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All Journal e-Journal of ELTS (English Language Teaching Society) INTERACTION: Jurnal Pendidikan Bahasa ELLITE: Journal of English Language, Literature, and Teaching Pedagogy Review
St. Hartina
Universitas Islam Negeri Palopo
Education Environmental Science Languange, Linguistic, Communication & Media Other

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Do Maritime Students See English as A Career Asset or A Burden? A Perception Study Aqzhariady Khartha; Muhammad Fathur Rahman Khalik; Muthmainnah Bahri A. Bohang; St. Hartina
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4274

Abstract

This study looks at how maritime cadets view English in their professional lives. It addresses a gap in understanding what vocational students think about language skills. Using a mixed-methods approach, the research collected data from 60 final-year cadets through questionnaires and 5 through in-depth interviews at a maritime polytechnic in Makassar. The investigation uncovered important insights. The quantitative findings showed a significant difference: cadets rated the importance of English highly (mean = 4.52). About 78.3% strongly agreed that it is essential for maritime jobs. However, their attitudes toward learning it were low (mean = 2.48), with only 8.3% expressing strong positivity. The qualitative findings revealed a change in perception. Cadets see English as an "academic burden" in classrooms but view it as a "professional asset" after gaining sea experience. The study suggests changing how English is taught in maritime schools. It recommends including context-specific content earlier and simulating professional communication situations. These adjustments could help close the gap between attitudes and the importance of English and frame it as a crucial skill for global maritime careers instead of an academic hurdle.
TikTok-Assisted Vocabulary Learning Among Indonesian EFL Learners: A Quasi-Experimental Study in Junior High School Context Kiki Evi Pagayang; St. Hartina; Nurhayati Usman
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.6564

Abstract

This study investigates the potential of TikTok-assisted instruction in supporting vocabulary learning among Indonesian EFL learners in a junior high school context. Although previous studies have highlighted the usefulness of social media platforms for language learning, empirical evidence regarding the integration of TikTok-based activities into structured classroom instruction, particularly among junior high school students in Indonesia, remains limited. This study employed a quasi-experimental design with a non-equivalent control group involving 50 ninth-grade students at SMP Negeri 4 Palopo, Indonesia. The participants were divided into an experimental group (n = 25) receiving vocabulary instruction supported by short English TikTok videos and a control group (n = 25) receiving conventional vocabulary instruction. Data were collected through pre-tests and post-tests and analyzed using descriptive statistics, normality and homogeneity tests, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both groups showed improvement after instruction; however, the experimental group demonstrated greater vocabulary gains, increasing from a mean score of 60.20 to 91.92, compared with an increase from 61.04 to 67.48 in the control group. Statistical analysis revealed a significant improvement within the experimental group (p < 0.05) and a significant difference between groups after the intervention (p < 0.05). These findings suggest that TikTok-assisted instruction may serve as a valuable supplementary approach for providing contextualized and engaging vocabulary learning experiences in EFL classrooms. The study contributes to the growing discussion on the pedagogical integration of short-form digital media in language education, particularly within Indonesian secondary school contexts.
Reciting Al-Qur’an as a Prelude to Learning in English Language Class: A Qualitative Content Analysis Wahibah Wahibah; St. Hartina; Mahmood Rahimi; Muhammad Affan Ramadhana; Magfirah Thayyib
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp473-484

Abstract

Reciting Al-Qur’an as a learning starter is a fruitful approach in language classes. This research examines students’ responses to reciting Al-Qur’an as a prelude in language class and explores the perceived benefits for English learning. This research employed a mixed-methods approach. The participants were 196 students and two lecturers from the English Language Education Study Program. The primary research instrument was an open-ended questionnaire for students, while the secondary instrument was an unstructured interview list for the teacher. The data were analyzed quantitatively using descriptive statistics and qualitatively using content analysis. The first finding shows that students responded positively to reciting Al-Qur’an as a prelude in English language class. The second finding reveals that reciting Al-Qur’an benefits language learning by boosting attention and motivation and promoting language acquisition/learning and transfer. The general benefits include streamlining learning, including language learning, and enhancing students’ religious obedience. For language learning, language teachers/lecturers should have a strong foundation in Arabic and comparative linguistics to effectively bridge Qur’anic reading with other language learning. Keywords: Al-Qur’an recitation, Language class, Learning starter, Comparative linguistics
TEACHER-MEDIATED DUOLINGO USE AND VOCABULARY GAINS AMONG JUNIOR HIGH SCHOOL EFL LEARNERS IN INDONESIAN CONTEXT St. Hartina; Syahrir; Nurul Fajriani Syafar
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6375

Abstract

Vocabulary mastery remains a critical challenge in English as a Foreign Language (EFL) learning, particularly among junior high school students who have limited opportunities for English exposure beyond classroom settings. Despite the fact that Duolingo has been extensively researched as a mobile-assisted language learning tool, there is still limited data regarding how junior high school students in small-urban Indonesian settings use it in the classroom. This study investigated students’ vocabulary achievement after participating in a teacher-mediated Duolingo-supported vocabulary intervention. Employing a quantitative pre-experimental one-group pre-test and post-test design, the study involved 24 ninth-grade students at a state junior high school in Palopo, Indonesia. A validated vocabulary mastery test was used to gather data, and descriptive statistics, the Shapiro-Wilk normality test, the paired-sample t-test, and Cohen's d effect size were used for analysis. The results showed a significant improvement in students’ vocabulary scores from pre-test (M = 77.91, SD = 11.31) to post-test (M = 89.58, SD = 7.50), t(23) = 7.462, p < .001, with a large effect size (d = 1.52). These findings suggest that teacher-mediated Duolingo activities may support vocabulary development through structured mobile-based practice and feedback. However, the absence of a control group and the short intervention period limit causal interpretation. This study provides contextual information about the use of gamified mobile learning in Indonesian junior high school EFL classes.
Co-Authors Aqzhariady Khartha Kiki Evi Pagayang Magfirah Thayyib Mahmood Rahimi Muhammad Affan Ramadhana Muhammad Fathur Rahman Khalik Muthmainnah Bahri A. Bohang Nurhayati Usman Nurul Fajriani Syafar Syahrir Wahibah Wahibah