Article Per Year (5 Year)
p-Index From 2020 - 2025
0.702
P-Index
This Author published in this journals
All Journal FOSTER: Journal of English Language Teaching Jurnal Edukasi Saintifik
Mulyarti, Mulyarti
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Improving Descriptive Writing Ability by Using Think-Talk-Write (TTW) Strategy Mulyarti, Mulyarti; Rajab, Abd.
Jurnal Edukasi Saintifik Vol 5 No 1 (2025): Jurnal Edukasi Saintifik
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jes.v5i1.912

Abstract

This study examines how the Think-Talk-Write (TTW) strategy enhances students' abilities in descriptive writing. This study utilized a pre-experimental research design featuring a one-group pre-test and post-test approach, involving a total of 21 participants. The main tool for data collection was a writing test that evaluated five key components: organization, punctuation, grammar, vocabulary, and content. The findings revealed that the average score before the test was 65.65, which falls into the poor category, whereas the average score after the test rose to 81.67, placing it in the good category. The pre-test exhibited a standard deviation of 4.37, while the post-test demonstrated a standard deviation of 5.68. The analysis conducted using a paired t-test yielded a t-value of 5.09, surpassing the critical t-table value of 2.021 at a significance level of 0.05, thereby indicating a statistically significant enhancement in students’ writing performance. The results indicate that the TTW strategy serves as a potent instructional method that boosts student engagement and fosters the growth of writing abilities. Consequently, it is advisable for educators to integrate the TTW strategy as an alternative approach in writing instruction to enhance student engagement in text creation and elevate their overall writing skills.
Enhancing Reading Comprehension through Inspiring Novels: A Pre-Experimental Study in an EFL Context Mulyarti, Mulyarti
Jurnal Edukasi Saintifik Vol 5 No 2 (2025): Jurnal Edukasi Saintifik
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jes.v5i2.928

Abstract

This study investigated the effectiveness of using inspiring novels as instructional media to enhance students’ reading comprehension. A pre-experimental design with one group pre-test and post-test was employed, involving 20 students selected through purposive sampling. Data were collected through reading comprehension tests administered before and after the treatment. The intervention consisted of seven sessions in which students engaged with inspiring novels through group reading and comprehension activities. The findings revealed a significant improvement in students’ reading performance. The mean score increased from 65.5 (SD = 10.50) in the pre-test to 78.5 (SD = 7.45) in the post-test. A paired-samples t-test confirmed that the improvement was statistically significant (t = 10.23, p < .05). Beyond score gains, classroom observations indicated that students were more motivated, demonstrated richer vocabulary acquisition, and actively engaged with the reading materials. These results suggest that inspiring novels are an effective medium for improving reading comprehension in EFL contexts. By combining narrative engagement with structured comprehension tasks, this approach fosters both academic achievement and learner motivation.
Improving Syllable Stress Accuracy in EFL Pronunciation: An Experimental Study Using ELSA Speak Application Apriyawanto, Apriyawanto; Chandra, Ade; Rauf, Wahyuddin; Mulyarti, Mulyarti
Jurnal Edukasi Saintifik Vol 5 No 2 (2025): Jurnal Edukasi Saintifik
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jes.v5i2.1118

Abstract

The development of technology has enabled language teachers to improve their learning objectives, media and systems. This study aimed to explore the effectiveness of the ELSA Speak Application to enhance EFL students’ pronunciation fluency and students' perspectives towards the use of the ELSA Speak App as mobile-assisted language learning at SMKS Kesehatan Babussalam Boddie, Pangkep. The research involved eight tenth-grade students in one experimental group. It employed pretests, a posttest, and a questionnaire for data collection. Both descriptive and inferential statistics methods were used to analyze the data. The analysis using Descriptive Statistics and the Paired Samples t-test revealed a significant improvement in students' pronunciation proficiency after the treatment. The mean score difference of -36.25 indicated a substantial increase in post-treatment scores, with a p-value of 0.000 confirming the results were statistically significant. The confidence interval of -39.96 to -32.54 further supports the effectiveness of the intervention. The study provided several recommendations for both teachers and learners to integrate mobile applications in the language classroom, especially ELSA Speak to improve English speaking skills in terms of pronunciation in the EFL context.
Enhancing English Achievement through Moodle LMS: Evidence from an Indonesian Boarding School Idham, Afif Zuhdy; Mulyarti, Mulyarti; Rauf, Wahyuddin; Hamzah, Arfah; Rajab, Abd.
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.285

Abstract

The integration of technology into education is increasingly vital, yet evidence regarding its effectiveness in specific learning contexts remains limited. This study addresses that gap by examining the impact of Moodle as a Learning Management System (LMS) on students’ English learning outcomes in a boarding school setting. A quasi-experimental pretest–post-test design was employed with 70 students divided equally into experimental and control groups. The experimental group was taught through Moodle LMS, while the control group received instruction via conventional lectures. Data were collected through tests, observations, interviews, and documentation, and analysed using descriptive and inferential statistics. Results revealed improvement in both groups, but the experimental group achieved significantly higher post-test scores, as confirmed by t-test analyses (p < 0.01). These findings demonstrate that Moodle LMS not only enhances academic performance but also promotes greater engagement, active participation, and access to structured learning resources. The study underscores the pedagogical potential of Moodle, particularly within boarding school environments, where students benefit from continuous, technology-supported interaction. The research contributes to growing evidence on the role of LMS platforms in fostering 21st-century learning and recommends their broader implementation to strengthen English language instruction and digital literacy skills.
Co-Authors Abd. Rajab Ade Chandra Afif Zuhdy Idham Apriyawanto, Apriyawanto Hamzah, Arfah Wahyuddin Rauf