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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

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

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.

English Education Teaching Practice Program: Classroom Interaction and Classroom Language Analysis Nuroida Ainun Azizah; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/hgeccr22

This paper aimed to fill this gap by analyzing the forms of interaction during classroom learning among English Education students while they were conducting teaching practice in junior high schools for a period of two months. The researchers used a quantitative descriptive approach to analyze seven teaching videos ranging from fifty minutes to one hour in length using Flanders Interaction Analysis Categories (FIAC, 1970) and Salaberri's (1995) eight classroom language categories. Data were coded using Microsoft Excel and were analyzed using SPSS to find the frequency, mean, and proportion of occurrence. The key findings show that interactions were dominated by teacher-dominated or direct influence, with an average of (68.83%, SD=13.61) and indirect influence, with an average of (31.17%), with only one video focusing on student-centred interaction (I/D ratio=1.11%). Between Salaberri's (1995) categories, the spontaneous situation category was dominant (48.78%), followed by social interaction (18.36%) and basic instruction (13.09%), whereas error handling was not found at all or was non-existent (0%). These findings indicate that prospective teachers are overly reliant on direct instructional use of language, which limits opportunities for communication. The conclusions of this study can be used to inform teacher training programs to improve indirect influence strategies and error correction skills for a more effective EFL classroom interaction. Keywords: Classroom Language, Classroom Interaction, EFL Indonesia, Teaching Practice, Preservice Teachers

English Education Teaching Practice Program: Classroom Interaction and Classroom Language Analysis Nuroida Ainun Azizah; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/hgeccr22

This paper aimed to fill this gap by analyzing the forms of interaction during classroom learning among English Education students while they were conducting teaching practice in junior high schools for a period of two months. The researchers used a quantitative descriptive approach to analyze seven teaching videos ranging from fifty minutes to one hour in length using Flanders Interaction Analysis Categories (FIAC, 1970) and Salaberri's (1995) eight classroom language categories. Data were coded using Microsoft Excel and were analyzed using SPSS to find the frequency, mean, and proportion of occurrence. The key findings show that interactions were dominated by teacher-dominated or direct influence, with an average of (68.83%, SD=13.61) and indirect influence, with an average of (31.17%), with only one video focusing on student-centred interaction (I/D ratio=1.11%). Between Salaberri's (1995) categories, the spontaneous situation category was dominant (48.78%), followed by social interaction (18.36%) and basic instruction (13.09%), whereas error handling was not found at all or was non-existent (0%). These findings indicate that prospective teachers are overly reliant on direct instructional use of language, which limits opportunities for communication. The conclusions of this study can be used to inform teacher training programs to improve indirect influence strategies and error correction skills for a more effective EFL classroom interaction. Keywords: Classroom Language, Classroom Interaction, EFL Indonesia, Teaching Practice, Preservice Teachers

EFL Students’ Perceptions of Quillbot as a Paraphrasing Tool to Prevent Plagiarism in Academic Writing Hindriana, Aprilia Devi; Hapsari, Christianti Tri
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Students required to produce plagiarism-free work when writing for academic purposes; therefore this study aims to explore students’ perceptions of QuillBot as a paraphrasing tool to prevent plagiarism and the challenges they face when utilizing it in academic writing. Thirty seventh-semester English Language Education Study Program students from Universitas Negeri Semarang participated in this qualitative study. Data were collected through questionnaires distributed to all participants and interviews with six participants who were purposefully chosen based on their questionnaire responses. The findings reveal that students have a positive perception toward using QuillBot in academic writing. QuillBot is considered capable of reducing text similarity to the original source, speeding up the paraphrasing process, increasing productivity, simplifying complex sentences, and boosting student’s confidence in producing plagiarism-free work. This study also identified several challenges that students encountered when using QuillBot, including limitations with free accounts and paraphrased results that were sometimes out of context. This study implies that integrating guided instruction on the effective use of QuillBot can help students develop academic writing skills; however, further research is needed to gain a better understanding of the impact of using the QuillBot paraphrasing tool on student academic writing development.

Valorant as a Digital Game-Based Platform for EFL Speaking Practice: A Mix-Methods Study of Learner Perceptions Ardanna, Satrio Febrian; Hapsari, Christianti Tri
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1271

This study explores EFL learners’ perceptions of using Valorant as a medium for developing speaking skills in an EFL context. While digital game-based learning has been widely studied, the use of commercial multiplayer games for spontaneous English speaking practice remains underexplored. This study employs a mixed-methods design involving 20 questionnaire respondents and five participants in semi-structured interviews. Data were collected through close-ended questionnaires and follow-up interviews. The questionnaire data were analyzed using descriptive statistics (frequencies and percentages), while the interview data were analyzed using thematic analysis within an interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that voice chat in Valorant is perceived as a useful and engaging tool for practicing English speaking, particularly in improving fluency, confidence, and real-time communication. It is also considered relatively easy to use, although challenges related to communication clarity and limited vocabulary persist. Additionally, playing Valorant enhances learners’ motivation to use English through both intrinsic and extrinsic factors. However, learning practices tend to be informal, relying on spontaneous strategies such as listening, imitation, and repetition rather than structured planning. In conclusion, Valorant demonstrates strong potential as a complementary tool for supporting EFL speaking development, particularly when integrated into Computer-Assisted Language Learning (CALL) or informal learning frameworks, although its effectiveness depends on individual differences.

