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All Journal BAHASANTODEA IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal on Interdisciplinary Studies in Humanities CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Studi Guru dan Pembelajaran Jurnal Eduscience (JES) Journal of English Language and Education Journal of General Education and Humanities Jurnal ADAM : Jurnal Pengabdian Masyarakat NEAR: Jurnal Pengabdian kepada Masyarakat Journal of Language Testing and Assessment Jurnal Kreatif Online Dharma Pengabdian Perguruan Tinggi (DEPATI)
Fadhilah Zamzam
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Transportation Other

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Patterns of Code-Switching in English Speaking Practice: A Descriptive Analysis of University Students Nurina, Syava Aizhawa Putri; Suriaman, Aminah; Zamzam, Fadhilah; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.883

Abstract

Many university students experience difficulties in academic English speaking due to limited vocabulary, grammatical problems, nervousness, and the need to convey ideas clearly. To cope with these challenges, students often switch between English and Bahasa Indonesia during speaking activities. This study aims to examine the frequency of code-switching in academic speaking and to identify the main factors influencing its use among EFL university students. This study employed a quantitative descriptive design involving 32 third-semester students in an English for Public Speaking course at Tadulako University. Data were collected through a 20-item questionnaire covering linguistic, psychological, communicative, and social factors, supported by semi-structured interviews. Descriptive statistics were used to analyze the data. The findings reveal that code-switching occurs very frequently, with 96.88% of students reporting frequent use. Linguistic factors were the most dominant, followed by social and communicative factors, while psychological factors had the lowest influence. Interview data confirmed that students use code-switching to maintain fluency, clarify meaning, and support interaction. Overall, code-switching is a common and strategic practice that helps students manage academic speaking challenges in multilingual EFL classrooms.
Student’s Perception of Using ChatGPT Voice to Improve Their Self-Efficacy in Speaking Muhtadi, Nafsah; Kamaruddin, Abdul; Zamzam, Fadhilah; Mashuri, Mashuri
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.v10i6.1861

Abstract

Speaking self-efficacy plays a crucial role in EFL learners’ oral performance, as it influences confidence, anxiety management, and willingness to communicate. Despite the growing integration of artificial intelligence in language learning, empirical studies exploring students’ perceptions of AI voice-based tools, particularly ChatGPT Voice, remain limited in the Indonesian EFL context, especially among English major students. This study aims to investigate English Education students’ perceptions of using ChatGPT Voice and examine how it contributes to their speaking self-efficacy. Employing a descriptive qualitative design, data were collected through preliminary observation interviews and in-depth semi-structured interviews with seventh-semester English Education students at Tadulako University. The findings reveal that ChatGPT Voice positively influences students’ speaking self-efficacy by increasing confidence, reducing speaking anxiety, improving fluency and vocabulary, and enhancing motivation and enjoyment. Despite minor technical challenges, students generally perceived the tool as supportive and effective. This study concludes that ChatGPT Voice serves as a valuable supplementary tool for fostering speaking self-efficacy in EFL contexts.
The Effectiveness of the Elsa Speak Application in Enhancing Students’ Pronunciation Ability at SMK Yadika Palu Revina, Mila; Arid, Muhammad; Zamzam, Fadhilah; Marhum, Mocthar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1141

Abstract

This study was conducted to address the problem of low pronunciation ability among EFL students, particularly in producing accurate phonemes and applying correct word stress, which is caused by limited practice, low confidence, and lack of motivation. The objective of this study was to investigate the effectiveness of the ELSA Speak application in improving students’ pronunciation ability at SMK Yadika Palu. This study employed an applied quantitative research method using a quasi-experimental design involving an experimental group and a control group. The participants were 40 eleventh-grade students, equally divided into two groups. The experimental group received pronunciation instruction using the ELSA Speak application, while the control group received conventional pronunciation instruction. Data were obtained through pre-test and post-test assessments focusing on phoneme articulation and word stress and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results showed that both groups had similar pre-test mean scores, indicating comparable initial pronunciation ability. However, the post-test results revealed that the experimental group achieved a significantly higher mean score than the control group. The Mann–Whitney U test indicated a statistically significant difference (p < 0.05) with a very large effect size, demonstrating that the ELSA Speak application had a strong positive effect on students’ pronunciation improvement. Therefore, this study concludes that ELSA Speak is an effective Mobile-Assisted Language Learning (MALL) tool for enhancing pronunciation instruction in vocational high school contexts.
Peningkatan Minat Belajar Bahasa Inggris melalui Metode Small Group Discussion pada SMP IT Qurrata A’yun Kota Palu Jamiluddin Jamiluddin; Fadhilah Zamzam; Anasthasia Woluta Yatun; Nirwana Nirwana
NEAR: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2024): NEAR
Publisher : Komunitas Dosen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32877/nr.v4i1.1874

Abstract

Kegiatan pengabdian ini dilatarbelakangi adanya salah satu hasil penelitian tentang penguasaan bahasa Inggris di Indonesia yang masih rendah dan belum memberikan harapan yang baik. Data menunjukkan bahwa materi grammar bahasa Inggris paling membingungkan, diikuti oleh materi berbicara (speaking) sulit dipelajari. Dengan demikian tujuan dilakukan pengabdian ini adalah Peningkatan Minat Belajar Bahasa Inggris melalui Metode Small Group Discussion Siswa SMP IT Qurrota A’yun, Palu. Tahapan pelaksanaannya melalui metode pendekatan pembelajaran berupa kegiatan edukasi terhadap proses pembelajaran bahasa Inggris yang merujuk pada proses belajar bersama dalam bentuk ‘Small Group Discussion’. Hasil pengabdian yang telah dilakukan dalam bentuk pelatihan menunjukkan bahwa model pembelajaran ‘small group discussion’ membuat semua peserta didik aktif dalam kegiatan belajar mengajar, mengajarkan kepada peserta didik menghargai pendapat orang lain dan bekerjasama dengan teman yang lain, melatih dan mengembangkan sikap sosial dan demokratis siswa, meningkatkan keterampilan berkomunikasi bagi siswa, mempertinggi partisipasi peserta didik baik secara individual dalam kelompok maupun dalam kelas, dan mengembangkan pengetahuan mereka, karena saling bertukar pendapat antar siswa dalam kelompoknya.
Factors Inhibiting English Speaking Skills among English Department Students at Tadulako University Firdayanti, Roudhotul; Arid, Muhammad; Zamzam, Fadhilah; Kamaruddin, Abd
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.v11i2.2418

