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All Journal Scolae: Journal of Pedagogy
Sitti Hawaena
STKIP Abdul Mujib Laewang Dampal Selatan
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of TikTok Content on Students’ English Fluency Sitti Hawaena; Nahdawati Nahdawati
Scolae: Journal of Pedagogy Vol 8 No 2 (2025): Volume 8 (2) December 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v8i2.190

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis pengaruh konten TikTok terhadap kefasihan berbahasa Inggris siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode kajian pustaka (literature review). Data diperoleh dari berbagai artikel jurnal, buku, dan publikasi ilmiah yang membahas penggunaan TikTok dalam pembelajaran bahasa Inggris. Hasil kajian menunjukkan bahwa konten TikTok berkontribusi dalam meningkatkan paparan bahasa Inggris yang autentik, memperkaya kosakata, meningkatkan pelafalan, serta meningkatkan kepercayaan diri dan kefasihan siswa dalam berbicara. Oleh karena itu, TikTok dapat menjadi media pembelajaran yang efektif untuk mendukung peningkatan kefasihan berbahasa Inggris siswa. Kata kunci: konten TikTok, kefasihan berbahasa Inggris, pembelajaran digital, kajian pustaka. Abstract: This study aims to analyze the effect of TikTok content on students' English fluency. The study employed a descriptive qualitative approach using a literature review method. The data were collected from journal articles, books, and other scholarly publications related to the use of TikTok in English language learning. The findings indicate that TikTok content contributes to improving students' English fluency by providing authentic language exposure, expanding vocabulary, improving pronunciation, and increasing students' confidence in speaking. Therefore, TikTok has the potential to be an effective learning medium for supporting the improvement of students' English fluency. Keywords: TikTok content, English fluency, digital learning, literature review.
USING THE STIMULER AI APP TO IMPROVE STUDENTS' SPEAKING SKILLS IN CLASS XI IPS AT MA DDI SONI Nahdawati Nahdawati; Sitti Hawaena
Scolae: Journal of Pedagogy Vol 8 No 2 (2025): Volume 8 (2) December 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v8i2.201

Abstract

This research examines the profile of student interest, learning obstacles, and student perceptions of the English language learning process at MA DDI Soni. Using a qualitative descriptive approach through a questionnaire instrument, the study evaluates aspects of motivation, linguistic constraints, and the condition of the school environment. The results indicate that although students possess a very high level of future awareness and an ambition to speak fluently, the actual practice of using English in daily life remains classified as low.The primary obstacles identified include vocabulary limitations, mastery of grammar, and psychological barriers such as the fear of making mistakes. However, the support from the school environment, including classroom comfort and learning facilities, is considered adequate in supporting learning motivation. This study highlights the need for a balance between interactive, creative teaching methods and clarity in material explanation to minimize students' learning obstacles.
THE UTILIZATION OF WORD-FORMATION PROCESSES (COMPOUNDING AND BLENDING) IN ENRICHING CONTEMPORARY VOCABULARY FOR EFL STUDENTS Nahdawati Nahdawati; Sitti Hawaena; Rahmatul Ummu Arifin
Scolae: Journal of Pedagogy Vol 7 No 1 (2024): Volume 7 (1) Juni 2024
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v7i1.206

Abstract

This study explores how EFL (English as a Foreign Language) students can expand their modern vocabulary by learning word-formation processes, specifically compounding (combining two whole words) and blending (merging parts of words). Because English is changing rapidly due to social media and the internet, traditional ways of learning vocabulary are often not enough. Using a qualitative approach, this research shows that when students understand how these words are formed, they can more easily understand and create new, modern words used in daily life. As a result, students become more confident and independent in using real-world English. This study suggests that teachers should include word-formation lessons in the classroom to help students keep up with the dynamic and ever-changing nature of the English language.
EFL STUDENTS' PERCEPTIONS OF MORPHOLOGICAL AWARENESS INSTRUCTION FOR VOCABULARY LEARNING Nahdawati Nahdawati; Rahmatul Ummu Arifin; Sitti Hawaena
Scolae: Journal of Pedagogy Vol 6 No 1 (2023): Volume 6 (1) Juni 2023
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v6i1.207

Abstract

Morphological awareness has been recognized as an important factor in supporting vocabulary learning among English as a Foreign Language (EFL) students. Understanding the internal structure of words, including prefixes, suffixes, and root words, may help learners infer the meanings of unfamiliar vocabulary and improve their vocabulary learning strategies. However, limited studies have explored students' perceptions of morphological awareness instruction, particularly in small-scale EFL learning contexts. Therefore, this study aims to explore EFL students' perceptions of morphological awareness instruction for vocabulary learning. This research employs a qualitative case study design involving four EFL students selected through purposive sampling. Data will be collected through semi-structured interviews conducted after participants receive morphological awareness instruction. The interview data will be transcribed and analyzed using thematic analysis to identify recurring themes related to students' learning experiences, perceived benefits, and challenges. It is expected that the findings will provide insights into how students perceive morphological awareness instruction and its role in supporting vocabulary learning. The study is also expected to contribute practical implications for English teachers in designing effective vocabulary instruction for EFL classrooms.
Co-Authors Nahdawati Nahdawati Nahdawati Nahdawati Rahmatul Ummu Arifin