2026 · Book · Koleksi Perpustakaan
Advances in digital technology have generated new opportunities for English language learning beyond formal classroom environments. This study explores university students' experiences in utilizing Instagram as an informal platform for English language learning, focusing on their speaking skills, self-confidence, perceptions, challenges, and the meanings they ascribe to these learning experiences. Employing a qualitative approach, this research adopted a netnographic method. The study collected data through observations, video content analysis, documentation, and semi-structured interviews with four university students. The data were interpretively analysed to understand the students' learning experiences, practices, perceptions, strategies, and challenges. The findings indicate that Instagram contributes positively to the development of students' speaking skills and self-confidence. Through authentic English content, observing pronunciation and expressions, and repeated speaking practice, students improved their pronunciation, fluency, vocabulary, grammar, and content organization. Students perceived Instagram as a user-friendly, flexible, engaging, and relevant learning medium. However, students faced several challenges, including difficulty understanding pronunciation variations and accents, limited vocabulary, distractions from entertainment content, information overload, and a lack of academic feedback. To overcome these hurdles, students employed self-regulated strategies such as rewatching videos, utilizing captions, taking notes on new vocabulary, following trusted educational accounts, and managing their study time. This study concludes that Instagram can serve as an effective informal learning environment that complements formal instruction. Crucially, speaking skills and self-confidence do not develop automatically through mere exposure to content; rather, they result from an active process involving content selection, observation, practice, evaluation, reflection, and interaction. These findings suggest that educators may consider integrating Instagram as a supplementary resource for authentic and contextual speaking activities.
2026 · Thesis · Skripsi, Thesis, Disertasi, dan Tugas Akhir
Advances in digital technology have generated new opportunities for English language learning beyond formal classroom environments. This study explores university students' experiences in utilizing Instagram as an informal platform for English language learning, focusing on their speaking skills, self-confidence, perceptions, challenges, and the meanings they ascribe to these learning experiences. Employing a qualitative approach, this research adopted a netnographic method. The study collected data through observations, video content analysis, documentation, and semi-structured interviews with four university students. The data were interpretively analysed to understand the students' learning experiences, practices, perceptions, strategies, and challenges. The findings indicate that Instagram contributes positively to the development of students' speaking skills and self-confidence. Through authentic English content, observing pronunciation and expressions, and repeated speaking practice, students improved their pronunciation, fluency, vocabulary, grammar, and content organization. Students perceived Instagram as a user-friendly, flexible, engaging, and relevant learning medium. However, students faced several challenges, including difficulty understanding pronunciation variations and accents, limited vocabulary, distractions from entertainment content, information overload, and a lack of academic feedback. To overcome these hurdles, students employed self-regulated strategies such as rewatching videos, utilizing captions, taking notes on new vocabulary, following trusted educational accounts, and managing their study time. This study concludes that Instagram can serve as an effective informal learning environment that complements formal instruction. Crucially, speaking skills and self-confidence do not develop automatically through mere exposure to content; rather, they result from an active process involving content selection, observation, practice, evaluation, reflection, and interaction. These findings suggest that educators may consider integrating Instagram as a supplementary resource for authentic and contextual speaking activities.
2020 · Book ·
THE USE OF TWO STAY TWO STRAY TO IMPROVE STUDENTS’ SKILL AT SMK NEGERI 2 TARAKAN Abstrak Penelitian ini dalam bentuk Pra-eksperimen. Dalam penelitian ini, para peneliti Mengetahui perbedaan sebelum dan sesudah diajarkan menggunakan Teknik Two Stay Two Stray. Subjek penelitian ini adalah siswa kelas TKJ yang terdiri dari 24 siswa di SMKN 2 Tarakan tahun akademik 2019/2020. Instrumen yang digunakan adalah tes berbicara yang meliputi pre-test dan post-test. Selain itu, peneliti menggunakan analisis deskriptif untuk menganalisis data dan SPSS 24.0 untuk analisis statistik. Hasil penelitian ini menunjukkan bahwa ada perbedaan antara pretest dan posttest. Itu dibuktikan dengan hasil skor rata-rata siswa. Nilai rata-rata siswa dalam pretest adalah 55,17 dan 63,54 pada posttest. Hal ini menunjukkan bahwa peningkatan skor rata-rata siswa adalah 8,37 poin. Skor posttest lebih tinggi daripada skor pretest. Itu menunjukkan bahwa terdapat perbedaan yang signifikan antara pretest dan posttest. Hasil uji sampel berpasangan menunjukkan bahwa uji-t (-5,590) lebih tinggi dari t-tabel (2,064). Dalam penelitian ini, peneliti juga menemukan ada perbedaan yang signifikan dari penggunaan teknik TSTS dalam pembelajaran. Teknik ini mampu meningkatkan antusiasme siswa, membantu siswa memahami teks dengan mudah, dan membangun pemikiran kritis siswa.Sehingga dapat disimpulkan bahwa teknik TSTS menjadi strategi yang efektif untuk meningkatkan pemahaman berbicara pada siswa kelas sembilan di SMKN 2 Tarakan. Kata Kunci: Kemampuan Berbicara, Tehnik Two Stay Two Stary
