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p-Index From 2020 - 2025
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All Journal Journey: Journal of English Language and Pedagogy
Rosa, Chindy Hanggara
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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TikTok as a Medium for Contextual Vocabulary Learning in EFL: Students' Perceptions and Learning Experiences Rosa, Chindy Hanggara; Suhartatik, Suhartatik
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.2341

Abstract

This study explores how TikTok can be utilized as a tool for teaching contextual vocabulary in English as a Foreign Language (EFL) learning and examines students' perceptions of this approach. This descriptive qualitative study employed thematic analysis of interview data collected from twelve first-semester English Department students who were interviewed about their experiences learning vocabulary through TikTok content from “English With Rhys”. The findings reveal that TikTok serves as an effective alternative medium for vocabulary learning, offering accessibility, engagement, and authentic contextual examples. The twelve participants reported increased motivation due to the entertaining and accessible format, and demonstrated an improved understanding of vocabulary usage in authentic contexts. However, challenges include potential distractions from entertainment content and the need for additional strategies like note-taking and repetition for better retention. TikTok demonstrates significant potential as a supplementary tool for contextual vocabulary instruction, complementing rather than replacing formal classroom learning.​
Improving Students’ Writing Skills through Discovery Learning Model Andung, Loduvikus Irvan Humba Langa; Marsuki, Marsuki; Rosa, Chindy Hanggara
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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Abstract

This research aims to improve students' writing skills through the implementation of the Discovery Learning model. This model is designed to encourage students to be more active in the learning process by discovering concepts and knowledge independently through exploration, observation, and analysis. The research was conducted in 2024 involving students as research subjects. The research approach used was an experimental method with a pre-test and post-test design. Students were given writing tasks before and after the implementation of the Discovery Learning model to measure the improvement in their writing skills. The results showed that the application of the Discovery Learning model significantly improved students' writing skills. Students became more creative, able to develop ideas well, and more confident in compiling their writing. In conclusion, the Discovery Learning model is proven effective in improving students' writing skills. This approach can be applied widely to support English language learning, especially in the development of writing skills.
Improving Students Speaking Skills Through Role Play Strategy Guwa, Anjelita; Astuti, Endang Setiyo; Rosa, Chindy Hanggara
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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Abstract

This study aims to improve the speaking skills of Grade VIII students at SMPS St. Petrus Lokatadho through the implementation of the Role Play strategy. Previously, students faced difficulties in communicating fluently, lacked confidence, and frequently used their mother tongue due to monotonous teaching techniques. This research employed a Classroom Action Research design conducted in two cycles, utilizing both qualitative and quantitative data collection methods. The results demonstrated a significant improvement in students' speaking proficiency. The average score increased from 72.85 in Cycle I to 79.47 in Cycle II. Furthermore, the number of students achieving the success criteria rose from 12 students in the first cycle to 17 students in the second cycle. It is concluded that the Role Play strategy effectively motivates students, minimizes passivity, and enhances active involvement in speaking activities.
Co-Authors Andung, Loduvikus Irvan Humba Langa Astuti, Endang Setiyo Guwa, Anjelita Marsuki Marsuki, Marsuki suhartatik suhartatik