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All Journal Pedagogic Research - Applied Literacy Journal
Yohana Triana Ina Weran
Universitas Kapuas, Sintang
Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media

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ENGLISH STUDENTS’ PERSPECTIVES ON THE USE OF TAYLOR SWIFT SONGS FOR VOCABULARY DEVELOPMENT Julia Stephanny; Yohana Triana Ina Weran
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 1 (2026): Volume 3 Number 1 January 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/78cer631

Abstract

Numerous studies have demonstrated that students' vocabulary acquisition improves more effectively when learning occurs through meaningful and practical experiences, such as watching movies, reading stories, or listening to songs, particularly in English. Song-based learning is often perceived as both engaging and enjoyable by learners. This study aims to explore English students' perspective on the use of Taylor Swift's songs as a medium for vocabulary development. The participants were fourth semester English students at Kapuas University, Sintang, with a total of nine students involved in the study. This research employed a descriptive qualitative design. Data were collected through an online questionnaire distributed to the participants. The findings indicate that Taylor Swift’s songs have the potential to serve as an effective medium for enhancing students’ vocabulary.
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING LONG ENGLISH TEXT Yohana Triana Ina Weran; Agustinus Marjun; Yosefin Resti Damayanti
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 4 (2026): Volume 3 Number 4 August - October 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/kvj03h68

Abstract

Reading comprehension difficulties experienced by students can be attributed to two main factors: internal and external factors. Limited vocabulary knowledge is one of the difficulties students face when reading English texts. Many students have limited English vocabulary, which can make it difficult for them to understand the meaning of the texts they read. This research was conducted using a qualitative method, with a questionnaire as the data collection technique. The questionnaire was distributed to fourth-semester students of the English Education Study Program at the University of Kapuas. Based on the respondents’ answers, the findings indicate that the length of the text itself was not necessarily the main difficulty. Instead, students experienced greater difficulties in understanding the content of the text. Therefore, students’ difficulties in reading long English texts may be influenced not only by the length of the texts but also by their ability to comprehend the content and maintain their interest and concentration while reading.
Co-Authors Agustinus Marjun Julia Stephanny Yosefin Resti Damayanti