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All Journal EXPOSURE JOURNAL ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Language and Education Journal of Education Research Abimanyu: Journal of Community Engagement Journal of General Education and Humanities e-Journal of ELTS (English Language Teaching Society)
Budi Budi
Universitas Tadulako
Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving The Eight Grade Students’ Writing Skill Through STEM-Integrated in Project-Based Learning at SMP Labschool Palu Maulana Malik Al-givari; Budi Budi; Maf'ulah Maf'ulah
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2709

Abstract

This study investigated the effectiveness of STEM-integrated Project-Based Learning (PjBL) in improving the writing skills of eighth-grade EFL students at SMP Labschool UNTAD Palu. Writing remains a persistent challenge for junior high school EFL learners, particularly in terms of content development, organizational coherence, and vocabulary application. Although Project-Based Learning has been widely shown to support EFL writing development, few studies have specifically examined the integration of Science, Technology, Engineering, and Mathematics (STEM) content within procedural text writing at the junior high school level. The Emancipated Curriculum (Kurikulum Merdeka) encourages contextual, interdisciplinary, and project-driven approaches to language learning, yet empirical evidence on STEM integration within procedural text writing instruction at the junior high school level remains limited. A pre-experimental design with a one-group pretest-posttest method was employed. Twenty students from Class VIII A were selected through purposive sampling and received six sessions of STEM-integrated PjBL treatment centered on a bridge-building project using ice cream sticks. Writing performance was assessed using an analytic rubric adapted from Jacobs (1981), encompassing content, organization, vocabulary, grammar, and mechanics. The pre-test yielded a mean score of 61.13, while the post-test produced a mean score of 76.25, representing a mean deviation of 15.13 points. Statistical analysis using a paired t-test returned a t-counted value of 14.14, which exceeded the t-table value of 1.729 (df = 19; α = 0.05), confirming that the improvement was statistically significant. The findings suggest that integrating STEM content through project-based activities provides authentic and meaningful contexts that support students' procedural writing development. Teachers are encouraged to adopt this interdisciplinary approach to enhance EFL writing instruction, particularly under the Emancipated Curriculum framework.
The Use Of One Minute Game To Improve Speaking Skills: A Study Of The Eleventh Grade Students At SMA Negeri 7 Palu Athiya FatinRafifah; Mochtar Marhum; Budi Budi; Abdul Kamaruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.45149

Abstract

The objective of this research is to prove if the use of One Minute game can improve speaking skill of the eleventh grade students of SMA Negeri 7 Palu. This research used quantitative method with a pre-experimental research design. The population of this research was the eleventh grade students of SMA Negeri 7 Palu with the total of 351 students. The sample of this research was XI 7 with 34 students, the pre-experimental group was selected by using a purposive sampling technique. The pretest was used to measure students' speaking abilities before treatment and the posttest was carried out to measure students' speaking abilities after treatment. The data analysis indicates that there is a slightly significant increase between the pretest and posttest results. The student's mean score before given treatment was 29.77. After giving the treatment, the mean score of the students in posttest was 62.13. By applying a significant level of 0.05, the researcher found that the value of the t-counted (15.97) was higher than t-table (2035). In conclusion, the use of one minute game is effective in improving students speaking skills of eleventh grade of SMA Negeri 7 Palu. Based on the result, It was proved that the hypothesis is accepted which means there is improvement in the students speaking skills after being given the treatment. It means that the One Minute game can improve students’ speaking skills.
Cohesion and Coherence in EFL Academic Writing: A Case Study of Tadulako University Nurul Ismi; Afrillia Anggreni; Budi Budi; Rofiqoh Rofiqoh
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.v8i2.45245

