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All Journal JURNAL PENDIDIKAN TAMBUSAI UTAMAX : Journal of Ultimate Research and Trends in Education Journal of English Language and Education e-Journal of ELTS (English Language Teaching Society)
Sadilia, Sukmawati
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of English Language and Education

 1 
The Impact of Youtube Animated Videos on Students’ Motivation and Vocabulary Development in Learning English at SDN 26 Palu Jafar, Desi M; Usman, Sriati; Marhum, Mochtar; Sadilia, Sukmawati; Putri, Dwi
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.v10i6.1613

Abstract

This study investigates the impact of YouTube animated videos on students’ motivation and vocabulary development in learning English at SDN 26 Palu. In recent years, technology integration in language education has become crucial for enhancing young learners’ engagement and comprehension. However, few studies have examined the specific effects of YouTube animated videos within Indonesian public elementary school contexts. This study employed a mixed-methods design combining quantitative and qualitative approaches. A pre-experimental one-group pre-test and post-test design measured vocabulary improvement, while interviews and classroom observations explored students’ motivation. The participants consisted of 15 sixth-grade students who took part in six meetings over two weeks. The findings revealed that the use of YouTube animated videos significantly enhanced students’ vocabulary mastery and motivation in learning English. Quantitative data showed a mean increase of 10.2 points from pre-test to post-test, while qualitative data indicated that students found the videos engaging and enjoyable. It is concluded that YouTube animated videos are effective and accessible media for improving English vocabulary and sustaining motivation among elementary learners.
Psychological Factors Affecting Speaking Performance of EFL Students at Tadulako University Maharani, Astrid Deswita; Kamaruddin, Abdul; Sadilia, Sukmawati; Said, Mawardin M.
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.v10i6.1657

Abstract

This research aimed to identify and describe the psychological factors affecting the speaking performance of third-semester students of the English Education Study Program at Tadulako University. The study employed a quantitative descriptive design using a survey method with 100 randomly selected respondents. The instruments used were adapted from standardized scales: the Foreign Language Classroom Anxiety Scale, the Speaking Self-Efficacy Scale, and the Attitude/Motivation Test Battery. Data were analyzed using descriptive statistics through SPSS version 25, focusing on frequencies, percentages, and mean scores. The results revealed that students experienced a high level of anxiety (M = 3.13) and low self-confidence (M = 2.03), both of which served as psychological barriers in speaking English. Conversely, students demonstrated high motivation (M = 3.53) and positive attitudes (M = 3.59) toward English-speaking activities, which acted as psychological strengths enhancing engagement and persistence in learning. Overall, these findings suggest that emotional and motivational factors significantly influence students’ speaking performance. Therefore, it is recommended that lecturers foster a supportive learning environment that reduces anxiety, enhances confidence, and maintains students’ motivation and positive attitudes toward English learning.
Willingness to Communicate and English Speaking Performance: A Phenomenological Study of Tadulako University EFL Students Reza, Mutia; Hastini, Hastini; Sadilia, Sukmawati; Marhum, Mochtar
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.v10i6.1843

Abstract

Willingness to communicate (WTC) has emerged as a critical psychological construct mediating between linguistic competence and actual language use, yet its influence on speaking performance remains underexplored in Indonesian EFL contexts through learners' lived experiences. This qualitative study employs Interpretative Phenomenological Analysis (IPA) to investigate how English Education students at Universitas Tadulako experience and interpret the ways WTC shapes their English-speaking performance. Three undergraduate students (semesters 3-5) participated in in-depth semi-structured interviews, with findings triangulated through a lecturer interview. Systematic IPA analysis revealed four superordinate themes: (1) WTC as Dynamic Social-Cognitive State, fluctuating with context rather than functioning as a stable trait; (2) The Fluency-Accuracy Paradox, whereby students universally prioritize comprehensibility over grammatical correctness as a strategic coping mechanism; (3) Fear as Cultural-Pedagogical Construct, wherein judgment anxiety rooted in Indonesian educational culture inhibits WTC despite supportive teaching; and (4) The Preparation Imperative, in which advance notice and cognitive readiness universally facilitate WTC while spontaneous demands trigger defensiveness. Findings demonstrate that WTC operates as a multi-dimensional construct shaped by individual motivation, social ecology, cultural context, and pedagogical environment. Practical implications include creating psychologically safe environments, validating fluency-first strategies, and scaffolding spontaneity through preparation.
Students Perceptions of Podcasts Used for Independent Pronunciation Learning (A Qualitative Study) Ramawati, Ramawati; Hastini, Hastini; Sadilia, Sukmawati; Mukrim, Mukrim
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2100

Abstract

This study aims to explore students’ perceptions of using podcasts as a medium for independent pronunciation learning and to identify the factors that support and hinder their use. The research employed a qualitative descriptive design involving English Language Education students at Tadulako University. The participants were selected using purposive and snowball sampling techniques, and data were collected through semi-structured interviews. The findings reveal that students generally have positive perceptions of podcasts for independent pronunciation learning. Podcasts are considered easy to use, flexible, and accessible anytime and anywhere, allowing students to practice pronunciation independently and repeatedly. Students also reported that podcasts help them become more familiar with native speakers’ pronunciation, intonation, and accents. However, despite these benefits, several challenges were identified, including the lack of direct practice, limited feedback, and uncertainty about pronunciation accuracy without lecturer guidance. Therefore, while podcasts are effective as a supporting medium for independent pronunciation learning, they should complement, rather than replace, formal classroom instruction. The study suggests that lecturers integrate podcasts into pronunciation teaching while providing guidance and feedback to optimize students’ learning outcomes.
Learning English Through Cable News Network Channels: A Focus on Speaking in The Listening for Information and Leisure Course Hertiwi, Yuni; Djalil, Mashuri; Sadilia, Sukmawati; Marhum, Mochtar
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.v11i2.2187

Abstract

This study investigates students’ perceptions of using CNN news videos to support speaking development in a Listening for Information and Leisure course. Many EFL students experience difficulty improving speaking skills due to limited authentic exposure and listening instruction that emphasizes comprehension rather than production. This research employed a convergent parallel mixed-method design involving 25 second-semester English Education students. Data were collected through a 20-item Likert-scale questionnaire and semi-structured interviews. The quantitative findings showed mean scores ranging from M = 3.52 to M = 4.20, with 82% of responses categorized as positive (agree and strongly agree), indicating generally favorable perceptions. Students reported improvements in vocabulary, pronunciation, motivation, and speaking confidence. Interview results supported these findings, although challenges such as fast speech rate and unfamiliar vocabulary were identified. Overall, CNN news videos are perceived as effective authentic materials for supporting speaking development in EFL higher education contexts when accompanied by appropriate instructional guidance.
Co-Authors Abdul Kamaruddin Akbar Eisenring, Moh. Abraham B. Watun, Anasthasia Djalil, Mashuri Dwi Putri, Dwi Eisenring, Moh. Abraham Akbar Hastini, Hastini Hertiwi, Yuni Jafar, Desi M Maharani, Astrid Deswita Mawardin Muhammad Said Mochtar Marhum Mukrim, Mukrim Nirwana, Nirwana Ramawati, Ramawati Reza, Mutia Sriati Usman Sudarkam R Mertosono Wahyudin Wahyudin