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Desrin Lebagi
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Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Tadulako Jl. Soekarno Hatta KM 09, Kec. Mantikulore, Kota Palu, Indonesia
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e-Journal of ELTS (English Language Teaching Society)
Published by Universitas Tadulako
ISSN : 23381841     EISSN : 27212157     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 170 Documents
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The Effectiveness of Pronunciation Coach 3D Application in Enhancing Students’ Ability in Pronouncing Interdental Sounds Cindy Cynthia Anastasya Zees; Mukrim Mukrim; Darmawan Darmawan; Rofiqoh Rofiqoh; Simon Moxon
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study aimed to determine whether the use of Computer-Assisted Pronunciation Training (CAPT), a software named Pronunciation Coach 3D, was effective in enhancing students' ability to pronounce interdental sounds at SMA Al-Azhar Mandiri Palu. This research was initiated by the preliminary research that showed students’ difficulties in pronouncing interdental sounds (/θ/ and /ð/), which are uncommon in Bahasa Indonesia as their native language. This study used a quasi-experimental design involving two groups: an experimental group and a control group, each consisting of 26 students. The experimental group was taught using Pronunciation Coach 3D, while the control group received conventional instruction. Data were collected through tests: pre-test and post-test, then analyzed using descriptive and inferential statistics, including the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that both groups improved. The average score of the experimental group increased from 57.40 to 90.38, while the control group increased from 71.35 to 82.88. The Wilcoxon test showed a statistically significant difference between pre-test and post-test scores in both groups (p < 0.05). Furthermore, the Mann-Whitney U test (p = 0.050) showed a marginal difference between the two groups. The effect size (r ≈ 0.27) indicated a small effect. It can be concluded that Pronunciation Coach 3D is effective in enhancing students' pronunciation skills, although the impact is not substantially higher than conventional teaching methods.
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH EDUCATION Aulia Septi Cahyani Tariah; Anjar Kusuma Dewi; Andi Patmasari; Sriati Usman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

The purpose of this study was to analyze students' perceptions on the implementation of blended learning in the English Language Education Study Program at Tadulako University. This study involved 100 students from the class of 2024 to explore students' views regarding the implementation of blended learning. The research findings indicate that students have fairly moderate views on blended learning in the context of English language learning. They believe that blended learning stimulates active engagement, communication, and critical thinking. Furthermore, students perceived several benefits, particularly related to the integration of online assignments and contributions from classmates in understanding new material. On the other hand, students also faced several challenges, such as ineffective online interactions, difficulty maintaining focus during online sessions, limited participation in online discussions, and the need for longer time to complete assignments. Some students also felt that blended learning did not fully improve their interpersonal communication and understanding of English language learning materials. In conclusion, blended learning brings both positive and negative aspects to the English language learning process. Therefore, improvements in interaction, participation, focus, and material understanding are needed to improve blended learning effectiveness.
ENHANCING GRADE VIII STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES: A QUASI-EXPERIMENTAL STUDY Mimiyanti Mimiyanti; Mawardin M. Said; Desrin Lebagi; Nur Sehang Thamrin
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study aimed to investigate the effectiveness of using pictures in developing the vocabulary mastery of Grade VIII students at SMP Negeri 1 Taopa Parigi Moutong. A quasi-experimental design was employed, involving two classes: an experimental group taught using pictures as instructional media and a control group taught through conventional methods without pictures. The population consisted of 113 Grade VIII students across four classes, and two classes were selected as the sample through random sampling. Data were collected through pre-tests and post-tests consisting of multiple-choice, picture-matching, and fill-in-the-blank items. The vocabulary items tested were limited to nouns, verbs, and adjectives based on the Grade VIII Kurikulum Merdeka syllabus. Data were analyzed using descriptive statistics, normality tests (Shapiro-Wilk), homogeneity tests (Levene's Test), and an Independent Sample T-Test using SPSS version 25. The results showed that the experimental group’s mean score increased significantly from 54.71 in the pre-test to 78.17 in the post-test, while the control group showed only a slight increase from 53.29 to 55.69. The Independent Sample T-Test yielded a significance value of 0.014 (p < 0.05), indicating a statistically significant difference between the two groups. These findings confirm that the use of pictures effectively enhances students’ vocabulary mastery by providing visual associations that support comprehension and retention. Teachers are therefore encouraged to integrate picture-based media into vocabulary instruction as a practical and engaging alternative to conventional teaching methods.
VOCABULARY MASTERY PROBLEMS OF GRADE IX STUDENTS THROUGH KAHOOT Moh Rafli Rafli; Mawardin M. Said; Moh. Abraham Akbar Eisenring; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study aims to identify the problems faced by Grade XI students of MAN Insan Cendekia (IC) Palu in mastering English vocabulary through Kahoot, a game-based digital learning platform. Although Kahoot has been implemented in vocabulary instruction and is recognized for increasing student motivation and engagement, many students still experience difficulties during the learning process. This research employed a qualitative descriptive design. The participants were Grade XI students of MAN IC Palu in the academic year 2025/2026, selected through purposive sampling. Data were collected through observation, questionnaires, and interviews, and analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings revealed four major categories of problems. First, technical issues, particularly unstable internet connections and slow device performance, frequently interrupted Kahoot sessions. Second, time pressure, as the limited response time caused anxiety and encouraged students to prioritize speed rather than understanding. Third, linguistic challenges, including difficulties in understanding word meanings, spelling, and pronunciation of unfamiliar vocabulary. Fourth, psychological factors, where the competitive features of Kahoot motivated some students but increased anxiety in others. The study concludes that although Kahoot provides an interactive and enjoyable learning environment, its effectiveness in supporting vocabulary mastery depends on several factors, including adequate technological infrastructure, suitable time allocation, clear teacher instructions, and meaningful feedback after quizzes. These findings are expected to help teachers design more effective and supportive vocabulary learning activities using Kahoot in EFL classrooms and improve students’ vocabulary development.
EXPLORING EFL STUDENTS’ PERSPECTIVES ON THE USE OF WATTPAD IN ENHANCING READING COMPREHENSION AT TADULAKO UNIVERSITY Maya Syafirah Lamataya; Afrilia Anggreni; Moh. Abraham Akbar Eisenring; Anjar Kusuma Dewi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