Abstract

Speaking is one of the most essential skills in English as a Foreign Language learning; however, many students still experience difficulties in developing this skill. This study aims to identify the factors inhibiting English speaking skills among students of the English Education Study Program at Tadulako University. This research employed a mixed-method approach with a sequential explanatory design. Quantitative data were collected through questionnaires distributed to approximately 50 third-semester students using a Likert scale, while qualitative data were obtained through semi-structured interviews with six selected participants. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using thematic analysis. The findings revealed that students’ speaking difficulties are influenced by both linguistic and psychological factors. Vocabulary limitation was identified as the most dominant factor. In addition, psychological factors such as anxiety and fear of making mistakes reduced students’ confidence and willingness to speak. In contrast, environmental factors, particularly peer support, were not considered significant barriers but rather facilitated speaking development. In conclusion, speaking difficulties result from the interaction of multiple factors; therefore, improving speaking skills requires an integrated approach that enhances vocabulary mastery, increases practice opportunities, and fosters a supportive learning environment.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Patmasari, Andi; Agussatriana, Agussatriana; Anggreni, Afrillia; Putri, Dwi; Zamzam, Fadhilah; Ismail, Muhammad
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9032

Abstract

Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills.Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods.Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity).Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
Improving Speaking Performance in Early Secondary EFL Learners at SMPN 7 Palu Iriannur, Silva; Kamaruddin, Abd.; Zamzam, Fadhilah; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.891

Abstract

Speaking ability remains a challenge for many Grade Seven EFL students, particularly in terms of fluency and comprehensibility, which are essential components of effective oral communication. This study aims to investigate whether implementing structured group discussion can improve students’ speaking fluency and comprehensibility at SMPN 7 Palu. A quasi-experimental research design was employed, involving an experimental class that received five sessions of group discussion treatment and a control class that was taught through conventional instruction. Both groups were administered pre-tests and post-tests focusing on fluency and comprehensibility. The data were analyzed using paired-samples t-test procedures. The results indicate that students in the experimental class demonstrated significantly greater improvement in speaking performance than those in the control class. The findings were further supported by observational data indicating increased student participation, reduced hesitation, and clearer organization of ideas during speaking activities. These results suggest that structured group discussion provides an effective interactive learning environment that supports smoother speech and improved comprehensibility. Therefore, the regular use of group discussion is recommended as an instructional strategy to enhance junior high school students’ oral communicative competence.
Exploring EFL Students’ Attitudes toward British, American, and Indonesian English Accents at Tadulako University Indah Maharani; Sriati Usman; Fadhilah Zamzam
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10322

Abstract

This study explores English as a Foreign Language (EFL) students’ attitudes toward British, American, and Indonesian English accents at Tadulako University, as well as the internal and external factors influencing their preferences. Employing a qualitative descriptive design, this research involved five undergraduate students from the English Education Study Program, with three selected for in-depth semi-structured interviews. Data were collected through informal observation, interviews, and field notes, and analyzed using thematic analysis based on Braun and Clarke’s framework. The findings reveal that students prioritize clarity and intelligibility as the most important characteristics of a good English accent, particularly in academic communication. While British and American accents are perceived as more fluent, prestigious, and associated with higher language proficiency, Indonesian English accent is valued for its familiarity and role in representing cultural identity. Additionally, students’ attitudes are shaped by social expectations, peer perceptions, and exposure to media, which often create pressure to adopt native-like accents. Despite this, participants generally recognize that effective communication does not require imitation of native speakers. This study highlights the complexity of students’ attitudes, which balance admiration for native accents with acceptance of local identity. It supports the perspective of English as an International Language (EIL), emphasizing intelligibility over native-like pronunciation. The findings suggest the importance of fostering inclusive language teaching practices that promote confidence, respect accent diversity, and prioritize communicative effectiveness in EFL classrooms.
Co-Authors Abdul Kamaruddin Agussatriana Aini, Putri Nur Aminah Suriaman Anasthasia Woluta Yatun Anggreni, Afrillia Arid, Muhammad Dwi Putri, Dwi Firdayanti, Roudhotul Grace Novenasari Manurung Hastini, Hastini Indah Maharani Iriannur, Silva Jamiluddin, Jamiluddin Kamaruddin, Abd Kamaruddin, Abd. Konder Manurung Maf’ulah, Maf’ulah Marhum, Mocthar Maryam Maryam Mashuri Mashuri Mashuri Mochtar Marhum Moh. Ismail Muhtadi, Nafsah Ningsih, Novi Sulistya Nirwana, Nirwana Nopiyanti, Suci Nurina, Syava Aizhawa Putri Patmasari, Andi Putri, Dwi Putri Rachman, Januar Rahm, Aulia Revina, Mila Rizkoh, Fusthaatul Rosmah, Mardiati Sahriyah, Nila Sriati Usman Wahyudin Wahyudin