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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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Navigating Constructive Feedback in Indonesia’s PPG Practicum: Challenges, Emotions, and Emerging Feedback Literacy Nadrun Nadrun; Mashuri Mashuri; Nur Sehang Thamrin; Abdul Kamaruddin
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25579

Abstract

Constructive feedback is a core component of professional learning in school-based teaching practicums, yet pre-service teachers often experience difficulty turning feedback into concrete instructional improvement. This study aims to explore how pre-service teachers in the Indonesian Pendidikan Profesi Guru (PPG) program receive, interpret, and enact constructive feedback during the school-based teaching practicum (Praktik Pengalaman Lapangan/PPL), including the challenges they face and the strategies they use to respond. The study employed a qualitative phenomenological design. Participants included eight student teachers and five mentor teachers from seven partner schools in Palu, Indonesia. Data were collected through individual semi-structured interviews conducted in Indonesian, audio-recorded, transcribed verbatim, and analyzed using inductive thematic analysis. The findings show that student teachers generally accepted feedback as supportive and developmental, but enactment remained limited. Key barriers included pedagogical-technical difficulties (translating curriculum learning outcomes into ABCD-structured learning objectives, selecting appropriate instructional models, and aligning assessment practices), classroom enactment constraints (pacing, engagement, classroom management), affective pressures (low confidence, pressure from repeated revisions, confusion due to multiple inputs), and mentoring continuity issues (limited access to mentors/supervisors and delayed clarification). Despite these barriers, student teachers developed adaptive strategies, such as note-taking, iterative revision, peer collaboration, intensive consultation, and the use of digital and AI-supported resources, while mentor teachers supported progress through gradual coaching and combined verbal and written feedback. In conclusion, feedback effectiveness in PPL depends not only on student teachers’ positive acceptance but also on the acceptance-to-enactment pathway enabled by actionable feedforward, psychologically safe interactions, and sustained dialogic mentoring. The study implies that PPG programs should strengthen mentoring coordination, provide clear exemplars and criteria, and embed structured feedback literacy support to help pre-service teachers translate feedback into observable teaching improvement.
The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools Agussatriana Agussatriana; Andi Patmasari; Abdul Kamaruddin; Nadrun Nadrun; Muhammad Ismail
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.154

Abstract

The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
The Effect of Think-Pair-Share on Eleventh Grade Students’ Speaking Performance: A Quasi-Experimental Study Fatur Rahman; Abdul Kamaruddin; Zarkiani Hasyim
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.v5i1.874

Abstract

Students in EFL classrooms often exhibit low participation in speaking activities, leading to passive interaction and limited oral practice. Therefore, this study aimed to examine the effect of applying the Think-Pair-Share (TPS) technique on improving students’ speaking skills at SMAN 5 Palu. A quasi-experimental design with pre-test and post-test was employed involving two intact classes selected through purposive sampling: class XI M9 as the experimental group and class XI M7 as the control group, each consisting of 35 students. The experimental group received instruction using the TPS technique, while the control group received conventional instruction. Students’ speaking performance was assessed based on accuracy, fluency, and comprehensibility. Data from pre- and post-tests were analyzed using an independent-samples t-test. The results showed a statistically significant improvement in students’ speaking skills after the implementation of the TPS technique. The experimental mean score increased from 30.20 on the pre-test to 67.14 on the post-test, whereas the control group showed only a slight increase from 30.40 to 41.45. The statistical analysis indicated a significant difference between the two groups, t (68) = 12.20, p < .05. These findings indicate that the Think-Pair-Share technique is effective in enhancing students’ speaking performance.
Improving Students’ Speaking Skills Through Describing Picture Strategy at SMP Negeri 7 Palu Devitriani AR. Haku; Abdul Kamaruddin; Mashuri Mashuri; Hastini Hastini
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.v5i1.875

