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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.
Correlation Between Listening to Music, Emotion Regulation, and Learning Focus Among English Education Study Program Students at Tadulako University Nuriyana Putri; Rofiqoh Rofiqoh; Wahyudin Wahyudin; Afrillia Anggreni
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.v11i4.3038

Abstract

Listening to music has become a common learning strategy among university students because it may support emotional well-being and concentration during academic activities. However, previous studies have mainly examined the relationship between music listening and emotion regulation or learning focus separately, leaving the correlation among these three variables insufficiently explored, particularly in English language learning contexts. This study aimed to examine the correlation between listening to music, emotion regulation, and learning focus among students of the English Education Study Program at Tadulako University. A quantitative correlational design involving 40 students selected through purposive sampling was employed. Data were collected using a 36-item researcher-developed questionnaire based on indicators of music-listening behavior, emotion regulation, and learning focus derived from relevant theoretical frameworks. The instrument was administered using a Likert scale and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson Product-Moment Correlation. The findings revealed a very strong positive correlation between listening to music and emotion regulation (r = 0.919, p .001), a moderate positive correlation between listening to music and learning focus (r = 0.524, p = .001), and a weak positive but statistically insignificant correlation between emotion regulation and learning focus (r = 0.261, p = .104). The findings suggest that listening to music is positively associated with students’ emotional regulation and learning focus during English learning activities.
Exploring Students’ Perceptions of African American Vernacular English (AAVE) in English Learning Contexts at University Valen Alka Bilal Ananda; Wahyudin Wahyudin; Maghfira Maghfira; 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.v11i4.3039

Abstract

African American Vernacular English (AAVE) is a rule-governed variety of English that remains marginalized in many EFL classrooms, where Standard English dominates instruction. In Indonesia, students are increasingly exposed to AAVE through digital media, yet little is known about their perceptions of this variety. This study explored students’ perceptions of AAVE in English learning contexts at Tadulako University. A descriptive qualitative design was employed, with data collected through semi-structured interviews involving three eighth-semester English Education students. The data were analyzed using thematic analysis. The findings revealed three major themes: students’ initial impressions and emotional responses to AAVE, their views on its legitimacy and role in English education, and the influence of digital media on their perceptions and language use. Overall, the participants perceived AAVE as a legitimate and culturally meaningful variety of English while recognizing Standard English as more appropriate for formal academic settings. Although the findings provide in-depth insights into students’ perceptions, the small sample size limits the transferability of the results to broader EFL contexts. Nevertheless, this study highlights the importance of introducing diverse English varieties in EFL classrooms to promote linguistic awareness, cultural understanding, and inclusive language education.
Students’ Perception Toward the Use of Instagram Reels in Enhancing Vocabulary Development at Senior High School Feit Putra Anugrah; Wahyudin Wahyudin; Andi Patmasari; Jamiluddin Jamiluddin
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.v11i4.2952

Abstract

This study investigates students’ perceptions of using Instagram Reels for learning English vocabulary at SMAN 5 Palu. In today’s digital era, social media platforms have become increasingly popular as educational tools that support language learning, particularly vocabulary development. Despite their widespread use, limited research has explored students’ perceptions of Instagram Reels as a learning medium in the classroom. Therefore, this study aimed to describe students’ perceptions of the usefulness, engagement, and effectiveness of Instagram Reels in vocabulary learning. This research employed a quantitative descriptive design involving 30 senior high school students as the respondents. Data were collected through a structured questionnaire and analyzed using descriptive statistics to identify students’ responses. The findings revealed that the majority of students held positive perceptions toward the use of Instagram Reels. They believed that the platform helped them learn new vocabulary, improve pronunciation, remember word meanings more easily, and increased their motivation and interest in learning English. In conclusion, Instagram Reels can be considered an effective, engaging, and accessible medium for enhancing English vocabulary learning among senior high school students.
Exploring the Role of Youtube Videos in Teaching English Speaking Skills: A Qualitative Study at Mi Muhammadiyah Al-Haq Palu Ainnur Wardah Julia Putri; Hastini Hastini; Fadhilah Zamzam; Wahyudin Wahyudin
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3035

Abstract

This study explores the role of YouTube videos in teaching English speaking skills at MI Muhammadiyah Al-Haq Palu. The study aims to investigate how YouTube videos are used in speaking instruction, the benefits perceived by the teacher, and the challenges encountered during their implementation. A qualitative research design was employed, involving one English teacher as the sole participant. Data were collected through semi-structured interviews conducted in Indonesian and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that YouTube videos serve as an effective instructional medium for teaching speaking, particularly for young learners. The teacher used short, colorful, and age-appropriate videos as warming-up activities, pronunciation models, and stimuli for speaking practice. Follow-up activities such as repetition, question-and-answer sessions, role play, and retelling encouraged students to participate actively and practice English more confidently. The study also found that YouTube videos improved students' pronunciation, vocabulary acquisition, motivation, and confidence in speaking English. However, several challenges were identified, including unstable internet connection, advertisements, and students' tendency to become passive viewers if not guided properly. To address these challenges, the teacher downloaded videos beforehand and actively engaged students through questioning and interactive speaking tasks. Although these findings provide valuable insights into the teacher's experience, they are based on a single participant and therefore should not be generalized to all English teachers or educational contexts. In conclusion, YouTube videos can effectively support the teaching of English-speaking skills when integrated with appropriate material selection, interactive activities, and active teacher guidance.
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'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'im Yohalis Selma Sunggudek Zarah Amelia Zarkiani Hasyim