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
This research aimed to determine the effect of implementing English-language Webtoons on the reading interest and reading ability of 11th-grade nursing students at SMK Kesehatan Kaltara Tarakan. This research employed a quantitative approach with a pre-experimental design in the form of a One-Group Pretest-Posttest Design. The research sample included 22 students selected using purposive sampling. The research instruments consisted of a reading interest questionnaire with 15 statements using a Likert scale and a reading ability test comprising 20 multiple-choice questions. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-sample t-test for normally distributed data, the Wilcoxon test for non-normally distributed data, and N-gain calculations. The results showed an increase in reading interest following the implementation of the Webtoon Trauma Center. The mean reading interest score increased from 53.48 on the pretest to 68.71 on the posttest, with a mean difference of 15.23. The results of the paired-sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant difference between the pretest and posttest scores. Reading ability also improved, with the mean score rising from 36.36 to 68.64. Improvements were observed in five reading skill indicators: finding factual information, identifying the main idea, understanding vocabulary, identifying references, and making inferences. Therefore, the implementation of the Webtoon Trauma Center could support improvements in students' interest and reading skills in English language learning, especially when accompanied by vocabulary support, structured reading activities, guidance, and appropriate classroom management.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Demotivasi kerap kali menjadi sebuah tantangan yang dialami oleh siswa dalam belajar bahasa inggris di sekolah. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang menyebabkan siswa mengalami demotivasi dalam belajar bahasa Inggris serta menyelidiki tantangan yang memengaruhi motivasi siswa dalam belajar bahasa Inggris pada siswa kelas VIII di SMP Negeri 11 Tarakan. Penelitian ini menggunakan metode mixed-methods dengan desain Explanatory Sequential Design. Data kuantitatif diperoleh melalui penyebaran kuesioner kepada siswa kelas VIII, sedangkan data kualitatif diperoleh melalui wawancara mendalam terhadap enam siswa yang dipilih menggunakan purposive sampling berdasarkan nilai akhir bahasa Inggris terendah. Teknik pengumpulan data meliputi kuesioner, wawancara, dan dokumentasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dengan bantuan SPSS 25, sedangkan data kualitatif dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa demotivasi siswa dalam belajar bahasa Inggris dipengaruhi oleh faktor internal dan eksternal yang saling berkaitan. Faktor internal meliputi kesulitan dalam mempelajari bahasa Inggris, kurangnya minat belajar, dan rasa bosan, sedangkan faktor eksternal mencakup pengaruh lingkungan belajar, metode pengajaran, serta dukungan sosial yang terbatas. Selain itu, siswa menghadapi tantangan linguistik, afektif, instruksional, dan sosiokultural, dengan tantangan sosiokultural sebagai faktor yang paling dominan. Temuan penelitian juga menunjukkan adanya hubungan yang erat antara demotivasi dan tantangan belajar, di mana berbagai kesulitan yang dialami siswa berkontribusi terhadap menurunnya kepercayaan diri dan partisipasi mereka dalam pembelajaran bahasa Inggris. Demotivation is often a challenge faced by students when learning English at school. This study aimed to identify the factors causing students to experience demotivation in learning English and to investigate the challenges affecting students' motivation in learning English among eighth-grade students at SMP Negeri 11 Tarakan. This study employed a mixed-methods approach using an explanatory sequential design. Quantitative data were collected through a questionnaire distributed to eighth-grade students, while qualitative data were obtained through in-depth interviews with six students selected using purposive sampling. Data collection techniques included questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using an interactive model comprising data reduction, data presentation, and concluding. The results of the study indicated that students' demotivation in learning English was influenced by interrelated internal and external factors. Internal factors included difficulties in learning English, a lack of interest in learning, and boredom, while external factors included the influence of the learning environment, teaching methods, and limited social support. In addition, students faced linguistic, affective, instructional, and sociocultural challenges, with sociocultural challenges being the most dominant factor. The research findings also revealed a strong correlation between demotivation and learning challenges, wherein the various difficulties experienced by students contributed to a decline in their self-confidence and participation in English