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This Author published in this journals
All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Khoiriyah
University of Nusantara PGRI Kediri
Languange, Linguistic, Communication & Media

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STUDENTS' PERCEPTIONS OF USING YOUTUBE VIDEO PROJECT FOR VOCABULARY LEARNING Dhevia Shanati Firda; Sulistyani; Khoiriyah
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/

Abstract

This study aims to describe students' perceptions of YouTube Video Project in learning English vocabulary for tenth-grade students of SMAN 4 Kediri. This study was motivated by the limited use of YouTube as an active production media in English learning where students generally act only passive consumers of information. This study used a qualitative descriptive approach that involved five students from grade X-3 who were selected using purposive sampling. The data were collected through observation, semi-structured interviews, and documentation. The results showed that students had very positive perceptions towards the YouTube Video Project as measured by the five attitudinal dimensions of enjoyment, engagement, motivation, behavioral intention and perceived effectiveness. The YouTube Video Project facilitated learning in two ways: through repetition practice, and through the use of vocabulary in real-life tasks that promote students’ productive knowledge. The main advantages that students found were increased vocabulary to support their speaking skills and greater self-confidence from publishing videos on YouTube. However, students also struggled with problems such as pronunciation and technical problems in making the videos. Hence, this study proves that the YouTube Video Project is an effective and fun learning method to improve English vocabulary mastery, and recommends that it continues to be integrated into English language learning at senior high school level
Enhancing EFL Students’ Speaking Skills through Augmented Reality: A Pre-Experimental Study Lutfiatul Indana Zulfa; Khoiriyah; Sulistyani
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/

Abstract

This study investigated the effect of Augmented Reality (AR) on the speaking skills of ninth-grade students at Insan Qur’ani Junior High School. The study addressed the problem of students’ low speaking proficiency, particularly in pronunciation, fluency, grammar, and vocabulary. A quantitative pre-experimental design employing a one-group pre-test and post-test approach was used. The participants consisted of ten ninth-grade students. Speaking performance tests using a rubric adapted from Brown (2004) were used to collect the data. The treatment comprised three meetings employing AR-based learning activities focused on animal descriptions. Data were analyzed by descriptive statistics, validity and reliability tests, normality testing, and paired-sample t-tests. The results showed that the mean score of students’ speaking improved from 61.00 in the pre-test to 81.50 in the post-test. The paired sample t-test found a statistically significant difference between the pre-test and post-test scores (p <.001), indicating that AR had a significantly positive effect on the students’ speaking achievement. Improvements were found on all speaking indicators such as pronunciation, fluency, grammar, and vocabulary. The study found that AR provided a contextualized and interactive learning environment that encourages speaking development and enhances students’ participation and confidence in learning English.
Co-Authors Dhevia Shanati Firda Lutfiatul Indana Zulfa Sulistyani