ThesisOpen AccessMetadata saja
2026•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.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
THE USE OF DUOLINGO BASED LEARNING IN ENGLISH SPEAKING SKILLS: A CASE STUDY AT SMPN 3 TARAKAN ABSTRACT This research examines the use of Duolingo-based learning as a technology-assisted approach to develop speaking skills at SMPN 3 Tarakan. Using a qualitative case study design, the study involved three junior high school students with different levels of English proficiency high achievers (S1), average achievers (S2), and low achievers (S3) as participants. Data were collected through semi-structured interviews, classroom observations, and documentation during three sessions conducted in May 2025. Findings indicate progressive improvement in six indicators of speaking skills (active engagement, fluency, accuracy, interaction skills, confidence, and adaptability) in all three participants over the observation period, albeit at different rates according to individual proficiency levels. (S1) demonstrated consistent and strong performance across all dimensions, (S2) showed significant improvement, particularly in fluency and interaction skills, while (S3) demonstrated the most significant affective shift, moving from communicative withdrawal and language anxiety in the initial session to greater participation and resilience in the final session. Additionally, this study examined how students used and perceived Duolingo-based learning across three sub-dimensions: prior experience with the app, perceived impact on speaking development, and expectations for technology-mediated learning. All three participants reported generally positive perceptions, recognizing Duolingo's low-pressure, game-based environment as supportive of pronunciation awareness, vocabulary development, and communicative confidence. The study concluded that the use of Duolingo-based learning as a supplementary resource within a structured EFL speaking program can result in meaningful communicative improvements across a range of learner achievement levels, particularly when combined with classroom-based communicative instruction.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study investigated the impact of the shadowing technique on the pronunciation skills of year 10 students at SMK Kesehatan Kaltara Tarakan. The research was motivated by students’ limited proficiency in English pronunciation, influenced by insufficient intensive practice, mother tongue interference, and low confidence. Shadowing, which involves the immediate and repeated imitation of native speaker pronunciation, was implemented to improve segmental accuracy, suprasegmental features and connected speech. A pre-experimental one-group pretest-posttest design was employed. The sample comprised 17 pharmacy students selected for their low average pronunciation scores. Research instruments included oral tests, field notes, and video recordings. Results showed a substantial increase in average pronunciation scores from 7.53 to 14.00. The Wilcoxon test produced a significance value of 0.000 (p 0.50), confirming the effectiveness of the technique. Qualitative data supported these findings, showing greater student participation, improved confidence, and gradual enhancement in pronunciation accuracy. The shadowing technique is thus shown to be a practical, interactive, and effective method for improving pronunciation in vocational English learning. Penelitian ini mengkaji dampak teknik shadowing terhadap kemampuan pengucapan siswa kelas 10 di SMK Kesehatan Kaltara Tarakan. Penelitian ini didorong oleh keterbatasan kemampuan pengucapan bahasa Inggris siswa, yang dipengaruhi oleh kurangnya latihan intensif, gangguan bahasa ibu, dan rendahnya kepercayaan diri. Teknik shadowing, yang melibatkan peniruan langsung dan berulang terhadap pengucapan penutur asli, diterapkan untuk meningkatkan akurasi segmen, fitur suprasegmental, dan pengucapan yang terhubung. Desain pra-eksperimental satu kelompok dengan tes pra dan pasca diterapkan. Sampel terdiri dari 17 siswa farmasi yang dipilih berdasarkan skor rata-rata pengucapan yang rendah. Alat penelitian meliputi tes lisan, catatan lapangan, dan rekaman video. Hasil menunjukkan peningkatan signifikan dalam skor rata-rata pengucapan dari 7,53 menjadi 14,00. Uji Wilcoxon menghasilkan nilai signifikansi 0,000 (p 0,50), mengonfirmasi keefektifan teknik ini. Data kualitatif mendukung temuan ini, menunjukkan partisipasi siswa yang lebih besar, peningkatan kepercayaan diri, dan peningkatan bertahap dalam akurasi pengucapan. Teknik shadowing terbukti sebagai metode praktis, interaktif, dan efektif untuk meningkatkan pengucapan dalam pembelajaran bahasa Inggris vokasi.
