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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 183 Documents
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DISCOVERY LEARNING IN TEACHING DESCRIPTIVE WRITING AT SMP NEGERI 1 PALU Muhammad Gazali; Mashuri Mashuri; Maf’ulah Maf’ulah; 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.v14i02.6369

Abstract

This research explored the use of Discovery Learning in teaching descriptive writing at SMP Negeri 1 Palu. The study also examined students’ difficulties during writing activities and investigated the contribution of the strategy to students’ writing development. A qualitative descriptive approach was applied involving three English teachers as research participants. The data were gathered through classroom observations, interviews, and document analysis and were interpreted using qualitative data analysis procedures. The results indicated that Discovery Learning was implemented through a sequence of learning activities that encouraged students to explore information, discuss findings, and construct knowledge independently. The study found that students still faced challenges related to vocabulary, idea generation, and grammatical accuracy. However, the strategy helped increase students’ participation, confidence, motivation, and understanding of descriptive writing. The findings suggest that Discovery Learning can support the teaching of descriptive writing by creating a more active and engaging learning environment. Therefore, teachers may combine this strategy with additional vocabulary and grammar support to improve students’ writing performance.
TEACHER-MEDIATED DUOLINGO USE AND VOCABULARY GAINS AMONG JUNIOR HIGH SCHOOL EFL LEARNERS IN INDONESIAN CONTEXT St. Hartina; Syahrir; Nurul Fajriani Syafar
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6375

Abstract

Vocabulary mastery remains a critical challenge in English as a Foreign Language (EFL) learning, particularly among junior high school students who have limited opportunities for English exposure beyond classroom settings. Despite the fact that Duolingo has been extensively researched as a mobile-assisted language learning tool, there is still limited data regarding how junior high school students in small-urban Indonesian settings use it in the classroom. This study investigated students’ vocabulary achievement after participating in a teacher-mediated Duolingo-supported vocabulary intervention. Employing a quantitative pre-experimental one-group pre-test and post-test design, the study involved 24 ninth-grade students at a state junior high school in Palopo, Indonesia. A validated vocabulary mastery test was used to gather data, and descriptive statistics, the Shapiro-Wilk normality test, the paired-sample t-test, and Cohen's d effect size were used for analysis. The results showed a significant improvement in students’ vocabulary scores from pre-test (M = 77.91, SD = 11.31) to post-test (M = 89.58, SD = 7.50), t(23) = 7.462, p < .001, with a large effect size (d = 1.52). These findings suggest that teacher-mediated Duolingo activities may support vocabulary development through structured mobile-based practice and feedback. However, the absence of a control group and the short intervention period limit causal interpretation. This study provides contextual information about the use of gamified mobile learning in Indonesian junior high school EFL classes.
TEACHER’ ICT INTEGRATION PRACTICES FOR ACHIEVING CURRICULUM LEARNING OUTCOMES IN ELT Maya Marsevani; Callista Josephine Tanosa; Mutia Aliqa Islami; Hilarius Raditya Priambada Purba
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6440

Abstract

The integration of Information and Communication Technology (ICT) has become an important aspect of English Language Teaching (ELT) as schools increasingly attempt to align classroom practices with curriculum learning outcomes. This study aimed to investigate how ICT was integrated in ELT classrooms, how it supported the achievement of curriculum learning outcomes, and how ICT-based practices were implemented during English learning activities. A qualitative descriptive design was employed involving classroom observations, semi-structured interviews, and observation checklists conducted with English teachers from different educational settings. The data were analyzed through data reduction, data display, and conclusion drawing procedures to identify recurring patterns related to ICT integration and curriculum implementation. The results revealed that ICT functioned as a supportive instructional medium through the use of digital platforms such as Kahoot, Quizizz, Google Forms, Google Classroom, YouTube, Canva, and various online learning resources. The integration of these technologies contributed to increased classroom participation, communicative interaction, differentiated learning opportunities, and access to authentic language materials that supported the development of English language skills. At the same time, challenges related to classroom management, internet connectivity, technological facilities, device accessibility, and institutional regulations continued to influence the consistency of implementation. These findings suggest that the effectiveness of ICT integration depends not only on the availability of technological tools but also on the alignment between digital activities, curriculum objectives, teacher readiness, and classroom conditions. The study highlights the potential of ICT to support more interactive, adaptive, and learner-centered ELT practices while emphasizing the importance of pedagogically meaningful technology integration in achieving curriculum learning outcomes.
DIFFICULTIES OF ELEVENTH GRADE STUDENTS IN COMPREHENDING ENGLISH READING TEXTS AT SMA NEGERI 6 SIGI Mudia Qurata Ayuni; Anjar Kusuma Dewi; Muhammad Arid; Aminah Suriaman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6496

