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All Journal Journal of Education and Learning (EduLearn) Jurnal Ilmu Komunikasi Jurnal Pendidikan Islam Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching Langkawi: Journal of The Association for Arabic and English Indonesian EFL Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) Globish: An English-Indonesian Journal for English, Education, and Culture ELT-Lectura JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies UTAMAX : Journal of Ultimate Research and Trends in Education JIPM: Jurnal Indragiri Penelitian Multidisiplin IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa ELite Journal: International Journal of Education, Language and Literature EDUTREND: Journal of Emerging Issues and Trends in Education English Review: Journal of English Education Indonesian EFL Journal
Budianto Hamuddin
Universitas Lancang Kuning
Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Social Sciences Other

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Faktor-Faktor Penghambat Siswa Smkn 1 Tanjung Balik Dalam Belajar Bahasa Inggris Syaifullah; Hamuddin, Budianto; Ahmad, Arif
Jurnal Indragiri Penelitian Multidisiplin Vol. 5 No. 2 (2025): Jurnal Indragiri Penelitian Multidisiplin
Publisher : Indra Institute Research & Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58707/jipm.v5i2.1188

Abstract

Berdasarkan hasil wawancara melalui telepon dengan salah seorang wakil kepala sekolah di SMKN 1 nagari Tanjung Balit, mengatakan bahwa siswa/I di sana belum meraih prestasi apa pun dari kegiatan atau perlombaan Bahasa Inggris. Begitu juga kalau dilihat dalam keseharian atau dalam Kegiatan Belajar dan Mengajar (KBM), kemampuan Bahasa Inggris mereka masih sangat standar sekali. Terkait dengan data awal di atas, tim Peneliti FADIKSI-UNILAK telah melakukan penelitian di SMKN 1 Tanjung Balik dengan judul “Faktor-faktor Penghambat Siswa SMKN1 nagari Tanjung Balik Solok-SUMBAR dalam belajar Bahasa Inggris”. Penelitian yang telah dilakukan adalah penelitian kualitatif. Tujuan dari penelitian ini bertujuan untuk mendeskripsikan faktor atau kendala siswa/I SMKN 1 nagari Tanjung Balik dalam belajar Bahasa Inggris. Data penelitian ini telah diambil melalui wawancara. Peneliti telah mewawancarai 40 orang siswa/I SMKN 1 nagari Tanjung Balik. Hasilnya menunjukkan bahwa siswa/I telah belajar Bahasa Inggris dan mengalami atau memiliki bermacam-macam kendala. Kesimpulannya, pengajaran Bahasa Inggris di SMKN 1 nagari Tanjung Balit harus dikemas dengan teknis dan strategi yang bervariasi, menyenangkan, serta tepat guna.
Pelatihan LLS (Language Learning Strategies) Untuk Pelajar Sekolah Menengah Nagari Tanjung Balik, Solok-SUMBAR Syaifullah; Hamuddin, Budianto; Ahmad, Arif
IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa Vol. 3 No. 3 (2024): IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa
Publisher : Indra Institute Research & Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58707/ikhlas.v3i3.1199

Abstract

Berdasarkan hasil wawancara melalui WA dengan salah seorang wakil kepala sekolah di sana, beliau mengatakan bahwa pelajar kami belum meraih prestasi apa pun dari kegiatan atau perlombaan Bahasa Inggris. Begitu juga jika dilihat dalam keseharian atau dalam Kegiatan Belajar dan Mengajar (KBM), kemampuan Bahasa Inggris mereka masih sangat standar sekali. Terkait dengan data awal di atas, Tim PKM FADIKSI-UNILAK memilih nagari Tanjung Balik sebagai mitra untuk menjadi target dalam Tridarma perguruan tinggi, khususnya pengabdian dengan judul “Pelatihan LLS (Language Learning Strategies) untuk Pelajar Sekolah Menengah di Nagari Tanjung Balik Solok-SUMBAR). Kegiatan ini telah dilakukan pada tanggal 17-19 Desember 2025 yang telah dihadiri oleh 40 orang siswa dan 4 orang guru. Setelah Tim PKM berbagi strategi belajar Bahasa Inggris, menurut laporan dari salah seorang guru, kegiatan ini sangat posistif karena setelah diamatinya siswa/I mulai memiliki motivasi dan semangat untuk belajar Bahasa Inggris.
Pelatihan LLS (Language Learning Strategies) Untuk Pelajar Sekolah Menengah Nagari Tanjung Balik, Solok-SUMBAR Syaifullah; Hamuddin, Budianto; Ahmad, Arif
IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa Vol. 4 No. 1 (2025): IKHLAS: Jurnal Pengabdian Dosen dan Mahasiswa
Publisher : Indra Institute Research & Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58707/ikhlas.v4i1.1189

