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All Journal BAHASANTODEA Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching IJEE (Indonesian Journal of English Education) KEMBARA EXPOSURE JOURNAL Vidya Karya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Mirai Management Al Ishlah Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan ELS Journal On Interdisciplinary Studies in Humanities JET (Journal of English Teaching) Adi Buana JURNAL PENDIDIKAN TAMBUSAI Lectura : Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Ethical Lingua: Journal of Language Teaching and Literature JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Mattawang: Jurnal Pengabdian Masyarakat Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) Panrannuangku Jurnal Pengabdian Masyarakat Asean Journal of Science and Engineering (AJSE) Datokarama English Education Journal (deejournal) Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study Journal of Language Testing and Assessment Jurnal Kreatif Online Jurnal Ilmiah Multidisiplin Amsir EDUMALSYS Journal of Research in Education Management e-Journal of ELTS (English Language Teaching Society) Aksara JENTERA: Jurnal Kajian Sastra
Abdul Kamaruddin
Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Tadulako, Kota Palu, Sulawesi Tengah, Indonesia
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Teaching Speaking Skills by Using Snowball Throwing Technique to the Junior High School Students Anwar, Aulia Nanda Sari; Manurung, Konder; Nadrun, Nadrun; Kamaruddin, Abdul
Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/4m1evn34

Abstract

This study examines the effectiveness of the Snowball Throwing technique in improving the speaking skills of junior high school students. Speaking is considered a crucial aspect of English language learning, requiring students to communicate ideas clearly and confidently. Traditional methods often fail to stimulate active participation, prompting the need for more engaging approaches. The Snowball Throwing technique offers an interactive alternative that involves students writing questions on pieces of paper, crumpling them into balls, and throwing them to classmates who answer them verbally. This activity fosters spontaneous speech, peer interaction, and critical thinking. A quasi-experimental design was used with two classes: an experimental group taught using the Snowball Throwing technique and a control group taught using conventional methods. Before the treatment, the average score of the experimental group was 62.4 and the control group was 62.2. After the application of Snowball Throwing Technique, the experimental group’s post-test score increased to 82.6, while the control group only reached 68.5. The Mann-Whitney U test results showed a significance value of 0.000 (p < 0.05), which means there is a significant difference between the two groups. This technique proved to be effective in improving speaking skills, especially in the aspects of fluency, accuracy, and comprehensibility. In addition, this technique also increased students’ confidence and active participation, in line with Vygotsky’s theory that social interaction in cooperative learning accelerates language acquisition.
Applying Fact Reason Elaboration Shift (FRESH) Technique to Develope Writing Skill of SMAN Model Terpadu Madani Yanti Permatasari; Abdul Kamaruddin; Afrillia Anggreni; Nur Sehang Thamrin
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3879

Abstract

The aims of this research is to find out whether or not the Applying Fact Reason Elaboration Shift (FRESH) Technique can develope the student’s skill to write descriptive text. This research applied a quasi-experimental research design that involved experimental group and control group. The sample of this research was 48 student’s, which were divided into 26 students of class Xl E as the experimental group and 22 student’s of class XI D as the control group. The sample was selected by using clusters technique. The data was collected by administering a writing test consisting of a pre-test and post-test. Then the treatment was only given to the experimental group. The result of the pre-test shows that the mean score of the experimental group is 29.8 while the mean score of the control group is 40.8. This demonstrated that the pre-test mean score of the experimental group were lower compared to the control group. After conducting the treatment, the result of the post-test shows that the mean score of the experimental group is 75.13 while the mean score of the control group is 65.5. It indicates that the experimental group has shown improvement in their writing skill compared to the control group. By applying 46 degree of freedom (df) and 0.05 level of significance, it can be seen that the (3.76) is higher than the (2.021). It means that the research hypothesis is accepted. In conclusion, that the Applying Fact Reason Elaboration Shift (FRESH) Technique can develope the student’s writing skill to the elevent grade of SMAN Model Terpadu Madani
LEARNING STRATEGIES APPLIED BY SUCCESSFUL EFL LEARNERS IN SPEAKING Mbani , Nurmakfira; Kamaruddin, Abdul; Mashuri, Mashuri; Rofiqoh, Rofiqoh
e-Journal of ELTS (English Language Teaching Society) Vol. 11 No. 1 (2023)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v11i1.4395

