e-Journal of ELTS (English Language Teaching Society)
e-Journal of ELTS (English Language Teaching Society) is an electronic open-access journal that aims to publish the latest research results in the area of English education from academicians, professionals, and other practitioners at all levels of English education. The journal coverage includes the following: current trends of ELT methodology, curriculum, and material development, language assessment and evaluation, linguistics in education, teacher professional development, and literature in education
Articles
141 Documents
<![CDATA[THE USE OF KAHOOT GAMES APPLICATION TO IMPROVE VOCABULARY MASTERY OF THE EIGHTH GRADE STUDENTS AT SMP NEGERI 32 SIGI ]]>
<![CDATA[Belinda, Belinda]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Wahyudin, Wahyudin]]>;
<![CDATA[Mocthar, Mochtar]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4447
<![CDATA[The research aimed to find out the improvement of the students‘ vocabulary mastery by using kahoot games applications that focused on verbs and nouns. The research applied pre-experimental design with one group pre-test and post-test. The sample of the research was the eighth grade students at SMP Negeri 32 Sigi in academic year 2023/2024 which consisted of 29 students. The researcher used verbs and nouns of vocabulary test as instruments in pre-test and post-test. The research findings indicated that kahoot games application can improve students‘ vocabulary mastery. It was proved by the mean score of pre-test was 58.86 it classified as fair, post-test was 73.34, it classified as good and the improvement from pre-test to post-test was 24.60. Therefore there was the improvement of the students‘ vocabulary mastery. The result of improvement is also proved with t-test value. The researcher found that the value of t-test (7.352) was greater than t-table (2.048). This value means that there is a significant difference between the result of the students‘ pre-test and post test. The conclusion could be strengthened by stating the significance of the findings more clearly. e.g. "It was concluded that the use of the Kahoot games application can effectively improve the vocabulary mastery of eighth-grade students at SMP Negeri 32 Sigi.]]>
<![CDATA[USING STORY PYRAMID STRATEGY TO IMPROVE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS OF SMP NEGERI 14 PALU ]]>
<![CDATA[Herman, Widyawati]]>;
<![CDATA[Aminah, Aminah]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4448
<![CDATA[This research was conducted at grade eighth students of SMP Negeri 14 Palu in the teaching and learning process. This research aims to improve students' reading comprehension by using the Story Pyramid Strategy. The population in this research was grade eighth students of SMP Negeri 14 Palu. This research employs purposive sampling to select the sample. This research applies a quasi-experimental research design non-equivalent control group design, which consists of two groups: experimental and control group. The description of the data collected through the pre-test and post-test. The students’ scores after presenting the material using Story Pyramid Strategy in reading comprehension were better than before the treatment was given to the student . This strategy can be a learning media applied by teachers in the teaching and learning process as an effective strategy to improve students’ reading comprehension because the use of Story Pyramid Strategy makes it easier for students to understand the content of the story. The result of the data analysis is that t-count was higher than t-table. From these results, the researcher found there is a significant difference between the pre-test and post-test result. This means that the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted. This is proven by the improvement of students reading comprehension after being given treatment using story pyramid strategy.]]>
<![CDATA[INCREASING VOCABULARY OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 PALU THROUGH THE USE OF TIKTOK ]]>
<![CDATA[Septiani, Cindy]]>;
<![CDATA[Darmawan, Darmawan]]>;
<![CDATA[Budi, Budi]]>;
<![CDATA[Marhum, Mochtar]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4449