language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Interaksi di kelas dalam pembelajaran bahasa Inggris memainkan peran penting dalam proses belajar bahasa Inggris karena mendorong mahasiswa untuk berpartisipasi secara aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk meneliti interaksi di kelas dan peran bahan ajar dalam mendukung interaksi selama proses pembelajaran bahasa Inggris di Jurusan Akuntansi Universitas Borneo Tarakan. Penelitian ini menggunakan metode kualitatif deskriptif yang melibatkan 44 mahasiswa akuntansi semester IV. Data dikumpulkan melalui observasi kelas, wawancara, dan analisis dokumen, serta dianalisis menggunakan model Miles dan Huberman. Temuan menunjukkan bahwa interaksi di kelas berdasarkan FIACS terdiri dari Lecturer Talk, Student Talk, dan Silence atau Confusion. Lecturer Talk muncul lebih sering selama proses belajar-mengajar, terutama dalam mengajukan pertanyaan, memberikan penjelasan, memberikan arahan, serta memberi pujian atau dorongan kepada mahasiswa. Student Talk terjadi melalui tanggapan dan inisiatif siswa selama kegiatan di kelas, sedangkan Silence atau Confusion muncul ketika siswa sedang memproses informasi dan mempersiapkan tanggapan. Hasil penelitian juga menunjukkan bahwa bahan ajar yang komunikatif dan kontekstual mendorong partisipasi, interaksi, dan kepercayaan diri siswa dalam menggunakan bahasa Inggris. Hal ini menyiratkan bahwa interaksi di kelas yang efektif dan bahan ajar yang tepat mendukung keterlibatan siswa dalam pembelajaran bahasa Inggris. This study aims to analyze classroom interactions and the influence of teaching materials on facilitating interactions in the English language acquisition process within the Accounting Department at the University of Borneo Tarakan. This research utilized a descriptive qualitative approach with 44 fourth-semester accounting students. The researcher gathered data via classroom observation, interviews, and document analysis, and subsequently analyzed them using the Miles and Huberman framework. The results demonstrate that classroom interactions, as characterized by FIACS, comprise Lecturer Talk, Student Talk, Silence, and Confusion. The data show that classroom interactions, as described by FIACS, include Lecturer Talk, Student Talk, Silence, and Confusion. Lecturer Talk is more common throughout the teaching-learning process, especially while asking questions, providing explanations, giving instructions, and praising or encouraging students. Student Talk occurs when students respond to and initiate classroom activities, whereas Silence or Confusion occurs when students analyze information and prepare their responses. The study also found that communicative and contextual teaching materials increase student participation, interaction, and confidence in using English. This shows that effective classroom interaction and appropriate teaching tools help students participate in English-language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine the perceptions of English teacher regarding the implementation in the Merdeka Curriculum in junior high school in Tarakan, specifically at SMPN 9 Tarakan, SMPN 8 Tarakan, and SMPN 1 Tarakan. This study uses a descriptive qualitative approach. The research subjects were three English teachers from the three schools. Data collection techniques were conducted through interviews and classroom observations. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that English teachers generally have a positive perception of the implementation of the Merdeka Curriculum. Teachers stated that the Merdeka Curriculum provides flexibility in designing learning experiences to meet students' needs and characteristics. This positive perception is reflected in teachers' enthusiasm to implement students-centered learning, use differentiation strategies, and develop students' creativity and independent learning. The challenges faced by teachers during the implementation of the Merdeka Curriculum are that limited school facilities are a major obstacle to the implementation of the Merdeka Curriculum, especially in English language learning, which requires media and technological support. Therefore, continuous support in the form of teacher professional development and improvement of school facilities is needed so that the implementation of the Merdeka Curriculum can run optimally in English language learning.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effectiveness of Let's Read application in enhancing tenth-grade students' reading skills at SMKN 2 Tarakan. It employed a pre-experimental design with a one-group pretest-posttest model, involving 24 students selected through non-probability sampling. Data were gathered using reading comprehension tests administered before and after the intervention using the Let's Read application. During the treatment period, students interacted with narrative texts through the application, accompanied by structured assignment activities. The data were then analyzed using SPSS 26 software, including descriptive statistics, normality and homogeneity tests, and paired sample t-tests. The results revealed a significant improvement in students' reading comprehension, with a p-value of 0.045, confirming the effectiveness of the application. These findings support the integration of digital tools such as Let's Read in English language teaching to increase student engagement and improve learning outcomes.