Abstract

Research objectives describe what researchers want to achieve through research. This research will apply a qualitative descriptive design. Therefore, to find out the learning strategies applied by successful speaking students, the subjects in this research were students of Tadulako University, Faculty of Teacher Training and Education, class C English Education 2018. This research aims to determine the learning strategies used by successful EFL students in speaking English. The subject of this research is students who get grades B+ to A in speaking four; 15 participants were obtained from DPNA and used the purposive sampling technique, and respondents who had good answers continued to the interview stage. This interview stage uses a snowball sampling research technique. Data collection uses a google forms questionnaire and interviews. As for the strategies, There are five strategies that the researcher obtained through interviews and from the 15 statements in the questionnaire, two strategies became the dominant strategy used. The highest percentage was 2 with 60% results, and other questions were brought from 60%
The Use of Fix-Up Strategy to Improve Reading Comprehension of the Eleventh Grade Students of Senior High School Awaluddin, Muktamirah; Abdul Kamaruddin; Wahyudin; Anjar Kusuma Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.5309

Abstract

The objective of this research is to find out whether the use of Fix-up Strategy can improve reading comprehension of the eleventh-grade students’ MA Alkhairaat Biromaru. This research used a pre-experimental research. The sample of this research was class XI IPS MA Alkhairaat Biromaru which consisted of 16 students. The sample was obtained by using purposive sampling technique. The data were collected using tests, pretest and posttest, and analyzed statistically. The result of this research showed that there is significant differences of students’ achievement in pretest and posttest. It shows that the mean score of the pretest is 53.44 and the mean score of posttest is 66.72. The result showed that the value of t-counted (10.60) is higher than the value of t-table (1.753) by applying a significance level of 0.05. It means that the hypothesis is accepted. Thus, the use of fix-up Strategy can improve reading comprehension of the eleventh-grade students MA Alkhairaat Biromaru.
Improving English Vocabulary of Grade VIII Students Through Code Mixing at Junior High School Dina Navisa D. Agusalim; Abdul Kamaruddin; Wahyudin; Mawardin M. Said
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.5897

Abstract

The objective of the research is to ensure whether or not employing code mixing can improve English vocabulary of grade VIII students at SMP Negeri 15 Palu. The population of this research was the eighth grade students at SMP Negeri 15 Palu. Researcher selected sample using purposive sampling technique. The sample of this study were students of class VIII B as an experimental class totaling 31 students and class VIII C as a control class totaling 33 students. The data were analyzed statistically to determine the significant difference of students achievement in pre-test and post-test. The mean score of the experimental class on the pretest was 42.19 and the control class was 43.39. Th mean score of the experimental class on posttest was 78.70 and control class was 44.72. By using 0.05 level of significance and 62 degree of freedom, the researcher get the result t-counted (9.11) was higher than t-table (1.657). It means that the hypothesis is accepted. In conclusion, the use of code mixing can improve English vocabulary of grade VIII students at SMP Negeri 15 Palu.
Psychological Factors Affecting Speaking Performance of EFL Students at Tadulako University Maharani, Astrid Deswita; Kamaruddin, Abdul; Sadilia, Sukmawati; Said, Mawardin M.
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.v10i6.1657

