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All Journal BAHASANTODEA Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching IJEE (Indonesian Journal of English Education) KEMBARA EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Mirai Management Al Ishlah Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan ELS Journal on Interdisciplinary Studies in Humanities JURNAL PENDIDIKAN TAMBUSAI Lectura : Jurnal Pendidikan JENTERA: Jurnal Kajian Sastra Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Ethical Lingua: Journal of Language Teaching and Literature JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Mattawang: Jurnal Pengabdian Masyarakat Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) Panrannuangku Jurnal Pengabdian Masyarakat Asean Journal of Science and Engineering (AJSE) Datokarama English Education Journal (deejournal) Journal of General Education and Humanities Journal of Learning Improvement and Lesson Study Journal of Language Testing and Assessment Jurnal Kreatif Online Jurnal Ilmiah Multidisiplin Amsir EDUMALSYS Journal of Research in Education Management e-Journal of ELTS (English Language Teaching Society) Aksara
Abdul Kamaruddin
Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Tadulako, Kota Palu, Sulawesi Tengah, Indonesia
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Journal : Journal of English Language and Education

 1 
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.
Students’ perception on the implementation of Project-Based Learning in Writing Instruction at SMA Bala Keselamatan Palu Day, Jein Silsilia; Kamaruddin, Abdul; Lebagi, Desrin; Nadrun, Nadrun
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.v10i6.1767

Abstract

Project-Based Learning (PjBL) is one of the learning methods in the independent curriculum and is a proven effective teaching methods in writing. However, few studies have explored students' perceptions of the implementation of PjBL in writing. Therefore, this study investigates students' perceptions of the level of participation, benefits, and challenges in the implementation of PjBL in writing instruction among tenth-grade students at SMA Bala Keselamatan Palu. This study selected 7 students through purposive sampling, and data were obtained through semi-structured interviews and focus group discussions in a qualitative phenomenological design. The results showed that they were actively involved in the learning process and increased their confidence in writing, even though they also faced various challenges, including limited vocabulary and differences of opinion within the group. However, most students generally had positive perceptions. In conclusion, PjBL is considered an effective teaching method in writing instruction.
The Effect of Group Work on Students’ Speaking Skills Hidayat, Andika Firdaus; Marhum, Mochtar; Nadrun, Nadrun; Kamaruddin, Abdul
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.v11i1.1745

Abstract

Many seventh-grade students struggle with speaking skills due to limited linguistic knowledge and speaking anxiety, despite the expectations of the Merdeka Curriculum for junior high school learners to communicate effectively in English. To address these challenges, group work is often recommended as a strategy to reduce anxiety and increase student participation. However, most previous studies were conducted at higher education levels, leaving limited evidence for younger learners. Therefore, this study aims to investigate whether group work significantly improves the speaking skills of seventh-grade students at SMP Negeri 18 Palu. A quasi-experimental design was used, involving two intact classes of 28 students each. Both groups completed a pre-test and post-test consisting of three oral questions assessing fluency and comprehensibility. The treatment will be administered over six sessions, from the second to the seventh meeting. The experimental group will use the group work technique, while the control group will receive conventional instruction. The data were analyzed using the Mann–Whitney U Test because the scores were not normally distributed. The findings showed that although both groups demonstrated increased mean scores from pre-test to post-test, the significance value (p = 0.113) exceeded the 0.05 threshold. Thus, the null hypothesis (H0) was accepted, indicating that group work did not produce a statistically significant improvement in students’ speaking skills. These results suggest that group work may require longer implementation or additional support to yield stronger effects for junior high school learners.
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.
Co-Authors A.Y, Andi Anshar. Agussatriana Aisah Apridayani Amalia, Rezki Aminah Aminah Aminah Aminah Aminah Suriaman Amiruddin Kade Anggreni, Afrillia Anggri Nurmawarni Anjar Kusuma Dewi Anshari Syafar Anshari Syafar Anwar, Aulia Nanda Sari Asdar Asdar Aswin, Anita Auliya, Asti Fitra Awaluddin, Muktamirah Ayu Faradila Ayu, Hijrinia Kusumaning Budi Budi Budi Budi Chairiyah, Wiwik Darmawan Darmawan Darmawan Darmawan Day, Jein Silsilia Desrin Lebagi Dewi Satria Ahmar Dewi, Anjar Kusuma Dina Navisa D. Agusalim Dolita, Fajria Dwi Putri, Dwi Eka Permatasari Erniwati Erniwati Fadhilah Zamzam Faisal Faisal Fatimah Azzahrah Zulkfli fatur Rahman, fatur Febryanti, Feby Ferry Rita Gusti Alit Suputra Haku, Devitriani AR. Hasan Basri Hastini, Hastini Hidayat, Andika Firdaus Husain, Sadang Ichsanul Faraby Jamiluddin, Jamiluddin Konder Manurung Lebrina Mundi Listiani Listiani M. Asri B Maf'ulah Maf'ulah Maharani, Astrid Deswita Mamar, Herni Markoh, Ningsih Mashuri Mashuri Mashuri Mashuri Mashuri Mawardin M. Said Mawardin Muhammad Said Maya Angella Basampe Mbani , Nurmakfira Misnariah Idrus Mochtar Marhum Muhammad Ismail Muhtadi, Nafsah N. Novia, N. Nadrun, Nadrun Nopiyanti, Suci Nur Ilmi Muslimin Nur Sehang Thamrin Nursyamsi Nursyamsi Nurul Fitria Palintin, Afrida Patmasari, Andi Puspasari, Devi Renaldi, Laode Moh rofiqoh rofiqoh S. Supriyadi, S. Sadilia, Sukmawati Safitri Haryati Putri Sakinah Sakinah Silvani Safitri Sitti Harisah Sriati Usman Sudarkam R Mertosono Supriyatman, Supriyatman Tamrin Tamrin Taqyuddin Bakri Ulinsa, Ulinsa Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wanda Wanda Whanchit, Wararat Yanti Permatasari Yanti Permatasari Yulianti, Lola Dwi Yunidar Zarah Amelia Zarah Amelia H. Basri Zarkiani Hasyim