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Abd. Kamaruddin
Universitas Tadulako
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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The Reading Frequency and Literal Comprehension: A Study of Eighth Grade Students in Palu Nila Utari Setiani; Abd. Kamaruddin; Hastini Hastini; Mochtar Marhum
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.665

Abstract

This study examined the correlation between reading frequency and reading comprehension, particularly at the literal level, among eighth-grade students at SMP Labschool UNTAD Palu, as regular reading practice can strengthen word recognition, vocabulary, and the ability to grasp explicit information in texts. This study was conducted in the even semester of the 2024/2025 academic year using a Pearson Product-Moment correlation design. A total of 36 students were selected through stratified random sampling. Data were collected using a reading frequency questionnaire and a reading comprehension test of 15 multiple-choice items based on descriptive texts from the Eighth-Grade syllabus. Instrument validity was tested using Pearson’s r, and reliability was analysed using Cronbach’s Alpha. All questionnaire items were declared valid, and the reliability analysis produced a Cronbach’s Alpha value of 0.743, indicating high internal consistency. There was a significant, moderate positive correlation between reading frequency and literal reading comprehension (r = 0.427; p = 0.009 (p < 0.05), indicating that increased reading frequency is associated with increased literal comprehension. The results of this study indicate that high reading frequency positively contributes to students' ability to identify explicit information in reading texts. This research strengthens the literature on basic literacy and can be a reference in developing a literacy-based curriculum at the junior high school level.
Improving The Speaking Skills of The Tenth-Grade Students at SMA Negeri 1 Sindue Through the Song Interpretation Method Fadila Palmai; Abd. Kamaruddin; Moh. Abraham Akbar Eisenring; Zarkiani Hasyim
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.755

Abstract

Many learners continue to struggle with English speaking skills, particularly in achieving accuracy and clarity of comprehension. This study aimed to investigate the effect of the Song Interpretation Method on enhancing the speaking performance of tenth-grade students at SMA Negeri 1 Sindue during the 2025/2026 academic year. The research focused on two main aspects of speaking ability: accuracy and comprehensibility. A quantitative approach was implemented through a quasi-experimental design involving pre-test and post-test control groups. The sample consisted of two classes selected through random sampling, with one designated as the experimental group and the other as the control group. Statistical analysis was conducted using SPSS software, and the Mann–Whitney U Test was employed to assess the differences between the two groups. The findings indicated an Asymp. Sig. (2-tailed) value of 0.035, which is lower than 0.05, signifying a significant difference between the post-test scores of the groups. Consequently, the alternative hypothesis (Ha) was accepted, confirming that the Song Interpretation Method substantially enhanced students’ speaking proficiency, particularly in terms of accuracy and comprehensibility. These findings suggest that integrating songs into English instruction can foster communicative competence, increase classroom interaction, and motivate learners in EFL contexts.
Improving Vocabulary Mastery Through the Vocabulary Self-Collection Strategy (VSS): A Case of Junior High School Students Nispa Ramadani; Nadrun Nadrun; Moh Abraham Akbar Eisenring; Abd. Kamaruddin
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.822

Abstract

This study aimed to investigate whether the Vocabulary Self-Collection Strategy (VSS) could improve the vocabulary mastery of the eighth-grade students at SMP Negeri 4 Palu. A quasi-experimental design involving pre-test and post-test control groups was employed. The population consisted of all eighth-grade students, with two classes selected through purposive sampling: class VIII APEL, serving as the experimental group, was taught using VSS (n = 32), and class VIII RAMBUTAN, serving as the control group, employed the conventional method (n = 30). The study focused on students’ understanding of word meanings and their use of two high-frequency lexical categories: common nouns and action verbs. The data collected were analysed using descriptive statistics and an independent sample t-test, employing a 0.05 significance level. The results showed an improvement in the experimental group, whose mean score increased from 51.8 in the pre-test to 80 in the post-test, while the control group improved only from 54.8 to 63.3. The t-test result, t-count (9.81), exceeded the t-table (1.671), indicating a significant difference between the two groups. These results demonstrate that VSS, when applied to specific vocabulary categories and competency levels, could improve students’ vocabulary mastery. Overall, integrating VSS effectively improved students’ vocabulary mastery by encouraging active participation and recommending its integration into instruction.
The Impact of Spotify Music Platform on Students’ English Pronunciation: A Pre-Experimental Study Nur Fitra; Abd. Kamaruddin; Hastini Hastini; Zarkiani Hasyim
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.823

Abstract

This study examines the impact of the Spotify music platform on improving the English pronunciation of eighth-grade students at MTs Muhammadiyah Al-Haq Palu, with a specific focus on the articulation of liquid consonants (/l/ and /r/), which commonly present difficulties for Indonesian learners of English. A quantitative pre-experimental design, utilising a one-group pre-test and post-test model, was employed with a sample of 28 students. Pronunciation tests were administered before and after the treatment to evaluate progress. The results revealed a significant improvement, as indicated by the increase in the mean score from 9.36 to 15.25, supported by a t-value of 27.36, which exceeds the t-table value of 2.052. These findings demonstrate that English songs on Spotify offer repetitive and authentic listening input, which strengthens articulation accuracy. The novelty of this study lies in analysing differential improvement between /l/ and /r/ sounds through a Spotify-based intervention. The implication suggests that digital music platforms can be used as effective supplementary tools in pronunciation teaching.
Effects of Story Mapping on EFL Speaking Fluency and Comprehensibility: A Quasi-Experimental Study of Tenth-Grade Students Nirma Kartikasari; Konder Manurung; Maf’ulah Maf’ulah; Abd. 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.v5i1.841

