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All Journal Al Ishlah Jurnal Pendidikan ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Language and Education Journal of General Education and Humanities Literacy : International Scientific Journals of Social, Education, Humanities e-Journal of ELTS (English Language Teaching Society)
Wahyudin Wahyudin
Universitas Tadulako
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving Reading Comprehension by Using Fable Text of the Nineth Grade Students of SMP Negeri 1 Palu Ian Putri Pertama; Wahyudin Wahyudin; Maf’ulah Maf’ulah; Sriati Usman
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.v5i1.889

Abstract

This research aims to determine the effectiveness of using fable texts in improving the reading comprehension skills of ninth-grade students of SMP Negeri 1 Palu. Reading comprehension is an essential skill in English learning; however, many junior high school students still struggle to understand texts due to limited vocabulary and low reading interest. Therefore, engaging narrative texts, such as fables, are considered a potential alternative to address this issue. This type of research is quasi-experimental, with a pre-test and post-test control-group design. The population in this study comprised all ninth-grade students at SMP Negeri 1 Palu in the 2024/2025 academic year, totaling 352 students and divided into 11 classes. The sampling technique used was cluster random sampling, so two classes were selected as the research sample, with one class serving as the experimental group and the other as the control group. The experimental group was taught using fable texts, while the control group was taught using conventional learning methods. Research data were obtained through reading comprehension tests administered before the treatment (pre-test) and after the treatment (post-test). The collected data were analyzed using descriptive statistics and inferential statistical tests to determine the significance of the treatment effect. The results showed a significant increase in students' reading comprehension skills when taught using fable texts compared to those taught using conventional methods. The average post-test score of the experimental group reached 93.55, while the control group obtained 88.39, with a significance value of 0.007 (sig. < 0.05). These findings indicate that the difference between the two groups was statistically significant. This shows that the use of fable texts has a positive, significant effect on students' reading comprehension.
Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing Dhea Agustianingsih; Wahyudin Wahyudin; Andi Patmasari; Darmawan Darmawan
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.v5i1.996

Abstract

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.
The Role of Code-Mixing in TikTok Content: How Mixed Language Videos Affect Students’ Vocabulary Growth at SMAN 1 SOJOL Fina Nurdiana; Muhammad Arid; Wahyudin Wahyudin; Mochtar Marhum
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.v5i1.1089

Abstract

The widespread use of TikTok among students has increased their exposure to English–Indonesian code-mixing, which may influence vocabulary learning. However, empirical evidence regarding the effect of code-mixed TikTok content on students’ vocabulary development remains limited. Therefore, this study aims to investigate the effect of TikTok content containing English–Indonesian code-mixing on students’ vocabulary development at SMAN 1 Sojol. This study employed a quantitative pre-experimental design with a one-group pre-test and post-test. The participants were 27 students from class X-C, selected through purposive sampling. Vocabulary tests and classroom observations were used as research instruments, and the data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 57.78 in the pre-test to 74.63 in the post-test, resulting in an average gain of 16.85 points. The statistical analysis revealed a p-value of 0.000 (< 0.05), indicating a significant effect of the treatment. These findings suggest that exposure to code-mixed TikTok content effectively enhances students’ vocabulary acquisition by providing contextual, engaging, and multimodal language input. Thus, TikTok can be considered an effective supplementary learning tool to support English vocabulary development.
Students’ Perceptions of Effective Techniques for Vocabulary Learning in Senior High School Rita Rita; Budi Budi; Andi Patmasari; Wahyudin Wahyudin
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.v11i4.2668

