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ELS Journal on Interdisciplinary Studies in Humanities
Published by Universitas Hasanuddin
ISSN : 26210843     EISSN : 26210835     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELS-JISH is, a journal on Interdisciplinary Studies in Humanities: Linguistics, Literature, Language Teaching, Translation, and Culture, a scholarly peer-reviewed international scientific journal published quartely by the Faculty of Cultural Sciences Hasanuddin University Publication, focusing on theories, methods, and materials in Linguistics, Literature, Language Teaching, Translation, and Culture (study and research). It provides a high profile, leading edge forum for academics, professionals, educators, consultants, practitioners and postgraduate students in the field of English Language Studies (ELS) to contribute and disseminate innovative new work on the disciplines. JISH was started in 2017 and first published in 2018. It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics, Literature, Language Teaching, Translation, and Culture.
Arjuna Subject : -
Articles 650 Documents
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Improving Eighth Grade Students’ Listening Comprehension Through Dictogloss Technique Sahriyah, Nila; Hastini, Hastini; Zamzam, Fadhilah; Kamaruddin, Abd.
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45300

Abstract

This study investigates the effectiveness of the dictogloss technique in improving the listening comprehension of eighth grade students at MTs Muhammadiyah Al-Haq Palu during the 2024/2025 academic year. Employing a pre-experimental quantitative design, the study involved all 25 students from the target class as participants. Data were collected using pre-test and post-test instruments, each comprising 10 fill-in-the-blank and 10 multiple-choice questions focused on narrative texts as a test. Dictogloss technique was implemented as the intervention, where students listened to passages, took notes on key points, and collaboratively reconstructed the texts. Statistical analysis revealed a significant improvement in students’ listening comprehension, with the mean score rising from 51.40 (pre-test) to 75.00 (post-test). The Shapiro-Wilk test confirmed normal data distribution, and paired sample t-tests indicated the improvement was statistically significant (p < 0.05). The findings suggest that dictogloss not only improves students’ ability to recognize spoken words and understand main ideas but also increases engagement, vocabulary acquisition, and collaborative skills. The study concludes that integrating the dictogloss technique into classroom instruction is an effective strategy for improving listening comprehension among junior high school students learning English as a foreign language.
The Implementation of Genre-Based Approach in Writing Narrative Text of Eighth Grade Students at SMP 19 Palu Trivani, Trivani; Budi, Budi; Maghfira, Maghfira
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45305

Abstract

The Implementation of Genre-Based Approach in Writing Narrative Text aims to examine the effectiveness of the Genre-Based Approach (GBA) in enhancing narrative text writing skills among eighth-grade students at SMP Negeri 19 Palu. The research method employed is quasi-experimental with two groups: an experimental group applying GBA and a control group that did not receive this treatment. Data were collected through pre-test and post-test assessments to measure students' writing skill improvements. The findings indicate that the average score of the experimental group increased from 54.55 to 73.62, while the control group improved from 40.07 to 64.15. In addition to score improvements, the quality of students' writing also showed enhancement in aspects of content, organization, vocabulary, language use, and mechanics. This study provides evidence that the Genre-Based Approach can significantly improve students' writing skills.
Teaching Reading Comprehension Using Jigsaw Technique to Eight Grade Students at SMP Negeri 16 Fajria, Nur; Nadrun, Nadrun; Mashuri, Mashuri; Kusuma Dewi, Anjar
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45315

Abstract

This study examines the effectiveness of the Jigsaw technique in improving reading comprehension among eighth-grade students at SMP Negeri 16 Palu. Reading comprehension is essential for academic success, yet many students struggle due to low motivation, limited vocabulary, and anxiety when reading English texts. To address these issues, a quasi-experimental design was used involving an experimental group taught with the Jigsaw technique and a control group taught using conventional methods. Both groups completed pre-tests and post-tests to assess their reading comprehension before and after the intervention. The results showed a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The mean post-test score for the experimental group was 82.47, while the control group scored 61.10, indicating a notable positive impact of the Jigsaw technique. Statistical analysis confirmed this difference was significant at the 0.05 level. The Jigsaw technique fostered cooperative learning by increasing student engagement and encouraging active participation. Group discussions allowed students to share interpretations and collaboratively analyze texts, which enhanced their ability to identify main ideas, supporting details, and text structures. Additionally, role division and repeated group interactions improved information recall and retention. In conclusion, the Jigsaw technique is an effective instructional strategy for enhancing students’ reading comprehension, especially at the literal level. These findings support incorporating cooperative learning methods in English teaching to help students overcome common reading comprehension difficulties.
Applying Listen English Daily Practice Application to Improve Students Listening Skills Azizah, Nur; Nadrun, Nadrun; Hasyim, Zarkiani; Kusuma Dewi, Anjar
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45317

