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All Journal Jurnal Bahasa dan Sastra ELT Forum: Journal of English Language Teaching Tonil, Jurnal Kajian Sastra, Teater dan Sinema Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching ELT Forum: Journal of English Language Teaching
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Earth & Planetary Sciences Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Students’ Perception of Instagram Reels as a Medium for Vocabulary Learning Ivada, Ega Nurdianis; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2041

Abstract

Learning English vocabulary is a very important foundation because it can strengthen English skills such as reading, writing, listening, and speaking. This study aims to determine how students perceive the use of Instagram Reels as a medium for learning vocabulary and what strategies students often use in learning vocabulary through Instagram Reels. This study uses a qualitative method containing Likert scale questionnaires and interviews with three participants. The data were collected from 15 students of the English Education Study Program. The results shows that students perceive Instagram Reels as interesting and easily accessible. The strategies commonly used are guessing the meaning of words and then translating them using a dictionary or digital translator and they frequently repeat the words and apply them in conversations or sentences. However, students rarely ask others about the meanings of unfamiliar words and plan and evaluate their vocabulary learning process.
The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations Isnani, Shinta; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2125

Abstract

Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Aryani, Oktianti Dwi Barata, Miftha Nugi Cahyani, Risma Putri Chairunnisa, Nadya Zulfa Chodhori, Mutiara Didit Kurniadi Fahrur Rozi Fitriari, Sri Wuli Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Mahanani, Dwi Herwindha Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Rahmawati, Yusi Saqifanty, Awanda Bramantika Sari, Woro Apriliana Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Sukma, Nahdia Sabrina Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah