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All Journal ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan BASIS (BAHASA DAN SASTRA INGGRIS) ELS Journal On Interdisciplinary Studies in Humanities Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Journal on Education JET (Journal of English Teaching) Scope: Journal of English Language Teaching Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Abdi Insani Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Journal of Research on English and Language Learning (J-REaLL) Jurnal Pengabdian UNDIKMA ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian kepada Masyarakat JEELS (Journal of English Education and Linguistics Studies) Innovations in Language Education and Literature PENDIMAS GLENS: Global English Insights Journal
Putu Wahyu Sudewi
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sulawesi Barat
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Analysis of Narrative Writing Skills Among Junior High School Students in Indonesia Yulianti Yulianti; Umar Umar; Putu Wahyu Sudewi; Adi Isma
Innovations in Language Education and Literature Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v1i2.3901

Abstract

Writing is a critical skill for English language learners, enabling them to express ideas effectively. This study investigates the narrative writing abilities of second-grade students at SMPN 5 Wonomulyo, Indonesia, focusing on five key aspects: content, organization, vocabulary, language use, and mechanics. Employing a mixed-method approach, data were collected through writing tests and teacher interviews. The findings reveal that a majority of students (60%) failed to meet the minimum standard of writing proficiency. Content and vocabulary were identified as the most challenging aspects, with many students struggling to generate coherent ideas and use appropriate language. Interviews with the teacher highlighted contributing factors, including limited vocabulary, lack of practice, and reliance on conventional teaching methods. The study emphasizes the need for innovative, student-centered approaches to enhance narrative writing skills, such as collaborative writing exercises, peer feedback, and digital storytelling tools. Vocabulary enrichment and regular writing practice are also critical for improving performance. This research contributes to the body of knowledge on EFL writing and offers practical recommendations for improving teaching practices.
12th Grader’s Perception Regarding Tertiary Students Teaching Practices Putu Wahyu Sudewi; Adi Isma; Reski Reski
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 3 (2024): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i3.36414

Abstract

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.
Language Learning Strategies of a Polyglot: Bridging Theory and Practice Putu Wahyu Sudewi; Adi Isma; Hasriani G Hasriani G; Nurul Imansari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44221

Abstract

Second language acquisition (SLA) research has extensively examined language learning in formal, often monolingual, classroom settings, there is a noticeable lack of empirical investigation into how polyglots acquire, manage, and sustain multiple languages. This gap is particularly significant given the rising importance of multilingualism in a globalized world and the proven cognitive, cultural, and professional benefits it offers. This qualitative case study examines the language learning strategies of Indonesian polyglot proficient in seven languages: Indonesian, English, Mandarin, Korean, Japanese, Arabic, and Latin. Through a purposive sampling method, the participant was interviewed via Zoom, and data were analysed using Oxford’s (1990) taxonomy of language learning strategies. The study identified both direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social) used by the participant. Findings reveal that the participant’s language proficiency is achieved through a strategic integration of diverse methods tailored to specific goals and contexts. Motivation driven by extrinsic factors like scholarships, personal interests, and intrinsic spiritual reasons played an important part of learning a language intensity. The participant preferred structured tools, analytical comparisons, and regular practice, while affective and social strategies helped manage emotional challenges and maintain motivation. This study supports Oxford’s framework and highlights the importance of clear goals, sustained motivation, and community engagement in successful multilingual acquisition.
Fostering Collaborative Learning through YouTube and WhatsApp: Insights from EFL Reading Comprehension Courses Adi Isma; Putu Wahyu Sudewi; Andi Mega Januarti Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5138

Abstract

The integration of social media platforms in EFL reading instruction remains underexplored, particularly regarding their combined pedagogical potential for enhancing collaborative learning experiences. This study investigates how YouTube and WhatsApp function as complementary collaborative learning tools in EFL reading courses, addressing the gap in research on their synergistic effects on reading comprehension and peer interaction. Using a sequential explanatory mixed-methods approach, data were collected from 100 third-semester students through questionnaires, with 40 randomly selected participants providing reflective journals. The research examined students' perceptions of these platforms' effectiveness in supporting collaborative reading activities and identified correlations between platform use and learning engagement. The findings indicate that students perceived both platforms positively, with YouTube presentations supporting comprehension of reading materials and WhatsApp discussions fostering collaborative engagement. However, challenges such as limited interaction during video presentations, technological barriers, and message overload in group chats were also reported. Thematic analysis further revealed five key themes: learning engagement, collaborative experiences, online learning challenges, platform benefits, and improvement suggestions. The study contributes practical insights for optimizing social media integration in EFL reading instruction through structured engagement strategies, balanced participation guidelines, and blended learning approaches that combine synchronous and asynchronous collaborative reading activities.
Co-Authors Adi Isma Amrang, Amrang Andi Mega Januarti Putri Asdar Asdar Askiah Hasan Hasriani G Imansari, Nurul Muhammad Aswad Musdayanti Musdayanti Musdayanti Nugroho, Dwi Adi Nur Husnil Khatimah Nurhaeni Nurhaeni Nurhaeni Nurul Fadilah Putri, Andi Mega Januarti Reski, Reski Ridwan, Ridwan Rusdiah Rusdiah Suwandi, Edi Syahrullah Syahrullah Syarifuddin Dollah Umar, Umar Wahyuni, Asti Yulianti Yulianti Yulianti Yulianti