Abstract

Descriptive speaking skills remain among the most challenging competencies for junior high school students, particularly in contexts where English is taught as a foreign language. Many students struggle with pronunciation, fluency, vocabulary, and comprehensibility, resulting in limited confidence and difficulty expressing descriptive information. This study aims to determine the effectiveness of the Describing Picture Strategy in developing the descriptive speaking skills of eighth-grade students at SMP Negeri 7 Palu. Using a quasi-experimental design with a pretest–posttest control group, the study involved 57 students selected through simple random sampling. The experimental group received treatment using the Describing Picture Strategy, while the control group received conventional instruction. Data were collected using a speaking performance test and analyzed through descriptive and inferential statistics using SPSS 25. The results show a significant improvement in the experimental group’s mean score from 59.69 to 71.81, compared to the control group’s increase from 58.24 to 61.08. An Independent Samples T-Test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the groups. These findings demonstrate that the Describing Picture Strategy effectively enhances students' pronunciation, fluency, and comprehensibility by providing visual stimuli that trigger ideas and reduce speaking anxiety. The study concludes that visual-based, student-centered techniques are beneficial for improving descriptive speaking performance in EFL contexts.
Effects of Sustained Silent Reading on Eighth-Grade Students' Reading Comprehension: A Quasi-Experimental Study Asti Fitra Auliya; Abdul Kamaruddin; Zarkiani Hasyim; Nur Sehang Thamrin
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.v5i1.898

Abstract

This study aims to determine whether the Sustained Silent Reading (SSR) method is effective in improving the reading comprehension of grade VIII students at SMP Negeri 1 Banawa Tengah. This study used a quasi-experimental design with two groups: the experimental group (VIII D) and the control group (VIII A). Both groups were given a pre-test and a post-test of the same type, consisting of multiple-choice, true/false, and detail questions that focused on literal understanding of the narrative text. The experimental group received the SSR method for six sessions, while the control group learned using the conventional method. The results showed a significant improvement in students' reading comprehension after the implementation of SSR. The average pre-test score of the experimental group increased from 44.64 to 74.68 in the post-test, while the control group increased from 42.71 to 63.46. The results of the t-test analysis showed that the t-counted value (3.82) was greater than the t-table value (1.675) at the 0.05 significance level, indicating that the alternative hypothesis is accepted. Thus, the application of the Sustained Silent Reading method has proven effective in improving the reading comprehension of grade VIII students at SMP Negeri 1 Banawa Tengah.
Peer Support and Confidence in English Speaking Proficiency among EFL Students Hijrinia Kusumaning Ayu; Nur Sehang Thamrin; Anjar Kusuma Dewi; Abdul Kamaruddin
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.v5i1.972

Abstract

This study investigates the influence of peer support systems on students’ self-confidence and English as a Foreign Language (EFL) speaking proficiency. Using a quantitative survey design, data were collected from 150 English Education students from three universities in Palu, Indonesia. The questionnaire measured emotional support, feedback and correction, academic support, self-confidence, and self-perceived English-speaking skill. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and simple linear regression in Jamovi. The findings indicate that peer support has a significant positive effect on students’ self-confidence (R² = 0.217, p < .001) and self-perceived English-speaking ability (R² = 0.283, p < .001). Furthermore, mediation analysis reveals that self-confidence partially mediates the relationship between peer support and speaking ability. Although the measurement model demonstrates marginal fit based on CFI and TLI values, the RMSEA value indicates an acceptable model fit. These results highlight the importance of supportive peer environments in fostering confidence and improving speaking proficiency in EFL contexts, particularly through informal peer interactions outside the classroom.
An Exploration of Factors Affecting Speaking Difficulties among 2022 English Education Students in University Wilda Utami; Erniwati Erniwati; Mukrim Mukrim; 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.v11i4.2715