Abstract

This research aims to investigate the effectiveness of the Listen English Daily Practice application to improve the listening skills of tenth-grade students at SMK Negeri 8 Palu. The study used a quasi-experimental design by Cohen et al. (2005:214) with pre-test and post-test given to both the experimental and control classes. Class X Mining Geology A was assigned as the experimental group and class X Mining Geology B as the control class, each consists of 25 students. Data were analyzed using SPSS. The results showed that students in the experimental class achieved a significantly higher post-test score compared to the control group, with a mean increase from 56.64 to 79.12. This indicates that the use of the Listen English Daily Practice application is considered an effective medium to improve students’ listening skills. The application’s features, such as vocabulary lists, audio transcripts, and interactive tests, contributed to increased motivation and independent learning.
The Implementation of Task-Based Language Teaching (TBLT) to Improve Students’ Reading Skills Klodia, Sindi; Budi, Budi; Mashuri, Mashuri; Usman, Sriati
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45319

Abstract

This study aims to analyzed the implementation of Task-Based Language Teaching (TBLT) improve the reading skills of the eighth-grade students at SMPN 9 Sigi. The population in this study is all grade VIII students totaling 41 students. This study used a quasi-experimental method where researcher used two classes to get the results of the study, the class was class VIIIA as an control class with 19 students, and class VIIIB as an experimental class with 22 students. The population of this study is all grade VIII students totaling 41 students. The data collection technique used tests in the form of pretests and posttests. Based on the results of the study, the experimental class's students' reading skills significantly improved once the TBLT approach was implemented. This is shown by the calculation using SPSS, the Sig. (2-tailed) value is 0.000 < 0.05. The experimental class obtained a higher post-test average score of 20.06 points compared to the control class. This mean, H₁: The implementation of Task-Based Language Teaching (TBLT) significantly improves the reading skills of eighth-grade students at SMPN 9 Sigi is accepted. Therefore, it can be concluded that there is a difference in the average learning outcomes between the experimental class using the Task-Based Language Teaching (TBLT) model and the control class using the conventional model.
The Use of Folktale to Improve Reading Comprehension of The Eighth Grade Students' Darwis, Putri Lisdayanti; Marhum , Mochtar; Maf'ulah , Maf'ulah; Dewi, Anjar Kusuma
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45337

Abstract

This research is aimed at finding out whether the use of folktales can improve the reading comprehension of the eighth-grade students of SMP Negeri 13 Sigi. The sample was selected using the random sampling technique. The sample of this research were 54 students, which were divided into 27 students of class VIII B as an experimental group and 27 students of class VIII D as a control group. The data were collected through the reading test that consisted of pre-test and post-test. The mean score of the experimental group on the pre-test was 42 and the control group was 42. Then, the mean score of the post-test for the experimental group was 67 and the control group was 59. The data were analyzed statistically using the t-test formula with degrees of freedom Nx+Ny-2-27+27-2-52. The findings show that the t-counted value is 4.364 while the t-table value is 2.006. This means that the t-counted is higher than the t-table. Therefore, the research hypothesis is accepted. These findings answered the question from the problem formulation that the use of Folktale can improve reading comprehension of the eighth-grade students of SMP Negeri 13 Sigi. The implication of this finding is that Folktale can improve students' literacy, make learning more enjoyable, and boost their activeness and engagement in the learning process.  
Duolingo Application: Enriching Vocabulary Mastery Of EFL Students Selviana H, Selviana H; Anggreni, Afrillia; Jamiluddin, Jamiluddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45353