Abstract

Reading comprehension is a vital skill for learners of English as a Foreign Language (EFL) because it allows students to grasp written material and build academic literacy. This research examined the challenges faced by eleventh‑grade students at SMA Negeri 6 Sigi when reading and investigated the causes behind these problems. A descriptive qualitative approach, augmented with descriptive statistics, was used. Twenty‑two students answered closed‑ended questionnaires, and three individuals were chosen through purposive sampling for semi‑structured interviews based on the predominant issues highlighted in the questionnaire results. Questionnaire responses were processed with frequency counts and percentages, while interview material was examined via data reduction, display, and inferential drawing. The study identified four principal types of difficulties: restricted vocabulary, trouble spotting main ideas and drawing inferences, motivational obstacles, and external learning influences. The most common problems involved interpreting implicit content and identifying core ideas. The authors conclude that students’ reading comprehension is shaped by linguistic, cognitive, affective, and environmental factors. Accordingly, they recommend focusing on vocabulary growth, explicit reading strategies, and supportive classroom practices to enhance students’ reading abilities.
IMPROVING READING COMPREHENSION OF GRADE VIII STUDENTS THROUGH DISCOVERY LEARNING AT MTs DDI UJUNA PALU Abdul Fattah; Nur Sehang Thamrin; Wahyudin Wahyudin; Mawardin M. Said
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6559

Abstract

This investigation examined the effectiveness of Discovery Learning in improving the reading comprehension of eighth-grade students at MTs DDI Ujuna Palu. The study addressed students' persistent difficulties in understanding written texts, which had negatively affected their reading performance. Discovery Learning was applied as a learner-centered approach that encouraged active participation and independent knowledge construction through guided inquiry. A quantitative pre-experimental method with a one-group pre-test and post-test design was employed. Due to the limited population, all twelve eighth-grade students participated through total sampling. Reading comprehension was measured using equivalent achievement tests administered before and after the intervention. The pre-test determined students' initial reading ability, while the post-test assessed learning gains following the Discovery Learning sessions. The data were analyzed by comparing mean scores and conducting a paired-sample t-test to determine whether the improvement was statistically significant. The results revealed a substantial increase in students' reading achievement, with the mean score rising from 58.75 on the pre-test to 77.50 on the post-test. The calculated t-value exceeded the critical value, indicating that Discovery Learning had a statistically significant effect on students' reading comprehension. Overall, the findings suggest that Discovery Learning effectively enhanced students' reading comprehension while promoting greater classroom engagement, active participation, and learner autonomy throughout the instructional process.
EXPLORING STUDENTS' PERCEPTION OF GAME-BASED LEARNING IN ENGLISH CLASSES Muh Dimas Wahyudi Mujib; Andi Patmasari; Nirwana Nirwana; Mashuri Mashuri
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated students' perceptions of game-based learning in English classes at SDN Kabonena. Learning English at the elementary level presents various challenges, including student passivity and lack of confidence. Game-based learning has been recognized as a promising approach to address these challenges by creating a more enjoyable and interactive learning environment. A descriptive quantitative design was employed, with data collected through a 20-item Likert-scale questionnaire distributed to 20 fourth-grade students of class A. The questionnaire was grouped into four categories: Students' Enjoyment, Students' Motivation, Students' Confidence, and Students' Social Interaction. Each item was measured using a four-point scale ranging from Strongly Agree to Strongly Disagree, and data were analyzed using the percentage formula P = F/N x 100%. The findings revealed that students held positive perceptions toward game-based learning across all four categories, with an overall average positive response of 69.75%, classified in the High category. Enjoyment recorded the highest average (78%), followed by Confidence (70%), Social Interaction (69%), and Motivation (62%). While most dimensions showed consistently positive results, several items related to enthusiasm, boredom, and social interaction recorded Moderate results, indicating areas for instructional improvement. These findings suggest that game-based learning positively shapes students' perceptions and can serve as an effective strategy for creating enjoyable and interactive English learning environments at the elementary school level. Teachers are encouraged to refine game implementation by improving activity design and strengthening connections between game tasks and learning objectives.
MARITIME ENGLISH PROFICIENCY: COMPARING MARLINS TEST SCORES OF INDONESIAN CADETS AND SEAFARERS St Hariati Buchari; Nurlaeli Hidayanti; Dyah Ratnaningsih; Wahyuni Oktavia
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.v14i02.6721