<![CDATA[The objective of this research is to find out if the use of TikTok as a learning media can increase students’ vocabulary of SMP Negeri 2 Palu. This research used a quasi-experimental design that consisted of two classes; experimental and control class. The samples of this research was the second grade students of SMP Negeri 2 Palu; VIII Pangeran Diponegoro (class B) with 31 students as the experimental class and VIII Kapitan Pattimura (class E) with 32 students as the control class that was selected by using cluster random sampling. The data was collected by administering a vocabulary test consisting of a pre-test and post-test that was conducted at first and last meetings. Then the treatment was only given to the experimental class. The result of the experimental class’s pre-test is 45.38, while the control class is 51.04. The result of the experimental class’s post-test is 70.00, while the control class is 62.29. By applying 0.05 level of significance, the researchers found that the value of the t-counted (7.15) is higher than the t-table (1.671). It can be concluded that the use of TikTok as learning media in teaching vocabulary is effective to increase students’ vocabulary of SMP Negeri 2 Palu. Based on these results, it implies that TikTok can be applied by teachers in the teaching and learning process as one of effective media to increase students' vocabulary, especially for second grade students of junior high school.]]>
<![CDATA[THE USE OF HELLO TALK IN IMPROVING WRITING ABILITY ]]>
<![CDATA[Kanserini, Julia]]>;
<![CDATA[Rofiqoh, Rofiqoh]]>;
<![CDATA[Dewi, Anjar Kusuma]]>;
<![CDATA[Mashuri, Mashuri]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4450
<![CDATA[The objectives of this research are to describe how to use HelloTalk in teaching English and to know from the review whether the use of HelloTalk can improve the students’ writing ability. The study applied qualitative research that implemented Library Research Method. The data were collected from scientific writings on the use of HelloTalk in improving writing ability between 2019 and 2024. The findings indicate that HelloTalk can significantly improve students' writing ability by fostering collaboration, creativity, real-time interaction, out-of-class practice, grammar and vocabulary reinforcement, and personalized feedback. HelloTalk is a valuable tool for teachers to enhance English language teaching and promote students' writing development.Teachers are encouraged to integrate HelloTalk into their English language curriculum to leverage its various features and benefits for improving students' writing skills. Further research could explore the long-term effects of HelloTalk on writing proficiency and investigate its potential in different educational contexts.]]>
<![CDATA[ANALYSIS STUDENTS’ PROBLEMS IN LEARNING LISTENING COMPREHENSION SKILLS ]]>
<![CDATA[Sawal, An-nafi]]>;
<![CDATA[Jamiluddin, Jamiluddin]]>;
<![CDATA[Mashuri, Mashuri]]>;
<![CDATA[Aminah, Aminah]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4451
<![CDATA[This research is aimed to identify students’ problems of listening comprehension skill. The researcher took the third semester students as the respondents in this research. The research design used in this research is descriptive qualitative research. 15 students out of 294 students were selected as the respondents. They were given questionnaire to collect the data for this qualitative research. Questionnaire result was analyzed based on thematic analysis procedures. Questionnaire was done by given twenty assessment prepared. Based on the result of this research, the students had three major problems in learning listening comprehension, first length and speed and variety accent, second lack of vocabulary and the last is lack of concentration. From the results of these findings, the researcher suggests two strategies. First for the students, the students are expected to be able to practice and get used to hearing various accents and different speed variations. Regular vocabulary practice looking for relevant learning resources can improve students’ vocabulary and the last is prioritizing listening, active involvement, and applying concentration techniques can help students overcome concentration disorders and improve students’ listening comprehension. Second, for the lecturer by knowing students’ problems learning listening comprehension, the lecturer can effectively support students in improving their listening skills and achieve better results for students to learning listening comprehension skills.]]>
<![CDATA[STUDENTS’ DIFFICULTIES IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Ningsih, Rahayu Wulan]]>;
<![CDATA[M. Said, Mawardin]]>;
<![CDATA[Anggreni, Afrillia]]>;
<![CDATA[Hastini, Hastini]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4452
<![CDATA[This research aimed to discover students’ dfficulties in writing procedure text. qualitative descriptve design was used. The subject of this research was 7 students in ninth grade at SMP Negeri Poso Pesisir. The instrument of this research was documents of the result of the students’ writing that given by the English teacher. Based on the data analysis, the data showed that the students have difficulties in writing procedure text, especially in term on of generic stucture: Goal, material/ingredients, step. And in language features: the use of adverbial of sequence/temporal conjunction, use of imperative sentence, use of adverbials, use of action verb, and use of present tense. Based on the difficulties the teachers are expected to be facilitator for students in learning writing procedure text and for students they expected to have motivation in learning especially in writing generic structure and language features.]]>