In the digital era, online platforms have become popular learning resources, especially for English as a Foreign Language (EFL) students. This study aims to explore students’ perspectives regarding the use of Wattpad, specifically focusing on their practices and challenges in enhancing reading comprehension at Tadulako University. This research employed a descriptive qualitative design. Data were collected through semi-structured interviews with seven students of the English Education Study Program who actively use Wattpad to read English texts. The data were analyzed using thematic analysis. The findings revealed two major themes: perceived benefits and encountered challenges. The results showed that students perceived Wattpad positively as it increased their reading motivation, enriched their vocabulary, improved their reading comprehension, and encouraged the use of active reading strategies such as rereading and using contextual clues. However, students also encountered several challenges, including difficulties in understanding unfamiliar vocabulary and complex grammar, interpreting implied meanings, comprehending informal language or slang, and dealing with distractions such as notifications and reading fatigue. This study implies that Wattpad serves as a valuable supplementary learning medium that supports extensive reading practice. Nevertheless, guidance and appropriate reading strategies are still required to optimize its benefits and overcome the existing limitations.
DEVELOPING SPEAKING SKILL OF GRADE VIII STUDENTS THROUGH PAIR WORK TECHNIQUE AT SMPN 14 PALU Gabriela Ato; Mawardin M. Said; Wahyudin Wahyudin; Abdul Kamaruddin
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6444

Abstract

This study aimed to determine whether the Pair Work Technique could improve the speaking skill of Grade VIII students at SMP Negeri 14 Palu. A quasi-experimental design was employed involving two classes: Class VIII Albert Einstein as the experimental group (n = 31) and Class VIII Habibie as the control group (n = 27). Both groups were given a pre-test and a post-test to measure students’ speaking achievement. The instrument used was an oral speaking test assessed through a fluency-based scoring rubric. The treatment was conducted over six meetings in the experimental group using structured pair work activities, while the control group received conventional instruction. The pre-test results showed that students in both groups had low speaking ability before the treatment. After the implementation of the Pair Work Technique, the experimental group demonstrated greater improvement than the control group. The post-test results showed that 27 of 31 students in the experimental group met the passing criterion, compared to 17 of 27 students in the control group. The independent samples t-test showed that the obtained t-value (2.79) was higher than the critical t-value (2.009) at the 0.05 significance level with 56 degrees of freedom. The findings indicate that the Pair Work Technique significantly improved students’ speaking skill. Therefore, Pair Work Technique can be considered an effective strategy for developing students’ speaking fluency through increased practice, interaction, and participation in the classroom.
THE USE OF ENGLISH MEMES TO IMPROVE STUDENTS’ VOCABULARY MASTERY Eva Eliana; Darmawan Darmawan; Andi Patmasari; Mochtar Marhum
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6527