Abstract

Based on the results of an interview via WA with one of the vice principals there, he said that our students have not achieved any achievements from English activities or competitions. Likewise, when viewed in daily life or in Teaching and Learning Activities (KBM), their English skills are still very standard. Related to the initial data above, the FADIKSI-UNILAK PKM Team chose the Tanjung Balik village as a partner to be a target in the Tridarma of higher education, especially community service with the title "LLS (Language Learning Strategies) Training for High School Students in the Tanjung Balik Village Solok-SUMBAR). This activity was carried out on December 17-19, 2025 which was attended by 40 students and 4 teachers. After the PKM Team shared English learning strategies, according to a report from one of the teachers, this activity was very positive because after observing it, the students began to have motivation and enthusiasm to learn English.
NAVIGATING THE DEVELOPING LEXICOLOGICAL LANDSCAPE: A SYSTEMATIC LITERATURE REVIEW Yuliandri, Windi; Hamuddin, Budianto
ELite Journal : International Journal of Education, Language and Literature Vol. 5 No. 2 (2025): ELite Journal (Volume 5 Number 2, April 2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v5n2.p41-50

Abstract

It is hoped that the basis of linguistics is related to the use of the systematic literature review or SLR research method. This SLR method can dig deeper and be more precise so that it can observe, study, assess and interpret existing research and of course it will be interesting to discuss, especially the discussion here is about the basics of linguistics, And the discussion of lexicology is very dynamic because changes occur in society from time to time and social phenomena always continue to change in society, in this SLR method it is very good to be applied in research, it is related to the science of lexicology, in this SLR method reviews can be carried out or reviewing a journal, article, book, or other type of document in a coherent manner and each step follows the procedures or rules that have been determined. So that the final results of the research can show accurate results without engineering and are more compatible.
Mapping the Functions and Contributions of Applied Linguistics in Higher Education: Insights from Contemporary Research Hamuddin, Budianto; Ningrum, Fatma Setya; Meutya Rizky Ramadhani
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.10835

Abstract

This study addresses the critical gap in understanding the evolving roles and functions of applied linguistics (AL) within higher education, particularly its impact on multilingual education, curriculum development, and institutional policies. Using a systematic literature review approach, 24 studies were selected from an initial pool of 2,189, focusing on AL's applications in higher education contexts. The review reveals significant contributions of AL, including innovative teaching methodologies like translanguaging, the integration of technology in language education, and the formulation of inclusive language policies. However, challenges persist, such as the scalability of technology in low-resource environments and the limited empirical validation of multilingual strategies. These findings underscore the need for adaptive educational frameworks that align linguistic theories with practical outcomes. By bridging theoretical insights with real-world applications, this study advocates for AL as a tool to enhance teaching quality, promote linguistic diversity, and address educational inequities. The implications extend beyond academia, offering policymakers and educators actionable strategies to create inclusive and sustainable educational paradigms that reflect the complexities of a globalized academic environment. This research contributes to the broader discourse on fostering equitable, context-sensitive, and innovative approaches in higher education, positioning AL as a cornerstone for addressing contemporary linguistic and pedagogical challenges.
Exploring the Impact of Gamification on English Language Learning for Students in Asia Countries: A systematic review Supasa, Aprilia Yunda; Ramadhani, Meutya Rizki; Ningrum, Fatma Setya; Hamuddin, Budianto
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.460