Abstract

Cohesion and coherence are essential components in academic writing which bridge an academia to create logically organized text and easy to comprehend. Thus, this research aims to identify the use of cohesion and coherence devices in the background section of Skripsi written by students of the English Education Study Program of Tadulako University. This research employs a mixed-method, which involves quantitative and qualitative analysis. The data were taken from ten selected Skripsi backgrounds. The findings of this research present that the most frequently used of cohesive devices is reiteration (48.09%), followed by reference (32.20%), and conjunction 1(9.49%). In contrast, the least frequently used cohesive devices are substitution and ellipsis, each appearing only (0.11%). Furthermore, in terms of coherence, the students dominantly implement repeat key nouns (66.27%), followed by consistent pronouns (22.88%), transition signals (8.88%), and logical order (1.97%). Although some devices appeared less frequently, the students’ academic writing still achieved overall textual unity and logical flow. Therefore, these findings indicate that while students have good abilities to build cohesion and coherence in their writing, there remains need to encourage more varied use of devices, particularly substitution, ellipsis, and transition signal, in order to further improve their quality of academic writing.
Difficulties Of Grade X Students In Writing Descriptive Texts At SMA Negeri 3 Palu Pelangi Putri Rahayu; Mawardin M. Said; Budi Budi; Mukrim Mukrim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45456

Abstract

This study aims to identify and describe the specific difficulties experienced by Grade X students at SMA Negeri 3 Palu in writing descriptive texts in English. More specifically, the study seeks to examine students’ understanding of the generic structure of descriptive texts, their use of vocabulary, and their application of grammatical rules in writing. A qualitative descriptive research design was employed to provide a detailed picture of students’ writing problems based on their own responses. Data were collected through an online questionnaire distributed to Grade X students who had learned descriptive text writing in their English classes. The findings reveal that students face several challenges when writing descriptive texts. Many students had difficulty distinguishing between the identification and description parts of the text, which often resulted in unclear or incomplete descriptions. Students also reported limited vocabulary, making it difficult for them to express ideas clearly and vary their word choices. In addition, grammatical problems, particularly in the use of tenses and sentence structure, were frequently identified as major obstacles in their writing. These results are consistent with previous studies that report similar difficulties among EFL learners in writing descriptive texts. Limited mastery of vocabulary, grammar, and text organization has been widely recognized as a key factor affecting students’ writing performance. The findings suggest that students need more structured guidance and practice to develop these skills. Therefore, this study recommends that English teachers provide focused instruction and targeted training to help students better understand text structure, expand their vocabulary, and improve grammatical accuracy in descriptive writing.
Students’ Perceptions toward Project-Based Learning in English Vocabulary Learning at the Eighth Grade of Junior High School Agista Veranita P; Nadrun Nadrun; Budi Budi; Mochtar Marhum
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2697

Abstract

Vocabulary learning plays an important role in English language learning because it supports students’ ability to understand and use the language effectively. Although Project-Based Learning (PjBL) has been widely implemented in English language teaching and has been reported to enhance students’ learning experiences, studies focusing on junior high school students’ perceptions of PjBL in English vocabulary learning remain limited. Therefore, this study investigates students’ perceptions toward the implementation of Project-Based Learning (PjBL) in English vocabulary learning at the eighth grade of SMP Kristen Bala Keselamatan Palu. This study employed an explanatory sequential mixed-methods design. Data were collected through a five-point Likert-scale questionnaire distributed to 28 students and semi-structured interviews with selected students to obtain deeper insights into their learning experiences. The findings reveal that students generally have positive perceptions of Project-Based Learning. Project activities help students understand and remember vocabulary more easily, increase their motivation to learn English, encourage collaboration during group work, and enhance their confidence in using English. However, several challenges were identified, including unclear instructions, unequal participation among group members, and the longer time required to complete project tasks. Overall, the study concludes that Project-Based Learning provides meaningful learning experiences and effectively supports English vocabulary learning in EFL classrooms.
Pelatihan Menulis Bahasa Inggris untuk Siswa SMK Negeri 1 Dolo Barat Mawardin M Said; Aminah Suriaman; Syahrul Munir; Hasna Hasna; Budi Budi; Ibmasiah Wardatun Islamiyah Mawardin; Ide Ilmiah Mawardin; Ilmuislami Mawardin; Siti Aisyah Al Munawwaroh; Istianah Mawardin
Abimanyu : Jornal of Community Engagement Vol 7 No 2 (2026): August 2026 (In Press)
Publisher : Universitas Negeri Surabaya

