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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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A Study On The Use Of Retelling Story Technique In Teaching Speaking Skill Rivaldo Barani; Darmawan Darmawan; Wahyudin Wahyudin
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.v9i1.45399

Abstract

Retelling story is widely used as a technique to support students’ speaking development in English language classrooms. This study aims to describe how the retelling story technique is implemented in speaking classes and to examine its effects on students’ speaking skills at different academic levels. This study employed a qualitative library research design by analyzing five previous research studies that investigated the use of retelling story in teaching speaking skills. The selected studies were conducted at different educational levels and were reviewed to identify instructional procedures, supporting media, and reported learning outcomes. The results of the analysis show that all five studies applied the retelling story technique through three main stages: pre-retelling activities, during-retelling activities, and post-retelling activities. These stages were consistently referred to as before, during, and after retelling activities. The implementation of the technique was often supported by additional media and methods, such as YouTube videos, picture series, and guided questions, to help students understand and retell stories more effectively. Furthermore, the findings indicate that students at different academic levels showed improvement in their speaking skills after the application of the retelling story technique. Students became more active in classroom interaction and demonstrated increased confidence in expressing ideas orally. The reviewed studies also reported that students were more motivated and independent when retelling stories. Overall, the findings suggest that the retelling story technique has a positive effect on students’ speaking skills and can be considered an effective strategy for teaching speaking in EFL classrooms.  
The Use Of The Fishbowl Technique In Teaching English Speaking Skills: A Library Research Study Stesia Abigael Tombo; Darmawan Darmawan; Wahyudin Wahyudin
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.v9i1.45400

Abstract

This study aims to analyze previous research on the implementation of the Fishbowl Technique in teaching speaking skills. Specifically, the study seeks to examine how the Fishbowl Technique is applied in speaking instruction across different educational levels and to identify its effects on students’ speaking performance. This research employed a qualitative library research design by reviewing five scientific studies published between 2019 and 2025. The selected studies were analyzed to identify common practices, variations in implementation, and reported outcomes related to the use of the Fishbowl Technique. The results of the analysis indicate that the Fishbowl Technique was implemented in similar ways across the reviewed studies, although minor differences were found in classroom procedures and student grouping. In general, the technique provided structured opportunities for students to speak actively while other students observed and learned from the interaction. The findings show that the Fishbowl Technique had a positive impact on students’ speaking skills, particularly in improving fluency, participation, and confidence. Students became more willing to express their ideas and engage in classroom discussions. Overall, the reviewed studies demonstrate that the Fishbowl Technique effectively promotes active speaking practice and enhances classroom interaction, making it a beneficial strategy for teaching speaking skills.
An Analysis Of Teachers’ Strategy In Teaching Reading Comprehension Of Senior High School At Kecamatan Dampelas Endang Puspita Sari; Darmawan Darmawan; Wahyudin Wahyudin; Muhammad Arid
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.v9i1.45455

Abstract

This study aimed to find the strategies used by English teachers in teaching reading comprehension at senior high schools and to identify the most frequently used strategies. This study employed a descriptive qualitative research design, collecting data through questionnaires and interviews with 4 English teachers. The results showed that teachers used various strategies in teaching reading comprehension, and scaffolding, QARs, monitoring comprehension, and memorizing were the most frequently used strategies. These strategies were highly effective in helping students understand reading texts and improving their reading abilities. This study also revealed that scaffolding and QARs strategies enabled teachers to provide appropriate assistance and support to students who did not understand reading texts, allowing students to better comprehend the texts. The findings of this study were expected to be used as a reference for English teachers in developing effective reading comprehension teaching strategies.
An Analysis Of Errors In Descriptive Texts Composed By Tenth-Grade Students At SMKN 5 Palu Wanda Putri Ramadhani Imsaqiah; Darmawan Darmawan; Wahyudin Wahyudin; Mafulah Mafulah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.45508