Abstract

Speaking fluency is crucial for English competence, yet many English Education students still face speaking fluency difficulties despite completing speaking courses. This qualitative case study aimed to explore the forms of speaking fluency difficulties, their contributing factors, and students' coping strategies, involving 12 participants. Data were collected through open-ended questionnaires and semi-structured interviews. The findings revealed five forms of speaking fluency difficulties, influenced by thirteen factors and addressed through seven coping strategies. This research concludes that speaking fluency difficulties are multidimensional problems heavily rooted in linguistic deficits, highlighting the need for targeted instructional support to help students overcome these communication barriers.
The Use Of One Minute Game To Improve Speaking Skills: A Study Of The Eleventh Grade Students At SMA Negeri 7 Palu Athiya FatinRafifah; Mochtar Marhum; Budi Budi; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.45149

Abstract

The objective of this research is to prove if the use of One Minute game can improve speaking skill of the eleventh grade students of SMA Negeri 7 Palu. This research used quantitative method with a pre-experimental research design. The population of this research was the eleventh grade students of SMA Negeri 7 Palu with the total of 351 students. The sample of this research was XI 7 with 34 students, the pre-experimental group was selected by using a purposive sampling technique. The pretest was used to measure students' speaking abilities before treatment and the posttest was carried out to measure students' speaking abilities after treatment. The data analysis indicates that there is a slightly significant increase between the pretest and posttest results. The student's mean score before given treatment was 29.77. After giving the treatment, the mean score of the students in posttest was 62.13. By applying a significant level of 0.05, the researcher found that the value of the t-counted (15.97) was higher than t-table (2035). In conclusion, the use of one minute game is effective in improving students speaking skills of eleventh grade of SMA Negeri 7 Palu. Based on the result, It was proved that the hypothesis is accepted which means there is improvement in the students speaking skills after being given the treatment. It means that the One Minute game can improve students’ speaking skills.
An Investigation of the Use of Code-Switching in EFL Classroom: Attitudes and Perceptions Andi Patmasari; Agussatriana; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 2 (2022): June
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.071 KB) | DOI: 10.34050/elsjish.v5i2.21006

Abstract

Despite several researches have been conducted to investigate the issue of code-switching, the findings of this research are significant as they can assist both teachers and students to consider the use of code-switching in EFL classroom, specifically in Indonesia. This research sought to investigate not only the teachers’ perceptions but also the students’ attitudes and perceptions towards the use of code-switching in EFL classroom. This research employed mixed methods research (explanatory sequential design). The participants were two teachers and forty students. Data collection instruments were the questionnaire and semi-structured interview. Findings from the teachers’ interview showed that the teachers use code-switching for certain situations and specific reasons. They emphasized that it is important to speak English as much as possible in EFL classroom because the target language is English. Furthermore, findings from the students’ questionnaire and semi-structured interview showed that most of the students have positive attitudes and perceptions towards the use of code-switching in EFL classroom. They assumed that the teacher should be allowed to use code-switching in EFL classroom since it is used for assisting students and maintaining a good communication between teacher and students.
Effectiveness Of Summarizing Strategy In Developing Reading Comprehension Among Tenth Graders At SMA Negeri 5 Palu Fajria Dolita; Darmawan Darmawan; Hastini Hastini; Abdul Kamaruddin
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.v8i4.45583

Abstract

The aim of this study was to find out the effect of the summarizing strategy on improving students’ reading comprehension at SMA Negeri 5 Palu. This research was based on an initial study that showed many students still struggled to understand texts, had difficulty finding main ideas and detailed information, and lacked vocabulary. The researcher used the summarizing strategy as a method to help improve students’ reading skills. This study used a quasi-experimental design. The population was tenth-grade students at SMA Negeri 5 Palu, involving classes X M5 and X M3, with 35 and 32 students respectively. To collect the data, the researcher used pre-tests and post-tests to measure students’ abilities before and after the treatment. The results of data analysis showed a significant improvement in reading comprehension. The average score of the experimental group increased from 68.85 to 79.06, while the average score of the control group slightly decreased from 69.33 to 67.52. Data analysis showed a significance value (2-tailed) of 0.000 < 0.050, which means that Ha was accepted. It can be concluded that the summarizing strategy significantly improved students’ reading comprehension.
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