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery is a major challenge students face in learning English, particularly at the junior high level, due to limited language exposure and ineffective learning strategies. This study investigates the effect of using the Cake application on the vocabulary knowledge of seventh-grade students at SMPN 7 Tarakan. A pre-experimental design was employed involving one class consisting of 32 students. The research instrument was a written vocabulary test administered before and after the treatment. The treatment was conducted over six sessions using the Cake application as the learning medium. The results indicate that the students' mean score increased from 58.59 in the pre-test to 78.00 in the post-test. This improvement was influenced by Cake's features, including contextual short videos, native speaker pronunciation, interactive quizzes, and daily reviews that helped strengthen vocabulary comprehension and retention. Based on the Wilcoxon Signed-Rank Test, the significance value was below 0.05, thereby confirming the acceptance of Ha and the rejection of Ho. These findings suggest that the Cake application effectively improves students' vocabulary knowledge and can be an alternative medium for teaching English vocabulary in schools.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to investigate the strategies by students in learning English. The research methodology utilized in this study was qualitative research. The subjects of this study were fourth-semester students majoring in English education, totaling 57 individuals. the data-collecting technique was through questionnaires, observation, and interviews. Based on data analysis, the research identified strategies in English learning, particularly the use of social media as a learning tool to enhance students' speaking abilities. The data analysis technique of questionnaire, observation, and interviews revealed a wide variety of learning media used by students to improve their speaking skills in English. Social media platforms like Instagram and TikTok were highlighted as significant tools for enhancing English language learning. This study concluded that TikTok and Instagram are frequently used by students as social media platforms for learning English to improve their speaking skills.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Learning English involves skill-based learning that requires various approaches and techniques. Education today is significantly influenced by technological advancements, where in technology server as solution to address challenges in English language learning. Alongside the advancements in English language learning tools, Duolingo complements modern language learning through mobile phones. This research aimed to explore the use of the Duolingo application in enhancing vocabulary among seventh-grade student at SMP Negeri 5 Tarakan. This study employs an experimental method with a pre-experimental one-group pre-test and post-test design. The research sample consists of 30 students selected through purposive sampling. The research instrument used was a vocabulary test to assess student’s initial and post-treatment abilities. Based on data analysis, an improvement in student’s score between the pre-test and post-test was observed. From the findings, it can be concluded that using Duolingo can enhance vocabulary mastery among seventh-grade students at SMP Negeri 5 Tarakan. This research is expected to inform teachers and students about conducting intensive language learning practices form using the Duolingo application.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to describe the need analysis of students related to learning needs and language needs in learning English by students majoring in mathematics education at Borneo University Tarakan. The research method used qualitative method. Data collection techniques were questionnaires, interviews, and documentation. The subjects of this study were 36 students majoring in the mathematics education department for Academic Year 2021 at Borneo Tarakan University. The result revealed that students had difficulties learning mathematical English, so more specific and varied books or materials are needed. The conclusion revealed that students need books or materials that are more specific and varied. There are several activities that can help students improve four English language skills, such as watching and listening to videos/podcast, speaking practice in discussion and QnA session, translating words, summarizing and taking notes, and activities outside the classroom with a conducive atmosphere. Keywords: Need Analysis, English Language Learning