Abstract

This study explores the effectiveness of gamification in English language learning in Asian countries, aiming to identify best practices and challenges in its integration. Although gamification has been widely acknowledged for enhancing student engagement and motivation, its impact on improving actual language proficiency remains uncertain, especially in the diverse educational contexts of Asia. Through a systematic review of literature published from 2019 to 2024, this research addresses gaps in existing studies, particularly those focusing on gamification within Asian educational systems. The review adheres to PRISMA guidelines, and data were gathered using the Publish or Perish tool, which identified 1,053 studies based on keywords such as "gamification," "impact," "English learning," and "Asia." Inclusion and exclusion criteria were rigorously applied to ensure the relevance of selected studies. The findings indicate that while gamification has the potential to increase motivation and engagement, several contextual factors—such as technological access, teacher preparedness, and cultural perceptions of game-based learning—are critical to its success. This study provides evidence-based recommendations for overcoming these challenges and offers practical strategies for educators and policymakers to design more effective gamified learning interventions that can enhance English language acquisition in Asia.
Exploring Opportunities in Using Digital Platforms for English Language Learning among Vocational Students in Pekanbaru Gultom, Agustin Leoningrum; Herlinawati, Herlinawati; Herdi, Herdi; Hamuddin, Budianto
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 2 No. 3 (2025): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.487

Abstract

This study investigates vocational students’ perceptions of the opportunities offered by digital platforms in English language learning. The research responds to the increasing role of educational technology in the post-pandemic era and the need to evaluate its pedagogical impact on vocational education contexts. A quantitative descriptive design was employed, involving 61 students from the Broadcasting and Culinary programs at SMK Negeri 3 Pekanbaru, Indonesia. Data were collected through a 21-item Likert-scale questionnaire (Cronbach’s α = 0.825). The results show that students hold a moderately positive perception of the opportunities provided by digital platforms (M = 3.27, SD = 0.684). The highest mean scores were recorded in listening (M = 3.49), grammar (M = 3.46), and writing (M = 3.39), indicating that digital tools effectively enhance these language competencies. The findings highlight the potential of digital platforms to support flexible, autonomous, and interactive English learning. However, their full potential is yet to be realized due to limited teacher facilitation and technological barriers. The study recommends strengthening digital pedagogy training for vocational teachers and integrating digital literacy into English curricula to optimize the benefits of technology in language education.
WHEN ACCESS IS NOT ENOUGH: DIGITAL PEDAGOGY AND ACCESSIBILITY IN INDONESIAN EFL LEARNING ENVIRONMENTS Budianto Hamuddin; Aprilia Yunda Supasa; Meutya Rizki Ramadhani; M. Fadhly Farhy Abbas
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.133

Abstract

Digital technologies have transformed English language education, yet technological access alone does not ensure meaningful participation in digital learning environments. This quantitative descriptive study investigated accessibility challenges experienced by Indonesian EFL students in digital English language learning platforms. The study addressed three research questions concerning the overall level of accessibility challenges, the contribution of technological, individual, pedagogical, and interactional dimensions, and the most influential dimension affecting students’ learning experiences. Data were collected from 78 undergraduate students in an English Language Education program at Universitas Lancang Kuning using a 20-item Likert-scale questionnaire distributed through purposive sampling. The instrument demonstrated acceptable reliability with Cronbach’s Alpha exceeding 0.70. Data were analyzed using descriptive statistical procedures with SPSS version 26. The findings revealed a moderate overall level of accessibility challenges (M = 3.00). Among the examined dimensions, pedagogical factors emerged as the most prominent challenge (M = 3.13), followed by engagement and interaction (M = 3.02), technological factors (M = 2.92), and individual factors (M = 2.82). The findings indicate that instructional design and interactional quality influence students’ digital learning experiences more strongly than technological infrastructure alone. The study reconceptualizes accessibility as a pedagogical and experiential construct, emphasizing the importance of interaction-rich digital pedagogy and responsive instructional practices in EFL contexts. Limitations include the use of self-reported data and single-site sampling.
GAMIFIED EDUCATIONAL APPS AND READING COMPREHENSION IN HOME-SCHOOLED CHILDREN: AN EXPLORATORY MIXED-METHODS CASE STUDY Budianto Hamuddin; Aprilia Yunda Supasa; Meutya Rizki Ramadhani
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.135