Abstract

This research investigates the effectiveness of the story-mapping technique in improving the speaking skills of tenth-grade students at SMA Negeri 1 Sindue. The study was conducted because many students faced challenges in speaking English, such as limited vocabulary, pronunciation difficulties, low confidence, and fear of making mistakes. A quantitative approach with a quasi-experimental pre-test and post-test control group design was employed. The sample consisted of two classes: the experimental group (n = 34), which was taught using story mapping, and the control group (n = 36), which received the oral presentation method, in which students practised speaking by presenting material orally in front of the class. Students’ speaking skills were assessed for fluency and comprehensibility by two trained raters specialising in speaking with, and the scores maintained scoring reliability. The descriptive statistics showed that the experimental group achieved a notable improvement, with the mean score increasing from 42.06 in the pre-test to 52.35 in the post-test, whereas the control group showed no meaningful change. The Mann-Whitney U Test further confirmed a significant difference between the groups, indicated by an Asymp. Sig. value of 0.004, supported by a medium effect size (r = 0.34). These findings demonstrate that story mapping helps students organise ideas more effectively, speak more fluently, and express thoughts more clearly. Therefore, story mapping is considered an effective technique for enhancing speaking skills and is recommended for use in an English-speaking classroom.
The Use of Peer Feedback to Enhance Vocabulary Mastery of Eleventh-Grade Students at SMA Negeri 1 Palasa Rosmala Usman; Sriati Usman; Abraham Eisenring; Abd. 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.v5i1.855

Abstract

This research was conducted to address the persistent issue of limited vocabulary mastery among eleventh-grade students at SMA Negeri 1 Palasa. Vocabulary is a key component of language proficiency, and effective strategies such as peer feedback are increasingly emphasized to support students’ independent learning. The study aimed to determine whether implementing Peer Feedback could effectively improve their vocabulary achievement. To investigate this objective, the study employed a quasi-experimental design involving two groups: an experimental group of 20 students who received instruction through Peer Feedback and a control group of 22 students who were taught using conventional methods. This study focused on action verbs and common nouns. A vocabulary test was administered as both a pre-test and post-test, and the collected data were analyzed statistically to identify differences in students’ performance before and after the treatment. The findings show that the experimental group improved from a mean pre-test score of 44.83 to a post-test score of 66.15, whereas the control group improved from 48.94 to 58.31. Furthermore, the t-test result (t = 5.17; p = 0.05) indicates that Peer Feedback use had a significant positive effect on students’ vocabulary mastery. Based on the results, the study concludes that Peer Feedback is an effective instructional strategy for enhancing vocabulary mastery among EFL learners at the senior high level, and integrating it into classroom activities can further support active learning and strengthen students’ vocabulary development.
Improving Speaking Performance in Early Secondary EFL Learners at SMPN 7 Palu Silva Iriannur; Abd. Kamaruddin; Fadhilah Zamzam; Mochtar Marhum
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.891

Abstract

Speaking ability remains a challenge for many Grade Seven EFL students, particularly in terms of fluency and comprehensibility, which are essential components of effective oral communication. This study aims to investigate whether implementing structured group discussion can improve students’ speaking fluency and comprehensibility at SMPN 7 Palu. A quasi-experimental research design was employed, involving an experimental class that received five sessions of group discussion treatment and a control class that was taught through conventional instruction. Both groups were administered pre-tests and post-tests focusing on fluency and comprehensibility. The data were analyzed using paired-samples t-test procedures. The results indicate that students in the experimental class demonstrated significantly greater improvement in speaking performance than those in the control class. The findings were further supported by observational data indicating increased student participation, reduced hesitation, and clearer organization of ideas during speaking activities. These results suggest that structured group discussion provides an effective interactive learning environment that supports smoother speech and improved comprehensibility. Therefore, the regular use of group discussion is recommended as an instructional strategy to enhance junior high school students’ oral communicative competence.
The Effectiveness of Educational Videos in Improving Vocabulary Mastery at SMP Negeri 16 Palu Rahmawati Rahmawati; Abd. Kamaruddin; Maf’ulah Maf’ulah; Mochtar Marhum
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.v5i1.923

Abstract

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning; however, preliminary observations at SMP Negeri 16 Palu revealed that many eighth-grade students still have limited vocabulary. Students experienced difficulties in understanding word meanings, identifying word classes, and using vocabulary appropriately in simple sentences, which negatively affected their participation, confidence, and comprehension in English learning. Therefore, this study aimed to find out the effectiveness of educational videos in improving students’ vocabulary mastery. This study employed a quantitative, quasi-experimental research design. The population consisted of 129 eighth-grade students of SMP Negeri 16 Palu in the 2024/2025 academic year. The samples were class VIII C as the experimental group and class VIII E as the control group. The research instruments were vocabulary tests administered as pre- and post-tests, focusing on nouns, verbs, and adjectives. The collected data were analysed using a normality test, a homogeneity test, and an independent-samples t-test in SPSS version 24. The findings indicated that the experimental group achieved a higher mean post-test score (70.27) compared to the control group (58.93). The result of the independent samples t-test showed a significance value of 0.001, which was lower than 0.05, indicating a statistically significant difference between the two groups. These results demonstrate that the use of educational videos, particularly animated videos, effectively improves students’ vocabulary mastery.
Co-Authors Abraham Eisenring Eisenring, Moh. Abraham Akbar Fadhilah Zamzam Fadila Palmai Hastini, Hastini Konder Manurung Maf’ulah Maf’ulah Mochtar Marhum Moh Abraham Akbar Eisenring Nadrun, Nadrun Nila Utari Setiani Nirma Kartikasari Nispa Ramadani Nur Fitra Rahmawati Rahmawati Rosmala Usman Silva Iriannur Sriati Usman Zarkiani Hasyim