Abstract

This research exposes vocabulary mastery of eleventh-grade students by utilizing Duolingo apps. Critical issues namely limited vocabulary knowledge, low motivation, and lack of practice had hindered students' language development. By employing a cluster random sampling method, the research involved a pretest and posttest to evaluate students' vocabulary before and after using the Duolingo application. Various vocabulary assessments in terms of making sentences, multiple-choice, and matching exercises were distributed to ensure a comprehensive evaluation of students' understanding in concrete nouns, action verbs, and descriptive adjectives. The results indicate that there is a statistically increase of the students’ score in the experimental group from pretest to posttest (71.68 to 73.92). The results of the paired t-test also present a statistically significant difference (t = -5.209, p = 0.000). In contrast, the control group using conventional techniques only showed a small increase from 71.68 to 73.92, and the results of the t-test showed no significant difference (t = -1.430, p = 0.166). This suggests that the Duolingo application effectively enhances students' vocabulary mastery and overall language proficiency. It can be concluded that integrating innovative teaching methods, such as gamified learning through Duolingo, can significantly boost students' motivation and engagement in language learning. Therefore, teachers can explore diverse teaching strategies that cater to various learning styles and encourage students to actively participate in language practice through interactive features of the application. Overall, this research contributes valuable insights into the role of technology in language learning and its potential to transform traditional learning approaches.
Using Shadowing Technique to Improve Listening Skill of Grade Eleven Students at MAN 2 Parigi Salma Cinta, Yobli; Jamiluddin, Jamiluddin; Hasyim, Zarkiani; Kamaruddin, Abd
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45437

Abstract

The primary objective of this research was to investigate the effectiveness of the shadowing technique in improving the listening skills of eleventh-grade students at MAN 2 Parigi. Using a quasi-experimental design, the study compared two groups: an experimental group that received listening instruction through shadowing and a control group that received conventional instruction. Assessment tools consisted of pre- and post-tests with multiple-choice and fill-in-the-blank items designed to evaluate micro and macro listening skills. The findings revealed substantial improvement in the listening performance of the experimental group after the intervention. Their mean score increased significantly from 43.33 on the pretest to 84.17 on the posttest. In contrast, the control group showed only a marginal increase, from 27.59 to 39.66. Statistical analysis using the Mann-Whitney U test revealed a significance value of 0.000, confirming a statistically significant difference between the two groups. Based on this result, the null hypothesis was rejected in favor of the alternative hypothesis. Therefore, it can be concluded that the shadowing technique significantly improves the listening skills of eleventh-grade students at MAN 2 Parigi.
Promoting Responsible English Learning Trough Restitution Triangle and Local Values of Bugis Makassar at SMA Makassar Raya Abubakar, Sugurawati; Noni, Nurdin; Jabu, Baso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45440

Abstract

This study investigates how the integration of the Restitution Triangle with local wisdom from Bugis-Makassar culture supports the development of positive discipline in English learning. Conducted at a senior high school in Makassar, this qualitative study employed interviews, observations, and documentation to explore how students internalize responsibility and respectful behavior. The findings revealed that the implementation of restitution strategies, aligned with cultural values such as Sipakatau, Sipakainge', and Sipakalebbi, significantly contributed to students' behavioral awareness and self-regulation. The culturally adapted restitution model enabled students to reflect on their actions, repair harm, and engage actively in language learning. This research highlights the potential of combining restorative approaches with indigenous values to enhance classroom discipline and learner autonomy.
Metaphors in Personal Narratives about Tinnitus: A Case Study of the American Tinnitus Association Utami, Sintaningsih; Ayu Roselani, Ni Gusti
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45500

Abstract

This study explores the metaphors utilized to describe the lived experience of tinnitus in internet personal narratives. The study aims to identify the types of metaphors used by tinnitus sufferers to describe their experience and to analyse the conceptual frames underpinning these metaphors. Data were collected from publicly available online personal narratives on American Tinnitus Association Website and analyzed qualitatively. The findings reveal a range of metaphor types, including inhabitant metaphors, war metaphors, journey metaphors, and   loss/robbery metaphors. Notably, tinnitus is often conceptualized as an unwanted inhabitant, a stubborn intruder, or even as a predatory creature, reflecting its persistent and invasive nature. While based on a limited sample, this study provides valuable insights into the range of metaphorical expressions used by tinnitus sufferers and makes a meaningful contribution to understanding the role of metaphor in constructing and communicating subjective experiences of chronic health condition.

Page 62 of 65 | Total Record : 650

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