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

Abstract

This Community Service aims at training students of SMKN (Sekolah Menengah Kejuruan Negeri, Government Vocational High School) 1 West Dolo, Sigi Regency, Central Sulawesi Province for writing English. They hopefully can apply their English that has been learnt by them for writing English words and sentences so that they can communicate in the foreign language visually. They were motivated to master English used in their daily activities to communicate in the international language practically. Its specific target was the students who have spirits in learning writing English. They then can communicate in the global language so that they will become global learners and human resources who will be able to motivate their friends well. Communicative approach realized through interactive method is used to reach the objecive. Its result indicates that through this Training of Writing English the vocational high school students can write simple English sentences by using English words.
Naturally Occurring Positive Self-Talk and Speaking Confidence: A Correlational Study in EFL Irza Adi Putra; Budi Budi; Fadhilah Zamzam; Mukrim Mukrim
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4240

Abstract

Berbicara dalam bahasa Inggris menuntut kesiapan linguistik dan psikologis. Penelitian ini bertujuan menguji hubungan antara positive self-talk dan kepercayaan diri berbicara mahasiswa semester empat Program Studi Pendidikan Bahasa Inggris Universitas Tadulako. Penelitian menggunakan desain kuantitatif korelasional dengan 146 responden yang dipilih melalui proportionate random sampling dari tujuh kelas. Data dikumpulkan menggunakan dua kuesioner berskala Likert empat poin yang terdiri atas 12 butir positive self-talk dan 15 butir kepercayaan diri berbicara. Seluruh butir dinyatakan valid dan instrumen menunjukkan konsistensi internal yang sangat baik (Cronbach’s alpha = 0,941). Karena kedua variabel tidak berdistribusi normal, hubungan diuji menggunakan korelasi Spearman. Hasil menunjukkan bahwa 67,12% mahasiswa memiliki positive self-talk tinggi dan 50,68% memiliki kepercayaan diri berbicara tinggi. Terdapat hubungan positif yang kuat dan signifikan antara kedua variabel (rho = 0,623; p < 0,001). Temuan ini menunjukkan bahwa dialog internal yang konstruktif berkaitan dengan kesiapan psikologis mahasiswa untuk berkomunikasi dalam bahasa Inggris. Dalam pengajaran bahasa Inggris, positive self-talk dapat diintegrasikan dalam aktivitas pembelajaran untuk mendukung kesiapan dan kepercayaan diri mahasiswa dalam berbicara. Penelitian ini berkontribusi pada pemahaman tentang positive self-talk yang berlangsung secara alami sebagai faktor psikologis yang berkaitan dengan kepercayaan diri berbicara dalam pembelajaran bahasa Inggris sebagai bahasa asing.
Tiktok as a Language Learning Media: Investigating Students’ Motivational Factors to Learn English at Tadulako University Marsandah Marsandah; Budi Budi; Maghfira Maghfira; Mochtar Marhum
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2285

Abstract

This study examines students' motivation to use TikTok as a language-learning medium and explores how the quality of TikTok content influences their motivation to learn English. The focus is on intrinsic motivations such as enjoyment, curiosity, and personal interest, as well as extrinsic motivations such as academic goals, career preparation, and social recognition. A qualitative research design was chosen, comprising interviews with three students in the English Language Teaching program at Tadulako University. The results showed that the participants used TikTok because of its short, engaging, and interactive video format, which made learning more entertaining and less formal. Intrinsically, they experienced increased interest and satisfaction when engaging with creative English content. Extrinsically, they were motivated by the desire to improve their language skills, achieve academic success, and prepare for a future career as an English teacher. Furthermore, the findings indicated that the quality of TikTok content significantly influenced students' motivation. Clear, concise, and well-structured learning content promotes understanding and confidence, while content that was overly entertainment-oriented or unclear can reduce learning effectiveness. Overall, the study concluded that TikTok could serve as a supportive learning medium when students intentionally selected high-quality educational content to support their language learning goals.
The Effect of Using Clustering Technique on Writing Achievement of the Eighth Grade Students of SMP Bala Keselamatan Kalawara Margaret Cindy; Syahrul Munir; Budi Budi; Rofiqoh Rofiqoh
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2085