Abstract

Learning vocabulary is crucial to being fluent in English, but students frequently struggle to select efficient teaching techniques. Many vocabulary acquisition techniques have been covered in earlier research, but little focus has been placed on how students perceive which techniques work best in their real-word learning environment. The purpose of this study was to investigate students perceived efficient techniques for learning vocabulary. The participants consisted of 29 eleventh-grade students of SMK Negeri 1 Taopa who completed a questionnaire and 5 students who participated in semi-structured interviews. The collected data were analysed using descriptive qualitative analysis. The results showed that students employed a variety of techniques for learning vocabulary, such as memory, cognitive, social and communication, game-based, and technology-based techniques. The most successful of these were found to be social and communication technique and game-based learning. These techniques were favoured because they were engaging, participatory, and improved students’ comprehension.
English Learning Difficulties Experienced by Students with Poor Vocabulary in University Mar&#039;atun Afianingrum; Konder Manurung; Wahyudin Wahyudin
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.v11i4.2752

Abstract

This study explored English Education students’ experiences of learning difficulties caused by limited vocabulary mastery at Tadulako University. Employing a descriptive qualitative design, the study involved students who experienced vocabulary-related challenges in learning English. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that inadequate vocabulary knowledge created difficulties in understanding unfamiliar words, retaining vocabulary, pronouncing English words accurately, and selecting appropriate words in speaking and writing activities. These challenges negatively affected students’ performance across the four language skills—speaking, listening, reading, and writing—and reduced their participation in classroom interactions. Limited vocabulary also generated emotional barriers, including anxiety, embarrassment, and low self-confidence when using English. To overcome these difficulties, students employed various independent learning strategies, such as watching movies and YouTube videos, listening to music, playing games, and using digital learning applications. Students also expressed the need for more structured vocabulary instruction and supportive learning environments. Overall, the study highlights that vocabulary mastery is a fundamental component of successful language learning, influencing students’ academic achievement, communication ability, and confidence in using English.
Factors Contributing to Student Anxiety during Classroom Presentation: A Qualitative Study Melisa Melisa; Darmawan Darmawan; Wahyudin Wahyudin; Mochtar Marhum
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.v8i2.44297

Abstract

This study investigates the factors contributing to student anxiety during classroom presentations, particularly among fourth-semester students in the English Education Program at Tadulako University. Employing a qualitative descriptive design, the research involved questionnaires using the Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews. The findings reveal that psychological factors (e.g., low self-confidence, fear of negative evaluation), social factors (peer and teacher pressure), and environmental conditions (e.g., formal settings, lack of preparation time) significantly contribute to students’ anxiety levels. The research underscores the need for supportive classroom environments, targeted teaching strategies, and regular feedback to help students manage presentation anxiety effectively. This paper contributes to the development of anxiety-reduction interventions that can enhance students' oral communication competence in academic settings.
Investigating Students Difficulties in Comprehending English Reading Text at the Ninth Grade of SMP IT Qurrota A’yun Palu Wildan Zahen Da&#039;im; Darmawan Darmawan; Andi Patmasari; Wahyudin Wahyudin
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.v8i2.44352

Abstract

The aim of this study is to identify the most challenging aspect of reading comprehension, particularly in narrative texts, as well as the factors contributing to these challenges. This research adopts a qualitative approach, utilizing tests and interviews as data collection instruments. The participants of this study were students at the junior high school level during the 2024/2025 academic year. A reading comprehension test was administered to 26 students, consisting of 15 questions categorized into five types: identifying the main idea, locating references, understanding vocabulary, making inferences, and finding detailed information. In addition, three students were interviewed using a set of 10 questions. The test findings indicate that the most challenging aspect for the students is identifying detailed information. Furthermore, interview results reveal two main factors contributing to students’ difficulties in reading comprehension: internal and external factors. Internal factors include inadequate reading strategies, limited vocabulary knowledge, and low interest in reading. Meanwhile, the external factor is related to the students’ surrounding environment.
Improving Students’ Reading Comprehension through Powerpoint-Based Instruction: An Experimental Study at SMP Negeri 21 Palu Aditya Moh. Zikri; Darmawan Darmawan; Wahyudin Wahyudin
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.v8i2.44375