University Students' Perceptions on Using Quizlet Digital Flashcards to Learn English Vocabulary Rusydina Khumaida; Christianti Tri Hapsari
Journal of Social Research Vol. 5 No. 6 (2026): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i6.3166

English vocabulary is a fundamental component of language proficiency, yet many university students find conventional memorization methods ineffective and demotivating. The rise of digital learning tools, such as Quizlet, has introduced new possibilities for engaging vocabulary instruction; however, research specifically examining university students' perceptions of Quizlet in the EFL context remains limited. This study aims to investigate how university students perceive the use of Quizlet digital flashcards to learn English vocabulary and to identify the vocabulary learning strategies they employ through the application. A qualitative research design was adopted, with data collected from 20 English Education university students (Semester 8) at a university in Semarang through a 20-item closed-ended Likert-scale questionnaire and semi-structured interviews with three purposively selected participants. Data were analyzed using the Miles and Huberman qualitative data analysis model and interpreted through Davis's (1989) Technology Acceptance Model (TAM) and Schmitt's (1997) Vocabulary Learning Strategies (VLS) framework. The findings reveal that students hold highly positive perceptions of Quizlet's system design, ease of use, usefulness, and attitude toward use; however, a significant attitude-behavior gap was identified, as many students do not use Quizlet regularly despite their favorable perceptions. Regarding vocabulary learning strategies, students actively employ determination, social, and memory strategies, with flashcard-based long-term retention receiving the strongest endorsement. Cognitive strategies involving multi-modal practice were also evident, while metacognitive strategy use revealed high self-evaluation but low proactive study planning. These findings suggest that Quizlet is a promising supplementary EFL vocabulary learning tool, most effective when integrated into structured, instructor-guided pedagogical activities.

Parental Roles in Supporting Vocabulary Learning Through YouTube Kids Layla Shofiana, Khelin; Hapsari, Christianti Tri
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v19i1.32389

This study investigates the roles of parents in supporting young learners' English vocabulary learning through YouTube Kids in home-based EFL settings. Using a qualitative descriptive design, data were collected through semi-structured interviews with eight purposively selected parents and analyzed using Braun and Clarke's thematic analysis. The findings revealed four interconnected themes: parents as learning facilitators, language mediators, digital supervisors, and individuals who navigate various challenges in supporting children's vocabulary learning. Parents actively selected educational content, explained unfamiliar vocabulary, encouraged vocabulary practice, supervised children's digital media use, and created supportive home learning environments. Although parents encountered challenges, including limited time, children's digital distractions, and limited English proficiency, they continuously adapted their mediation practices to support children's learning. The findings demonstrate that the educational value of YouTube Kids depends not only on the availability of digital content but also on purposeful parental mediation. This study contributes to the growing literature on technology-assisted language learning by providing a deeper understanding of parental mediation practices in home-based EFL contexts and offering practical insights for parents, educators, and educational content developers.

Discourse Markers in Nate Bargatze’s Extended Interview on CBS Sunday Morning Anggi Cahyani Pramudita; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wh1s9338

This study aimed to analyze the use of discourse markers (DMs) in a media interview titled Extended Interview: Comedian Nate Bargatze, published on the CBS Sunday Morning YouTube channel. The focus of this study is to identify discourse markers in the interview and classify them based on type and function. A qualitative descriptive method was employed, with data collected from the transcript of the interview video. The data were analyzed using Fraser’s (2009) framework to identify discourse marker types and Crible and Degand’s (2019) framework to examine their functions. The findings show that three types of discourse markers, which are elaborative, inferential, and contrastive marker, were found a total of 413 times. Elaborative markers appeared most frequently, with 224 occurrences, followed by inferential markers with 92 occurrences and contrastive markers with 56 occurrences. Furthermore, eight discourse marker functions were identified: addition, consequence, reduction, contrast, temporal, condition, alternative, and concession. In conclusion, discourse markers in interviews play an important role in maintaining coherence, organizing conversation, and sustaining the flow of interaction. Keywords: Discourse Markers, Media Interview, Spoken Discourse

English Major Students' Perceptions of Dialogue Practice in Improving Vocabulary Mastery at Universitas Negeri Semarang Dewanti Mira Ardani; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/b9t5vm78

This study aimed to examine students' perception of the use of dialogue practice in vocabulary learning in the English Education Study Program. This study uses a qualitative descriptive research design with participants selected through purposive sampling techniques. Data was collected through questionnaires and semi-structured interviews. Questionnaire data was analyzed using descriptive statistics, while interview data was analyzed qualitatively to support and explain quantitative findings. The results of the study showed that students had a positive perception of the use of dialogue practice as a vocabulary learning strategy. Most students agree that dialogue practice increases motivation, interest, and positive attitudes in vocabulary learning because it allows for the direct use of new vocabulary in meaningful communication. In terms of implementation in the classroom, dialogue practice is perceived as an interactive and collaborative activity with clear learning objectives. However, some students still feel initial discomfort in using new vocabulary for fear of making mistakes, although these feelings diminish as the intensity of the practice increases. Regarding vocabulary knowledge, dialogue practice helps students understand vocabulary contextually, including pronunciation, word meaning, and the appropriate use of vocabulary in sentences. Dialogue practice is perceived as an effective approach in vocabulary learning because it integrates cognitive, affective, and social aspects in language learning. This study recommends the application of dialogue practice in English learning as an effort to improve vocabulary mastery and active language use. Keywords: Dialogue Practice, EFL Learning, Vocabulary Learning, Student Perception, Vocabulary Mastery

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