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All Journal ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cakrawala Indonesia Juwara : Jurnal Wawasan dan Aksara JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) E-CLUE Journal of English Culture, Language, Literature and Education Jurnal Abdi Negeriku
G, Hasriani
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Exploring Students' Media Choices for English Learning Outside of School Alghifari, Rifki Rifadil; G, Hasriani; Sally, Fauzan Hari Sudding
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/625hh250

Abstract

This study investigates the types of digital media selected by high-achieving students to support English learning beyond formal classroom settings. Employing a qualitative research design with purposive sampling, the study involved five eleventh-grade students from SMA IT Wahdah Islamiyah Makassar. Data were gathered through in-depth interviews and supporting documentation, then analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results reveal that students predominantly utilize platforms such as YouTube, TikTok, Apple Music, and Komiku as supplementary learning resources. These media contribute significantly to the development of vocabulary, pronunciation, listening, and reading skills by providing authentic, engaging, and easily accessible English content. Students favor these platforms due to their flexibility, allowing self-paced learning that aligns with individual interests and learning preferences. Additionally, interactive features such as comment sections, duets, and content sharing foster greater motivation, confidence, and willingness to use English in real-life contexts. Nevertheless, the study also identifies several challenges, including potential distractions, unstable internet connectivity, limited application features, and difficulties in maintaining learning discipline. Despite these constraints, the findings suggest that digital media plays a meaningful role in facilitating enjoyable, autonomous, and effective English learning outside school environments.
Students’ Affective Silence in English Classroom Interaction Muhayyang, Maemuna; Nasta, Mardiyanah; G, Hasriani; Sakkir, Geminastiti
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.35751

Abstract

Abstract. This study is to describe the influencing factors of students’ affective silence in English classroom interaction. It used descriptive qualitative method taking all twelfth-grade students of science class consisting of 31 participants as the data resources. Three instruments were utilized to gain the data, namely (1) observation, (2) questionnaire, and (3) interview. The findings of this study show that there were ten affective factors influencing students’ silence in the classroom. They are (1) feeling nervous, (2) lack of self-esteem, (3) lack of self-confidence, (4) fear of making mistakes and worrying about other people's judgment, (5) worrying about their inability, (6) feeling unable to meet the teacher's expectations, (7) students’ personality, (8) avoiding awkwardness, (9) feeling embarrassed, and (10) avoiding showing off their ability. These factors empirically indicate that students' silence during the teaching and learning process takes place in the classroom is not always influenced by their cognitive inability but the affective aspect turns out to be something that quite dominates their inability to express themselves. Based on these findings, it takes into account that the students were not able to participate in teaching and learning process because of affective factors that trigger their inactivity.Keywords: Affective, Passiveness, Silence
Co-Authors Abdul Rahman Adys, Himala Praptami Ahmad Talib Akhmad Affandi Akhmad, Fatmawati Alghifari, Rifki Rifadil Amelia, Andi Resky Ariyani, Amra AS, Nurul Dwi Pratiwi Asfah, Indrawaty Asglorya, Desri Novia Asriati Asriati Asriati, Asriati Athyah, Andi Ummy Ayu, Sindi Putri Aziz, Asriati Bahsyar, Zulhijjah Farahdiba, Syarifah Fauzan, Muhammad Miftah Firdaus, Firawati Geminastiti Sakkir Hursan, Nur Husfiratie Hikmah Binti Indani, Nirfa Jumratun, Jumratun Khalisa, Aini Nur Korompot, Chairil Anwar Maemuna Muhayyang Maharani, Srikandi Bulan Mardiyanah Nasta Muchtar, Rezki Nurhidayah Muh. Tahir Muhalim, Muhalim Muliati, A. Munir Munir, Munir Noni, Nurdin NUR AENI Nurmaisyah, Nurmaisyah Nurmiati Nurmiati Perti, Desy Puspasari Pratiwi, Hedriana Rahmad Risan Ramlah, Salma Rayhana S, Ryan Rhesa, Muhammad Rojuna, Citra Arba Ryan Rayhana Sofyan, Ryan Rayhana Saharullah, Saharullah Sahril Nur Sahril Sahril Sally, Fauzan Hari Sudding Sari, Wiwin Novita Sunra, La Surentu, Nada Indah Syarifuddin Dollah Tuti Wijayanti Uhrawi, Teti Utami R, Maulidya Warsidi