Abstract

Reading comprehension is a fundamental skill in language learning that enables students to understand, interpret, and engage with written texts effectively. However, many students, especially at the junior high school level, face difficulties in comprehending reading materials due to limited vocabulary, lack of motivation, and ineffective teaching methods. This research aimed to investigate whether the use of PowerPoint as a teaching aid could improve the reading comprehension skills of seventh-grade students at SMP Negeri 21 Palu. A pre-experimental design was employed in this study, involving 17 students selected through convenience sampling. The data were collected using multiple-choice and true-false tests administered before (pre-test) and after (post-test) the treatment. The statistical analysis revealed that the t-counted value exceeded the t-table value, indicating that the research hypothesis was accepted. These findings suggest that the use of PowerPoint has a positive effect on enhancing the students’ reading comprehension skills.
Developing Speaking Skill of Grade VIII Students through English Video Hera Ismawati; Mawardin M. Said; Wahyudin Wahyudin; Zarkiani Hasyim
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.v8i2.45062

Abstract

This research aims to find out the effectiveness of English videos in developing students' speaking skills at the VIII grade of SMP Negeri 12 Palu. This research employed a quantitative approach with a quasi-experimental design. The research population consisted of 6 classes of SMP Negeri 12 Palu students. The samples were class VIII A as the experimental class and VIII B as the control class. This research utilized oral test as the research instrument to assess students' speaking skills. A pretest was given, followed by different treatments for both classes. The experimental class used English videos as learning media, while the control class did not. After giving the posttest, the researcher analyzed the results statistically to determine the significant difference between both classes. The results show that the mean score of the experimental class significantly developed from 36.30 to 56.54, while the mean score of the control class developed from 38.23 to 42.64. The hypothesis testing results also show that the t-counted value (3.188) was higher than the t-table value (1.688) at a significance level of 0.05, thus confirming that the use of English videos is effective in developing students' speaking skills of grade VIII of SMP Negeri 12 Palu.
Missing Lyrics in English Songs: Improving Listening Skills in SMP 16 Palu Megasari Mongi; Hastini Hastini; Moh Abraham Akbar Eisenring; Wahyudin Wahyudin
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.v8i2.45216

Abstract

This research investigates the effectiveness of using missing lyrics in English songs to improving listening skills of the ninth-grade students at SMP 16 Palu. The research applied a quasi-experimental approach involving two groups: an experimental group that experiences the treatment using missing lyrics in English songs, and a control group that continued with the traditional learning skills before and after intervention. The results revealed that the experimental group showed a notable improvement in their listening skills compared to the control group. Using missing lyrics in English songs helped improve students’ interest and active participation during lessons. Additionally, this method provided genuine exposure to the English language. Overall, the findings indicate that incorporating missing lyrics in English songs can be an effective technique to support and develop students listening skills in language learning.
Co-Authors Abdul Kamaruddin Aditya Moh. Zikri Ainnur Wardah Julia Putri Aminah Aminah Anggreni, Afrillia Budi Budi Darmawan Darmawan Desrin Lebagi Dhea Agustianingsih Endang Puspita Sari Fadhilah Zamzam Feit Putra Anugrah Fina Nurdiana Grace Novenasari Manurung Hastini, Hastini Hera Ismawati Ian Putri Pertama Ismi Awalia Jamiluddin, Jamiluddin Konder Manurung Mafulah Mafulah Maf’ulah Maf’ulah Maghfira, Maghfira Mar&#039;atun Afianingrum Mawardin Muhammad Said Ma’fulah Ma’fulah Megasari Mongi Melisa Melisa Miftahul Jannah Mochtar Marhum Moh Abraham Akbar Eisenring Muhammad Arid Muhammad Triansyah Mutiara Oktarina Nuriyana Putri Nur’Ainun Nur’Ainun Patmasari, Andi Rhizman Ashary Muhammad Rita Rita Rivaldo Barani Rofiqoh Rofiqoh Sitti Nuraeni Sriati Usman Stesia Abigael Tombo Syahrul Munir Tiara Z. Koping Uun Apriana Lago Valen Alka Bilal Ananda Wanda Putri Ramadhani Imsaqiah Wildan Zahen Da&#039;im Yohalis Selma Sunggudek Zarah Amelia Zarkiani Hasyim