Abstract

Many children now encounter stories on digital screens rather than on printed pages, yet limited empirical evidence exists regarding how gamified reading applications support comprehension in home schooling environments. Addressing this gap, this small scale mixed methods case study examined a four weeks intervention involving selected gamified reading applications used by two home schooled children aged ten and eleven. A standardized reading comprehension test was administered before and after the intervention to provide descriptive indicators of change in overall comprehension and three subskills, namely vocabulary, literal comprehension, and inferential comprehension, while semi structured interviews with the children and their parents were thematically analysed to explore learning experiences, engagement patterns, and contextual factors shaping app use. In this exploratory study with two participants, overall comprehension scores increased from a mean of 57.5 before the intervention to 74.0 afterwards. Vocabulary scores rose from 53.5 to 74.0, literal comprehension from 60.0 to 78.0, and inferential comprehension from 50.0 to 66.0, indicating observable descriptive gains across the three components of reading comprehension during the intervention period. Qualitative findings suggested increased motivation and sustained engagement with reading tasks, while parents emphasized that active guidance was often required to redirect attention from game rewards toward text meaning and deeper comprehension processes. Taken together, the findings provide preliminary and context specific insights from a rarely documented home schooling setting. Rather than offering generalizable conclusions, this study presents exploratory evidence that gamified reading applications may support certain aspects of reading development when their use is regular, text focused, and accompanied by parental scaffolding, while also generating hypotheses and nuanced considerations for parents, educators, and educational technology designers interested in integrating gamified tools into home based literacy practices.
The Impact of Home Language and Literacy Environment on Children's Learning Outcomes Budianto Hamuddin; Meutya Rizki Ramadhani; Fatma Setya Ningrum
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2001

Abstract

BackgroundThe Home Language and Literacy Environment (HLLE) is critical for children's language development, cognitive growth, and academic success. In bilingual and multilingual households, HLLE influences linguistic proficiency, executive function, and social integration. While numerous studies emphasize HLLE’s potential benefits, significant gaps remain concerning the influence of socioeconomic status, parental involvement, and access to technological tools in diverse home contexts. MethodologyThis Systematic Literature Review (SLR) synthesizes findings from 23 empirical studies (both qualitative and quantitative) published between 2019 and 2024, selected from 2,098 records across Crossref, Google Scholar, Scopus, and Web of Science. A thematic and quantitative synthesis categorizes results based on HLLE components, parental engagement, socioeconomic factors, and technology use.FindingsHLLE supports cognitive flexibility, literacy, and executive function. Parental involvement, especially in shared reading and storytelling, strongly links to higher vocabulary scores and literacy rates. Children in HLLE-rich environments show significant gains in language and reading, with vocabulary improvements of 20–30% and more conversational turns per hour, as measured by tools like LENA. Metrics such as adult word count and child vocalizations underscore HLLE’s impact. However, limited access to books, interactions, and technology due to socioeconomic gaps continues to widen literacy disparities. While tools like LENA offer valuable insights, challenges in accessibility and equity remain.ConclusionHLLE is essential for bilingual and multilingual literacy development. Addressing parental literacy support, socioeconomic inequalities, and digital literacy initiatives is crucial for equitable learning outcomes. Future research should assess HLLE’s long-term impact on academic success.OriginalityThis study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.
Co-Authors -, Dahler Abidin Pammu Ahmad, Arif Anugrah, Muh. Ridha Aprilia Yunda Supasa Aprilia Yunda Supasa Bayu Febriadi, Bayu Dahler - Dahler Dahler Derin, Tatum Dessi Natalia Fathu Rahman Fatma Setya Ningrum Gari, Nelia Gultom, Agustin Leoningrum Guntoro, Guntoro Herdi Herdi Herlinawati Herlinawati Indarwati Indarwati Ismail Suardi Wekke Kurniawan Kurniawan M. Fadhly Farhy Abbas Marwa, Marwa Meutya Rizki Ramadhani Meutya Rizki Ramadhani Meutya Rizki Ramadhani Meutya Rizky Ramadhani Muhammad Ashrori Mutia Sari Nursafira Mutia Sari Nursafira Muzdalifah, Indah Ningrum, Fatma Setya Nofita Sari Gowasa Nur Afifah Nursafira, Mutia Sari Nurul Fauziah Priambada, Jewine Saragih Putri, Wella Cisilya Ramadhani, Meutya Rizki Ratih Saltri Yudar Ratih Saltri Yudar Ratna Sari Riska Yuliana Rumintang Harianja Shella Shafira Lubis Silvia Eka Putri Silvia Eka Putri, Silvia Eka Supasa, Aprilia Yunda Susilo Putri, Nunung Susy Deliani Susy Deliani Syahdan Syahdan Syaifullah Syaifullah Syaifullah Wahyuni Sakka Yuliandri, Windi Yunira, Sandra Yusring Sanusi Baso Zhan Li Xia