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Investigating Test-Taking Strategies in an English Reading Comprehension Test Used by Secondary High School Students Hasanah, Nur Faridatul; Iswari, Weningtyas Parama; Hermagustiana, Istanti
Borneo Educational Journal (Borju) Vol. 6 No. 2 (2024): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v6i2.1790

Reading is a crucial skill that Indonesian learners are expected to master, as outlined in the 2013 Curriculum. Students are required to develop comprehension skills to understand both explicit and implicit information in a text. To assess students’ knowledge, teachers often use tests. During these reading tests, students may employ strategies to aid their comprehension. This study investigates the strategies used by secondary high school students at MA Darul Ihsan Samarinda during an English reading comprehension test, along with the challenges they face when using these strategies. This study employs a qualitative design to examine the strategies utilized by six students: high score, middle score, and lowest score. The data, gathered through the think-aloud method and interviews, is analyzed using thematic analysis. The findings reveal that students employed 23 out of 31 strategies to answer factual questions and 19 strategies for inferential questions. Both the high score and middle score students predominantly used the strategy of reading the text for clues in both types of questions. Conversely, the lowest score student primarily relied on the strategy of rereading the question. Despite the differences, all students utilized a meaning-based text strategy to choose their answers. The middle score and lowest score students frequently faced challenges with time management and complex vocabulary. Additionally, using mixed-method research designs could provide deeper insights into test-taking strategies. This study focused on the strategies used by high school students during reading tests, while other research has examined test-taking strategies in high-stakes language tests

Students’ Experiences Using TikTok for Developing English Listening Skills: Pengalaman Mahasiswa Menggunakan TikTok untuk Pengembangan Keterampilan Mendengarkan Bahasa Inggris Azzahro, Shania Zharfa Nur; Ahada, Ichi; Hermagustiana, Istanti; Amarullah, A. K
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1834

Background: Listening is a core component of second language development, yet students in English as a Foreign Language settings often struggle with fast speech, accent variation, and limited exposure to authentic English. Specific background: Social media, especially TikTok, has become a popular platform where learners encounter natural language use through short, engaging videos. Knowledge gap: However, little is known about how university students experience TikTok as a self-directed space for English listening development. Aim: This study explores students’ lived experiences using TikTok to support English listening skills. Results: Findings show that frequent exposure to authentic speech, short video formats, and interactive features such as duets and live sessions contribute to students’ listening development. Challenges arise from speech rate, accent diversity, slang, and algorithm-driven distractions. Students responded with self-regulated strategies, including curating content, replaying difficult segments, activating captions, and verifying information through external sources. Novelty: This study highlights students’ internal reflections and the role of algorithmic personalization as a source of individualized linguistic input. Implications: Results suggest that TikTok can serve as an informal listening environment that complements formal instruction and supports listening awareness, learning autonomy, and confidence among EFL university students. Highlights Students describe TikTok as a consistent source of authentic English input. Learners use self-regulation strategies to manage challenges and curate content. TikTok functions as an informal space that supports listening development and confidence. Keywords TikTok, English Listening Skills, Autonomous Learning, Phenomenological Study, Digital Learning

Demonstration of Code-Mixing in Kasih Aba-Aba by Naykilla, Tenxi, and Jemsii Maulidana, Diva; Rusmawaty, Desy; Sucahyo, Didik; Hermagustiana, Istanti; Setiawan, Iwan
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1964

This study aims to examine the phenomenon of code-mixing in the Indonesian pop song 'Kasih Aba-aba' by Naykila, Tenxi, and Jemsii, with a focus on the structural types and linguistic purposes of code-mixing in the lyrics. Employing a qualitative descriptive method and a content analysis approach, this research utilized a purposive sampling strategy to select this specific song as a rich case study due to its prevalent use of English-Indonesian code-mixing and its popularity on digital platforms. Line-by-line analysis of the lyrics was part of the research process, and each instance of code-mixing was categorized using Muysken's (2000) typology of insertion, alternation, and congruent lexicalization and its functions were interpreted using sociolinguistic frameworks (Gumperz, 1982; Hoffman, 1991; Poplack, 1980). Findings indicate that insertion is the most common kind of code mixing, followed by alternation and congruent lexicalization. These are employed to accomplish a variety of sociolinguistic goals, including emphasis, identity expression, prestige, and emotional personalization. English elements used for stylistic purposes represent global influence, young identity, and multilingual proficiency. The purposeful use of Bahasa Indonesia and English enhances the emotional tone of the lyrics and aligns with current linguistic trends in Indonesian youth culture. The results indicate that code-mixing in popular music acts as both a communicative and cultural strategy. This research adds to our knowledge of bilingual language usage in media discourse and has practical implications for discourse-based English training and the development of culturally relevant language curricula. The limitation of the study is that study only focuses on a single song, which limits generalizability. Therefore, future research is recommended to expand into cross-artist comparisons and to investigate audience reception.

Overcoming Speaking Anxiety: A Study on Students’ Preferred Strategies in English Language Learning Herlina, Herlina; Aridah, Aridah; Hermagustiana, Istanti; Sunggingwati, Dyah; Syamdianita, Syamdianita
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3383

Speaking anxiety is a major challenge for students learning English as a foreign language. It often arises from fear of making mistakes, limited vocabulary, poor pronunciation, and the pressure of being judged. This study explores how English Education students at Mulawarman University experience and manage speaking anxiety. Using a qualitative design with semi-structured interviews involving three participants, data were analyzed thematically to identify patterns in causes, triggers, and coping strategies. The findings reveal that anxiety is most intense during formal tasks such as presentations or spontaneous questioning. Students adopt strategies like self-practice, note preparation, breathing techniques, self-recording, and peer support to reduce anxiety. These approaches gradually enhance confidence and improve speaking performance. The study concludes that emotional and instructional support from teachers and peers significantly reduces anxiety levels. Implications suggest that educators should foster supportive classroom environments and integrate reflective speaking practices to help students overcome fear and participate actively in English communication.

Overcoming Speaking Anxiety: A Study on Students’ Preferred Strategies in English Language Learning Herlina, Herlina; Aridah, Aridah; Hermagustiana, Istanti; Sunggingwati, Dyah; Syamdianita, Syamdianita
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3383

Speaking anxiety is a major challenge for students learning English as a foreign language. It often arises from fear of making mistakes, limited vocabulary, poor pronunciation, and the pressure of being judged. This study explores how English Education students at Mulawarman University experience and manage speaking anxiety. Using a qualitative design with semi-structured interviews involving three participants, data were analyzed thematically to identify patterns in causes, triggers, and coping strategies. The findings reveal that anxiety is most intense during formal tasks such as presentations or spontaneous questioning. Students adopt strategies like self-practice, note preparation, breathing techniques, self-recording, and peer support to reduce anxiety. These approaches gradually enhance confidence and improve speaking performance. The study concludes that emotional and instructional support from teachers and peers significantly reduces anxiety levels. Implications suggest that educators should foster supportive classroom environments and integrate reflective speaking practices to help students overcome fear and participate actively in English communication.

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