Abstract

This study investigates the types and frequencies of linguistic errors found in descriptive texts written by tenth-grade students of SMKN 5 Palu. The research employs a descriptive qualitative method to analyze students’ written work using the error taxonomy proposed by Dulay, Burt, and Krashen (1982), which categorizes errors into omission, addition, misformation, and misordering. Data were collected from 32 students who completed a writing task focused on descriptive text production. The findings reveal a total of 278 errors across all samples, with misformation errors being the most prevalent (36.69%), followed closely by omission errors (35.25%). Addition errors accounted for 15.47%, while misordering errors represented 12.59% of the total errors. These results indicate significant challenges among students in applying correct grammatical structures, vocabulary, and sentence organization when writing descriptive texts. The study underscores the need for more focused instruction in grammar, vocabulary development, and writing practice to help students improve their descriptive writing skills. Additionally, the findings suggest that error analysis can serve as an effective diagnostic tool for identifying students’ writing difficulties and guiding targeted pedagogical interventions. Overall, this research contributes valuable insights into the nature of writing errors in Indonesian EFL classrooms and highlights the importance of tailored instructional approaches to enhance students’ writing competence.
Teachers Perceptions Of The Merdeka Curriculum’s Effects On English Proficiency Of Students Uun Apriana Lago; Darmawan Darmawan; Ma’fulah Ma’fulah; Wahyudin Wahyudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47609

Abstract

This study aims to explore English teachers’ perceptions of the Merdeka Curriculum and to examine its perceived impact on students’ English proficiency at SMPN 2 Palu. Specifically, the study seeks to understand how the implementation of the Merdeka Curriculum influences classroom practices, student engagement, and language learning outcomes, as well as to identify the challenges faced by teachers during its implementation. Employing a qualitative phenomenological approach, this research investigated the experiences of three English teachers who had implemented the curriculum for more than one year. Data were collected through semi-structured interviews and triangulated with students’ midterm English examination scores to enhance the validity of the findings. The results indicate that teachers perceive the Merdeka Curriculum as beneficial in promoting student-centered learning, increasing students’ speaking confidence, and encouraging collaborative learning. Nevertheless, several challenges were reported, including limited technological resources and difficulties in shifting from traditional teaching approaches. To address these issues, teachers adopted strategies such as differentiated instruction and peer tutoring. This study provides valuable insights into the influence of curriculum reform on English language teaching and offers recommendations for improving teacher training, resource availability, and curriculum implementation strategies.
Exploring Tadulako University Students’ Perceptions Toward the Use of ChatGPT Voice as an English Speaking Practice Tool Ismi Awalia; Darmawan Darmawan; Wahyudin Wahyudin
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.v9i2.50870

Abstract

Speaking skill is an essential competence in English language learning; however, it remains a challenge for many students, particularly in terms of fluency, confidence, and limited opportunities for real-life practice. With the advancement of digital technology, ChatGPT Voice has emerged as an alternative learning medium that allows students to practice speaking in a more flexible and accessible way. This study aims to explore the perceptions of students from the English Education Department of Tadulako University toward the use of ChatGPT Voice as an English speaking practice tool. This research employs a qualitative approach with narrative analysis, involving students selected through snowball sampling. Data were collected through semi-structured interviews and analyzed by identifying patterns of experiences and meanings constructed by the participants. The findings reveal that students’ perceptions of ChatGPT Voice are generally positive, as the tool provides a comfortable and low-pressure learning environment that encourages active speaking practice, reduces anxiety, increases confidence, and supports linguistic development such as fluency, vocabulary, and pronunciation through repeated interaction and feedback. However, students also recognize several limitations, particularly the lack of authentic human interaction, including emotional expression and natural conversational dynamics. Therefore, ChatGPT Voice is not perceived as a replacement for real communication, but rather as a supplementary tool that is used independently, selectively, and strategically in developing students’ speaking skills.
Co-Authors Abdul Kamaruddin Aditya Moh. Zikri Aminah Aminah Budi Budi Darmawan Darmawan Desrin Lebagi Dhea Agustianingsih Endang Puspita Sari Fina Nurdiana Grace Novenasari Manurung Hastini, Hastini Hera Ismawati Ian Putri Pertama Ismi Awalia Konder Manurung Mafulah Mafulah Maf’ulah Maf’ulah Mar'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 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 Wanda Putri Ramadhani Imsaqiah Wildan Zahen Da'im Yohalis Selma Sunggudek Zarah Amelia Zarkiani Hasyim