Abstract

This research aims to determine whether the use of Clustering Technique can improve the writing achievement of class VIII students at SMP Bala Keselamatan Kalawara. This research used a quasi-experimental design by applying nonequivalent control group design. The population was class VIII students at SMP Bala Keselamatan Kalawara, consisting 37 students from two classes. The sample was class A as the experimental group and class B as the control group. Sample selection was carried out using saturated sampling. Tests were used to collect data consisting of pre-test and post-test. The tests result show that the average pre-test score obtained by the experimental group is 43.86, while the pre-test score obtained by the control group is 46.91. Then, the average post-test score for the experimental group is 69.00, while the control group is 54.94; the t-counted value (5.52) was higher than t-table value (1.690), which means that the hypothesis was accepted.
Student’ Perspectives on Self-Assessment in English Language Teaching (ELT): The Implementation and Challenges at Tadulako University Melan Meilani; Sriati Usman; Budi Budi; Maf’ulah Maf’ulah
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1863

Abstract

This study investigates students’ perspectives on self-assessment in English Language Teaching (ELT), focusing on its implementation and challenges at Tadulako University. The research employed a qualitative descriptive design supported by quantitative data to gain insights into students’ experiences. Data were collected through semi-structured interviews with five students and a five-point Likert-scale questionnaire administered to thirty students of the English Education Study Program who had experience using self-assessment in English courses. The data were analyzed using thematic analysis to identify key themes related to students’ understanding and challenges of self-assessment. The findings indicate that students perceive self-assessment as a reflective learning process that helps them monitor progress, identify strengths and weaknesses, and take responsibility for learning. Self-assessment enhanced motivation, confidence, learner autonomy, and English language skills. However, challenges such as limited objectivity, unclear assessment criteria, and insufficient lecturer feedback were identified. These findings suggest self-assessment requires guidelines, rubrics, and lecturer support.
Co-Authors Abdul Kamaruddin Agista Veranita P Aminah Suriaman Andi Patmasari Anggreni, Afrillia Anggri Nurmawarni Anjar Kusuma Dewi Apriliani Oli’i Athiya FatinRafifah Cindy Septiani Darmawan Darmawan Desrin Lebagi Dwi Putri Erniwati Erniwati Fadhilah Zamzam Fakhruddin Zam Zam Ferry Rita Hasna Hasna Ibmasiah Wardatun Islamiyah Mawardin Ide Ilmiah Mawardin Ilmuislami Mawardin Indah Agustina Risu Irza Adi Putra Istianah Mawardin Jamiluddin, Jamiluddin Konder Manurung Maf&#039;ulah Maf&#039;ulah Maf’ulah Maf’ulah Maghfira, Maghfira Margaret Cindy Marsandah Marsandah Mashuri Mashuri Maulana Malik Al-givari Mawardin Muhammad Said Melan Meilani Mochtar Marhum Muhammad Arid Mukrim Mukrim Nadrun, Nadrun Naurah Destri Yulandari Ni Komang Ayu Windari Nuraziza Syaputri Aziza Nurul Ismi Pelangi Putri Rahayu Putri Nabila Putri Nabilah Rita Rita Rofiqoh Rofiqoh Roland Roland Sapiani Sapiani Sari Wulandari Siti Aisyah Al Munawwaroh Sitti Nuraeni Sriati Usman Syahrul Munir Syaiban Abdul Kamil Wahyudin Wahyudin