Abstract

This research aimed to identify and describe the psychological factors affecting the speaking performance of third-semester students of the English Education Study Program at Tadulako University. The study employed a quantitative descriptive design using a survey method with 100 randomly selected respondents. The instruments used were adapted from standardized scales: the Foreign Language Classroom Anxiety Scale, the Speaking Self-Efficacy Scale, and the Attitude/Motivation Test Battery. Data were analyzed using descriptive statistics through SPSS version 25, focusing on frequencies, percentages, and mean scores. The results revealed that students experienced a high level of anxiety (M = 3.13) and low self-confidence (M = 2.03), both of which served as psychological barriers in speaking English. Conversely, students demonstrated high motivation (M = 3.53) and positive attitudes (M = 3.59) toward English-speaking activities, which acted as psychological strengths enhancing engagement and persistence in learning. Overall, these findings suggest that emotional and motivational factors significantly influence students’ speaking performance. Therefore, it is recommended that lecturers foster a supportive learning environment that reduces anxiety, enhances confidence, and maintains students’ motivation and positive attitudes toward English learning.
Students’ perception on the implementation of Project-Based Learning in Writing Instruction at SMA Bala Keselamatan Palu Day, Jein Silsilia; Kamaruddin, Abdul; Lebagi, Desrin; Nadrun, Nadrun
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.v10i6.1767

Abstract

Project-Based Learning (PjBL) is one of the learning methods in the independent curriculum and is a proven effective teaching methods in writing. However, few studies have explored students' perceptions of the implementation of PjBL in writing. Therefore, this study investigates students' perceptions of the level of participation, benefits, and challenges in the implementation of PjBL in writing instruction among tenth-grade students at SMA Bala Keselamatan Palu. This study selected 7 students through purposive sampling, and data were obtained through semi-structured interviews and focus group discussions in a qualitative phenomenological design. The results showed that they were actively involved in the learning process and increased their confidence in writing, even though they also faced various challenges, including limited vocabulary and differences of opinion within the group. However, most students generally had positive perceptions. In conclusion, PjBL is considered an effective teaching method in writing instruction.
The Effect of Group Work on Students’ Speaking Skills Hidayat, Andika Firdaus; Marhum, Mochtar; Nadrun, Nadrun; Kamaruddin, Abdul
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.v11i1.1745

Abstract

Many seventh-grade students struggle with speaking skills due to limited linguistic knowledge and speaking anxiety, despite the expectations of the Merdeka Curriculum for junior high school learners to communicate effectively in English. To address these challenges, group work is often recommended as a strategy to reduce anxiety and increase student participation. However, most previous studies were conducted at higher education levels, leaving limited evidence for younger learners. Therefore, this study aims to investigate whether group work significantly improves the speaking skills of seventh-grade students at SMP Negeri 18 Palu. A quasi-experimental design was used, involving two intact classes of 28 students each. Both groups completed a pre-test and post-test consisting of three oral questions assessing fluency and comprehensibility. The treatment will be administered over six sessions, from the second to the seventh meeting. The experimental group will use the group work technique, while the control group will receive conventional instruction. The data were analyzed using the Mann–Whitney U Test because the scores were not normally distributed. The findings showed that although both groups demonstrated increased mean scores from pre-test to post-test, the significance value (p = 0.113) exceeded the 0.05 threshold. Thus, the null hypothesis (H0) was accepted, indicating that group work did not produce a statistically significant improvement in students’ speaking skills. These results suggest that group work may require longer implementation or additional support to yield stronger effects for junior high school learners.
Student’s Perception of Using ChatGPT Voice to Improve Their Self-Efficacy in Speaking Muhtadi, Nafsah; Kamaruddin, Abdul; Zamzam, Fadhilah; Mashuri, Mashuri
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.v10i6.1861

Abstract

Speaking self-efficacy plays a crucial role in EFL learners’ oral performance, as it influences confidence, anxiety management, and willingness to communicate. Despite the growing integration of artificial intelligence in language learning, empirical studies exploring students’ perceptions of AI voice-based tools, particularly ChatGPT Voice, remain limited in the Indonesian EFL context, especially among English major students. This study aims to investigate English Education students’ perceptions of using ChatGPT Voice and examine how it contributes to their speaking self-efficacy. Employing a descriptive qualitative design, data were collected through preliminary observation interviews and in-depth semi-structured interviews with seventh-semester English Education students at Tadulako University. The findings reveal that ChatGPT Voice positively influences students’ speaking self-efficacy by increasing confidence, reducing speaking anxiety, improving fluency and vocabulary, and enhancing motivation and enjoyment. Despite minor technical challenges, students generally perceived the tool as supportive and effective. This study concludes that ChatGPT Voice serves as a valuable supplementary tool for fostering speaking self-efficacy in EFL contexts.
Meningkatkan Partisipasi Peserta Didik melalui Pendekatan Culturally Responsive Teaching pada Pembelajaran Hortatory Exposition Text Listiani, Listiani; Kamaruddin, Abdul; Mamar, Herni
Jurnal Ilmiah Multidisiplin Amsir Vol. 3 No. 2 (2025): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v3i2.883