Abstract

This study examines Maritime English proficiency among Indonesian maritime personnel by comparing standardized Marlins English Test scores of two distinct groups: cadets who completed one year of international sea practice and general public seafarers occupying various onboard positions. Employing a quantitative comparative design with purposive sampling, the research analysed secondary data from 52 cadets and 52 general public test-takers. Descriptive statistics and the Mann–Whitney U test were used to assess group differences, while the Kruskal–Wallis test was used for subgroup analysis across academic programmes (Nautika, Teknika, ETO) and onboard roles. Findings show that both groups achieved high overall proficiency, with cadet mean scores (M = 87.52) marginally exceeding those of general public seafarers (M = 86.06), though the difference was not statistically significant (U = 1237.0, p = .931). Subgroup comparisons similarly revealed no significant variation across academic programmes (p = .134) or onboard departments (p = .066). These results suggest that formal maritime education and practical sea experience are equally effective pathways to communicative competence. Framed within the Bandung Spirit values of equity and South–South solidarity, the study advocates for differentiated, role-sensitive language training in Indonesian maritime institutions.
THE CORRELATION BETWEEN ENGLISH CONTENT EXPOSURE ON INSTAGRAM AND STUDENTS' READING COMPREHENSION I Gede Bagus Gunawan; Mukrim Mukrim; Zarkiani Hasyim; Sriati Usman
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6850

Abstract

This study aimed to investigate the correlation between students' exposure to English content on Instagram and their reading comprehension at SMA Negeri 2 Palu. This study employed a quantitative approach with a correlational research design. The participants were 60 eleventh-grade students selected through purposive sampling. Data were collected using a 20-item questionnaire measuring students' exposure to English content on Instagram and a 20-item reading comprehension test. The collected data were analyzed using the Spearman Rank Correlation test because one of the variables was not normally distributed. The findings revealed a correlation coefficient of 0.038 with a significance value of 0.773 (p > 0.05), indicating that there was no statistically significant correlation between exposure to English content on Instagram and students' reading comprehension. The findings suggest that incidental exposure to English content through Instagram alone is insufficient to improve students' reading comprehension without purposeful and structured learning activities. Therefore, Instagram should be regarded as a supplementary learning resource that supports English learning rather than a substitute for formal reading instruction.
BEYOND ACADEMIC WORKLOAD: EXPLORING THE UNDERLYING FACTORS OF BURNOUT AMONG FINAL-YEAR ENGLISH EDUCATION STUDENTS Yulie Asni
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6888

Abstract

Academic burnout has become a progressively significant concern in higher education because of its negative effects on students' psychological well-being, academic engagement, and persistence. While academic workload is generally identified as the main source of burnout, students' experiences are often shaped by a broader interplay of personal, social, and contextual factors. This study aimed to explore the hidden factors contributing to academic burnout among final-year English Education students at IAIN Parepare. A qualitative case study design was employed, and data were collected through semi-structured interviews with final-year students who had experienced symptoms of academic burnout. The interview data were analyzed using thematic analysis to identify recurring patterns across participants' experiences. The findings indicate that academic burnout cannot be understood solely as a consequence of academic workload. Rather, it emerged through the interaction between students' personal resources, social support, and contextual demands. Self-efficacy and resilience functioned as essential personal resources that influenced students' confidence and persistence in dealing with academic challenges. Social support from family members, academic advisors, and fellow students served as a protective resource by providing emotional encouragement, academic guidance, and practical assistance. Meanwhile, employment while studying introduced additional contextual demands that intensified students' vulnerability to burnout by limiting the time and energy available for academic responsibilities.
A SYSTEMATIC REVIEW ON EFFECTIVE INSTRUCTIONAL PRACTICES OF USING PICTUREBOOKS IN ELEMENTARY CLASSROOMS Ni Komang Darmini; Axa Khalid Warraich
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6899

Abstract

The aim of this study is to investigate teaching practices using picturebooks with positive impacts on students' English language learning in English as a Second Language (ESL) and English as a Foreign Language (EFL) classrooms in elementary schools. A systematic literature research was conducted across five academic databases, focusing on empirical studies with elementary school participants published between 2000 and 2022. After applying strict inclusion criteria, fifteen studies were selected for detailed review and coding based on participant demographics, instructional practices, and measured learning areas. The results revealed six effective instructional practices: read aloud, intensive reading, extensive reading, creating picturebooks, storytelling, and drama. Read aloud showed up as the most frequently used practice, while reading comprehension was the most common language area measured. The findings demonstrate that integrating picturebooks with these practices significantly enhances students' reading comprehension, vocabulary acquisition, narrative skills, and overall learning motivation. The implications suggest EFL and ESL teachers should carefully select picturebooks aligned with their instructional objectives and implement appropriate instructional methods to maximize student engagement and language acquisition.

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