Abstract

This study examined whether English memes could effectively enhance the vocabulary mastery of eighth-grade students at SMP Kristen Bala Keselamatan Palu. Vocabulary serves as the foundation of language learning because it provides learners with the lexical knowledge required to comprehend messages and communicate effectively in English. However, many students experience difficulties in mastering vocabulary because traditional teaching methods are often perceived as monotonous and less engaging. Therefore, this study proposed English memes as an innovative teaching medium to support vocabulary learning. This study adopted a quantitative research approach using a pre-experimental design based on a one-group pre-test and post-test model. The participants consisted of 30 eighth-grade students selected through cluster sampling. To measure students' vocabulary mastery, the researcher administered a 20-item vocabulary test comprising multiple-choice and word-matching questions. Data were collected through pre-test, treatment, and post-test and analyzed using descriptive statistics and a paired sample t-test with SPSS. The treatment was conducted over six meetings using English memes focusing on action verbs and descriptive adjectives. The results indicated a substantial improvement in students' vocabulary mastery. The average score rose from 45.50 on the pre-test to 88.67 on the post-test. The paired-samples t-test produced a significance value of p < 0.001, demonstrating a statistically significant difference between students' scores before and after the intervention. Based on the results, English memes can be considered an effective instructional tool for supporting vocabulary development among students.
A STUDY ON MIND MAPPING TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION Desri Desri; Darmawan Darmawan; Wahyudin Wahyudin; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

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Abstract

This study seeks to examine how effective the Mind Mapping technique is in improving students’ reading comprehension by employing a qualitative library research approach. The data were gathered from five earlier studies conducted between 2018 and 2023 that explored the use of Mind Mapping in reading instruction. These studies applied a range of research designs, including Classroom Action Research, pre-experimental, and quasi-experimental approaches. The data were analyzed through content analysis in order to explore recurring patterns, as well as similarities and differences across the findings. The findings of this study suggest that the Mind Mapping technique contributes positively and significantly to students’ reading comprehension. The results demonstrate steady improvement in students’ reading performance, a higher proportion of students meeting the minimum mastery standards, and increased engagement throughout the learning activities. Mind Mapping enables students to structure and represent information visually, which supports their understanding of key ideas, supporting details, and the connections within a text. Furthermore, the technique encourages active participation, cooperative learning, and the development of higher-level thinking abilities, such as interpreting and assessing information. The study also indicates that the effectiveness of Mind Mapping largely depends on how well teachers facilitate and integrate the technique into classroom practices. In general, Mind Mapping can be considered a practical and efficient instructional strategy for improving reading comprehension. Therefore, it is advisable for teachers to incorporate this technique into their teaching in order to foster a more engaging and meaningful learning environment.
Friend or Foe? EFL Students’ Perceptions of Artificial Intelligence in Writing Classes Yansen Robert Kaluti Yansen; Anjar Kusuma Dewi; Andi Patmasari; Nadrun Nadrun
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6582

Abstract

This study investigated students’ perceptions of the use of Artificial Intelligence (AI) in writing classes at Tadulako University. A mixed-methods approach was employed, combining a questionnaire with 30 students and semi-structured interviews with four participants. The questionnaire consisted of 32 items organized into six dimensions: perceived usefulness, perceived effectiveness, motivation, attitudes, challenges, and responsible use of AI. The findings revealed that students generally hold positive perceptions of AI, particularly regarding idea generation (M=4.20), process support (M=4.17), and vocabulary assistance (M=4.13). Grammar correction was identified as the most effective function of AI (M=3.97). Motivational effects were moderate, with the strongest influence on task completion (M=3.77). Students demonstrated cautious but generally positive attitudes, with more neutrality toward formal AI integration in the curriculum. Prominent challenges included concerns about over-reliance, information inaccuracy, and reliability. Encouragingly, students showed critical and ethical engagement with AI, as evidenced by high scores for information verification (M=4.07) and critical evaluation (M=4.10). These findings suggest that students perceive AI as a conditionally beneficial tool for writing support, provided it is used critically and responsibly.
S.P.A.R.K. THE TALK: A PLAY TO PERFORMANCE MODEL FOR TEACHING ENGLISH IN FOOD AND BEVERAGE SERVICE Ni Putu Dianita Safitri; Nirmala Tari
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6765

Abstract

ABSTRACT   This study used a mixed-methods research design to examine the implementation of the S.P.A.R.K. model (Social Media Videos, Play through Online and Offline Games, Active Role Play, Realistic Scenarios, and Knowledge Building) in a Food and Beverage Service English course. The study involved 12 first-semester students in the Diploma I Food and Beverage Service program and was conducted over 16 class meetings. The S.P.A.R.K. model combines online and offline games, social media videos, and role-play activities to help students practice English in authentic hospitality situations. Data were collected through pre-test and post-test speaking assessments and a questionnaire consisting of closed-ended and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed descriptively based on students' responses to the open-ended questionnaire. The results showed that students improved their speaking performance, although only a small improvement in fluency was observed. Students also reported high levels of motivation, engagement, and confidence. They found the combination of games, social media videos, and role-play activities enjoyable and helpful for learning English. These findings suggest that the S.P.A.R.K. model creates an engaging learning environment and supports the development of students' English communication skills. However, a longer period of practice may be needed to achieve greater improvement in speaking fluency.

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