Abstract

This study aims to improve students’ active participation in learning Hortatory Exposition Text through the implementation of Culturally Responsive Teaching (CRT) in class XI IPA 1 SMA Negeri 1 Palu. The research employed Classroom Action Research (CAR) using Kemmis and McTaggart’s model, conducted in two cycles consisting of planning, acting, observing, and reflecting stages. The research instrument was an observation sheet containing five indicators of active participation, adapted from Suryosubroto and Sudjana. The results showed a significant increase in student participation from the pre-cycle (25%), cycle I (55%), to cycle II (85%). The findings indicate that CRT effectively creates contextual and empowering English learning by linking materials to students’ local culture. This study concludes that CRT can be an alternative strategy for English teachers to enhance students’ active participation and learning motivation.
Co-Authors A.Y, Andi Anshar. Agussatriana Aisah Apridayani Amalia, Rezki Aminah Aminah Aminah Aminah Aminah Suriaman Amiruddin Kade Anggreni, Afrillia Anggri Nurmawarni Anjar Kusuma Dewi Anjar Kusuma Dewi Anshari Syafar Anshari Syafar Anwar, Aulia Nanda Sari Asdar Asdar Asti Fitra Auliya Aswin, Anita Athiya FatinRafifah Awaluddin, Muktamirah Ayu Faradila Budi Budi Budi Budi Chairiyah, Wiwik Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Darmawan Day, Jein Silsilia Desrin Lebagi Devitriani AR. Haku Dewi Satria Ahmar Dina Navisa D. Agusalim Dwi Putri, Dwi Eka Permatasari Erniwati Erniwati Erniwati Erniwati Fadhilah Zamzam Faisal Faisal Fajria Dolita Fatimah Azzahrah Zulkfli Fatur Rahman Febryanti, Feby Ferry Rita Gabriela Ato Gusti Alit Suputra Hasan Basri Hastini, Hastini Hidayat, Andika Firdaus Hijrinia Kusumaning Ayu Husain, Sadang Ichsanul Faraby Jamiluddin, Jamiluddin Khasanah, Arifatul Konder Manurung Lebrina Mundi Listiani Listiani M. Asri B Maf'ulah Maf'ulah Maharani, Astrid Deswita Mamar, Herni Mashuri Mashuri Mashuri Mashuri Mashuri Mawardin M. Said Mawardin M. Said Mawardin Muhammad Said Maya Angella Basampe Mbani , Nurmakfira Misnariah Idrus Mochtar Marhum Muhammad Ismail Muhammad Ismail Muhtadi, Nafsah Mukrim Mukrim N. Novia, N. Nadrun Nadrun Nadrun, Nadrun Ningsih Markoh Nirwana, Nirwana Nopiyanti, Suci Nur Ilmi Muslimin Nur Sehang Thamrin Nur Sehang Thamrin Nursyamsi Nursyamsi Nurul Fitria Palintin, Afrida Patmasari, Andi Puspasari, Devi Renaldi, Laode Moh rofiqoh rofiqoh S. Supriyadi, S. Sadilia, Sukmawati Safitri Haryati Putri Sakinah Sakinah Silvani Safitri Sitti Harisah Sriati Usman Sudarkam R Mertosono Supriyatman, Supriyatman Tamrin Tamrin Taqyuddin Bakri Ulinsa, Ulinsa Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wanda Wanda Whanchit, Wararat Wilda Utami Yanti Permatasari Yanti Permatasari Yulianti, Lola Dwi Yunidar Zarah Amelia Zarah Amelia H. Basri Zarkiani Hasyim