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All Journal English Language Teaching Methodology (ELTM)
Sari Wulandari
English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Palu, Palu, Indonesia
Social Sciences

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From Scrolling to Speaking: Vocational Students’ Perceptions of social media For English Oral Development Sisyil Nabila; Sari Wulandari; Dewi Rara Amiati
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.2066

Abstract

Social media has become a familiar source of English-language input for adolescents, yet its value for speaking development depends on how learners perceive and use the available content. This study explored how eleventh-grade students at SMK Negeri 1 Sigi perceived the use of social media for developing English speaking skills. A descriptive qualitative design was employed with 12 students selected through purposive sampling and one English teacher serving as a key informant. Data were obtained through a questionnaire, semi-structured interviews, classroom observation, and documentation, and were analyzed through thematic analysis and triangulation. The findings revealed six recurring themes. Students perceived social media as useful for improving pronunciation, developing vocabulary, increasing motivation, building speaking confidence, and providing opportunities for speaking practice beyond the classroom. TikTok, YouTube, and Instagram were the platforms most frequently mentioned by participants, mainly because of their accessible video-based English content. Students reported learning through imitation, repetition, listening, watching videos, and recording or practicing their own speech. Nevertheless, the findings also identified difficulties in understanding fast speech and unfamiliar accents, fear of making mistakes, and distraction by entertainment-oriented content. Overall, students held predominantly positive perceptions of social media as a supplementary resource for English speaking development rather than as a replacement for classroom instruction. The study suggests that teachers should provide structured guidance, help students select appropriate English content, and turn passive viewing into active speaking tasks.
Teacher’s Perception of Student Motivation Toward Podcast-Based Listening Activities at SMK Muhammadiyah 1 Palu Ilsa Meidika; Sari Wulandari; Ismail Manangkari
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.2067

Abstract

This study examined an English teacher’s perception of students’ motivation when podcasts were incorporated into listening activities at SMK Muhammadiyah 1 Palu. The study was conducted to understand how students responded to podcast-based listening and what instructional factors appeared to influence their engagement. A qualitative descriptive approach was employed. The data were obtained from an English teacher through classroom observation, a semi-structured interview, and supporting documentation. The data were analyzed by organizing relevant information, identifying recurring themes, comparing evidence from different sources, and drawing conclusions through triangulation. The findings indicated that students’ motivational responses to podcast-based listening varied considerably. Students with relatively stronger English proficiency tended to show greater interest and participation, whereas students with limited English ability generally experienced difficulties in following the audio and were less actively involved. The teacher also perceived that the use of podcast technology alone did not automatically increase students’ motivation, particularly among learners who already demonstrated limited interest in English. Nevertheless, short and relevant podcast materials with accessible vocabulary were perceived as more appropriate for maintaining students’ attention. The teacher’s use of selected audio segments, playback-speed adjustment, level-appropriate materials, and follow-up classroom activities also supported student participation. The study concludes that podcasts may provide meaningful support for listening instruction when accompanied by appropriate scaffolding, relevant content, manageable audio length, and active learning tasks. Since the findings were based on one teacher’s perception, they should be interpreted as perceived student motivation rather than direct measurement of students’ motivational levels.
Supporting Vocabulary Learning Through Guided Reading Aloud in An EFL Junior High School Classroom Tiara H. Salihu; Andi Naniwarsih; Sari Wulandari
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v6i2.2068

Abstract

This study explored the use of guided Reading Aloud as a classroom approach for supporting English vocabulary learning among seventh-grade students at SMP Muhammadiyah 1 Palu. The study responded to a classroom need in which learners showed limited vocabulary knowledge and difficulty engaging with English texts. A quantitative pre-experimental design with a one-group pre-test–post-test structure was used. Seven seventh-grade students were selected purposively. Data were collected through written vocabulary tests administered before and after the instructional intervention, supported by classroom documentation. Because the sample was small, the Wilcoxon signed-rank test was used to examine the paired scores. The results showed that the group mean rose from 51.50 on the pre-test to 65.93 on the post-test, giving an average gain of 14.43 points. Six students recorded higher post-test scores, whereas one student showed a very small decline. The Wilcoxon analysis indicated a statistically significant difference between the two measurements (Z = −2.197, p = .031), with an estimated effect size of r = .83. The pattern suggests that guided oral reading may create useful opportunities for learners to repeatedly encounter vocabulary, connect written forms with pronunciation, and process words in context. However, the findings should be interpreted cautiously because the study involved only seven students and did not include a control group or a delayed retention measure. The study therefore presents Reading Aloud as a practical and promising classroom approach for vocabulary instruction in a lower-secondary EFL setting, while recommending larger and controlled studies to establish its effectiveness more robustly.
Co-Authors Andi Naniwarsih Dewi Rara Amiati Ilsa Meidika Ismail Manangkari Sisyil Nabila Tiara H. Salihu