<![CDATA[A STUDY ON THE IMPLEMENTATION OF SHORT STORIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Mulya Sari, Ika]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Anggreni, Afrillia]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4453
<![CDATA[This research is to analyze short stories in teaching reading comprehension. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The study applied action research design since it opens the opportunity for teachers-practitioners to be involved in research. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension.]]>
<![CDATA[IMPROVING READING COMPREHENSION OF GRADE VIII STUDENTS AT SMP NEGERI 2 PALU THROUGH SQ3R ]]>
<![CDATA[Kamagi, Anastasia Fritzka]]>;
<![CDATA[M. Said, Mawardin]]>;
<![CDATA[Hasyim, Zarkiani]]>;
<![CDATA[Darmawan, Darmawan]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4454
<![CDATA[The objective of this research is to find out whether the use of the SQ3R method can improve the reading comprehension of grade VIII students at SMP Negeri 2 Palu or not. This research used a quasi-experimental research design. The sample of the research was 21 students from class VIII A as the control class and 20 students from class VIII B as the experimental one. The instruments used in this research were test, pre test, and post test. The result of the data analyzed showed that there was a significant difference between the results of the pre test and post test. The mean score of the pretest of the experimental class was 49.99 while the control one was 52.54 after giving the treatment. The mean score of the experimental class in the post test was 79.50 and the control one was 67.13. By applying 0.05 level of significance, the researcher found that the value of the t-counted (3.91) was higher than the t-table (2.0399). It means that the use of the SQ3R method can improve the reading comprehension of grade VIII students at SMP Negeri 2 Palu.]]>
<![CDATA[USING COOPERATIVE LEARNING STRATEGY TO IMPROVE WRITING SKILLS OF GRADE TEN STUDENTS OF SMA NEGERI 7 PALU ]]>
<![CDATA[Marhamah, Qoriatus Saidah]]>;
<![CDATA[Munir, Syahrul]]>;
<![CDATA[Erniwati, Erniwati]]>;
<![CDATA[Usman, Sriati]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4455
<![CDATA[The objective of this research is to find out if using Cooperative Learning Strategy can improve students’ writing skills of grade ten students at SMA Negeri 7 Palu. The researchers applied quasi-experimental design with two classes: experimental and control classes. The experimental class consisted of 34 students and control class consisted of 35 students selected through cluster random sampling technique. In collecting data, the researchers administered pretest and posttest to both the experimental class and control class. The data were analyzed statistically in order to find out the significant difference of students’ achievement before and after treatments. Using 0.025 level of significance and 67 degree of freedom (df), the researchers found that the value of t-table was 1.998, which was lower than the t-counted 3.57. It means that the hypothesis is accepted. In other words, using Cooperative Learning Strategy can improve students’ writing skills.]]>
<![CDATA[THE USE OF DUOLINGO APPS TO IMPROVE STUDENTS’ VOCABULARY MASTERY OF SMP NEGERI 4 PALU ]]>
<![CDATA[Achmad, Putri Fatimah]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Anggreni, Afrillia]]>
<![CDATA[ e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Tadulako University ]]>
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DOI: 10.22487/elts.v13i1.4456
<![CDATA[The purpose of this research is to find out whether the use of Duolingo apps as media in learning activity can improve students’ vocabulary of mastery or not. This research used pre-experimental design. The sample was 31 seventh grade students from SMP Negeri 4 Palu. Duolingo application was used as an instrument in this research. All the data gained in this research were analyzed by using Arikunto’s formula. The result shows that the use of Duolingo Application can improve students’ vocabulary mastery. Based on the calculation, the post-test mean score was 73,23 while the pre-test was 63,39. The result of statistical analysis showed that the value of t-counted (212,31) was higher than the value of t-table (1.697) with 0.05 level of significance of 30 (31-1) degree of freedom (df). The result indicated that the use of Duolingo application can improve students’ vocabulary mastery of the seventh grade students SMP Negeri 4 Palu.]]>
