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All Journal Jurnal Studi Guru dan Pembelajaran Teaching English as a Foreign Language Overseas Journal (TEFLO)
Pongsapan, Nehru
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Education Languange, Linguistic, Communication & Media

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CLASS POINT IN ACTION: ENHANCING THE STUDENTS’ VOCABULARY THROUGH INTERACTIVE LEARNING Kesya, Kesya; Pongsapan, Nehru; Girik Allo, Markus Deli; Rum, Eka Prabawati
Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/kp2vx041

Abstract

This study investigates the effectiveness of using Class Point, an interactive digital learning tool, in enhancing the vocabulary mastery of tenth-grade students at SMA Negeri 5 Tana Toraja. The research employed a quantitative method with a quasi-experimental design, involving one group of 36 students selected through cluster sampling. The research instrument consisted of a vocabulary test forming 60 multiple-choice questions, divided equally between a pre-test and a post-test. The study was conducted over ten meetings, where Class Point was used during the second to ninth sessions to deliver vocabulary instruction through interactive features such as live quizzes and instant feedback. The findings revealed a significant improvement in students’ vocabulary mastery after the implementation of Class Point. The mean score increased from 69.11 in the pre-test to 82.42 in the post-test. Statistical analysis using a paired sample t-test showed that the t-count value (7.485) exceeded the t-table value (2.03011), showing a statistically significant difference in performance before and after treatment. The results also proved higher levels of student engagement and motivation during the learning process. The study concludes that Class Point is an effective and engaging tool for improving vocabulary acquisition in English language learning. It is recommended for English teachers seeking innovative approaches to enhance student interaction and learning outcomes in the classroom.
FACTORS CAUSING STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH AT SMA KRISTEN RANTEPAO Pali, Nopianti; Sudarsi, Elim Trika; Pongsapan, Nehru
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/81575j88

Abstract

The purpose of this research is to know factors causing student’s difficulties in learning English at SMA Kristen Rantepao. This research used qualitative research. The data were collected through interviews. In this study, the researcher used snowball sampling. The subjects of this study were ten student’s at SMA Kristen Rantepao. Through the analysis of the data, it was found that there are several factors causing student’s difficulties in learning English at SMA Kristen Rantepao: internal factor; low learning motivation, students' interest in and attitudes, cognitive skills. External factor; teaching methods, learning facilities and media, the family and social environment. Based on the result above, the researcher concludes that there are internal and external factors causing student’s difficulties in learning English at SMA Kristen Rantepao as mentioned above.
Challenges Faced by Teacher in Teaching English at SMP Negeri 1 Bonggakaradeng Somakanna, Sucian; Pongsapan, Nehru; Allo, Markus Deli Girik
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 3 (2023): September - Desember 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.3.2023.6304

Abstract

This study explores the challenges faced by an English teacher at SMP Negeri 1 Bonggakaradeng, a rural junior high school in Tana Toraja, Indonesia, and the strategies employed to overcome them. Using a qualitative case study approach, data were collected through classroom observations and semi-structured interviews. Findings reveal that teaching English in this context is hindered by students’ limited vocabulary, low motivation, diverse learning needs, scarce resources, and limited exposure to English outside the classroom. In response, the teacher applied adaptive strategies such as differentiated instruction based on student interests, the integration of visual and multimedia tools, and game-based learning. Although innovative methods improved student engagement and language acquisition, challenges like time constraints in producing learning media remained. The study highlights the need for systemic support, including professional development and access to educational technology, to enhance teaching effectiveness and bridge rural-urban disparities in English education.
Co-Authors Kesya, Kesya Markus Deli Girik Allo Pali, Nopianti Rum, Eka Prabawati Somakanna, Sucian Sudarsi, Elim Trika