation, frequent pauses, and difficulties organizing ideas. The participants also tended to translate their ideas mentally from their first language into English before speaking, which affected their fluency and confidence. Several factors contributed to these difficulties, particularly speaking anxiety, limited opportunities for speaking practice, and minimal exposure to English outside the classroom. The study concludes that students’ speaking difficulties are influenced by both linguistic and non-linguistic factors. Therefore, supportive learning environments and meaningful opportunities for communication are needed to improve their speaking competence and confidence.
Co-Authors Anggreni, Afrillia Elvira Nazarina Hasna Hasna Konder Manurung Mochtar Marhum Mohammad Iqbal Mukrim Mukrim Nadya Nurlela Nurlela Patmasari, Andi Rofiqoh Rofiqoh Siti Fatimah ⁠Abdul Kamaruddin