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All Journal Al Ishlah Jurnal Pendidikan Edu-Ling: Journal of English Education and Linguistics
Lisa Rakhmanina
Universitas Prof. Dr. Hazairin, SH
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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THE USE OF ROLE PLAY TO IMPROVE STUDENTS’ SPEAKING SKILL Lisa Rakhmanina; Yuneva Yuneva
Edu-Ling: Journal of English Education and Linguistics Vol. 1 No. 1 (2017): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.986 KB)

Abstract

ABSTRACT This study was aimed at: (1) 1) finding out how the use of role play in improving the students` English speaking ability; and (2) finding out whether or not the use of role play was able to improve the quality of Students` English speaking in Midwifery Major in Medical InstitutionBengkulu, Indonesia. This study applied Classroom Action Research with two cycles. The instruments used to find out the data were observation, tests and interview. The calculation of the study was applying simple calculation, i.e. by finding out the means differences of the pre-test and post-tests in Cycle 1 and Cycle 2. The study result showed that role play was applied during the process of the teaching and learning in the classroom. It showed significant different on students` English achievement from pre-test to post-test in Cycle 2. It means that role play method could improve students` English speaking skill and couldalso motivate students to learn more.
TikTok-Integrated Project-based learning for EFL Speaking Development: A Qualitative Case Study in a Tertiary Context Lisa Rakhmanina; Arono Arono; Wisma Yunita; Melati Melati; Kosiah Jalbani
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9699

Abstract

While TikTok has been increasingly explored in education, its role as a central pedagogical artefact in Project-Based Learning (PjBL) for tertiary EFL speaking development remains underexamined. This study investigates how TikTok storytelling projects and reflective writing facilitate students’ speaking skills.A qualitative case study was conducted with 14 tertiary EFL students in Indonesia. Data were collected through classroom observations, student-produced TikTok videos, reflective writings, and instructional documents. Analysis employed Brown’s speaking descriptors to identify patterns in students’ speaking performance and development.The integration of TikTok as a project artefact promoted iterative speaking practice, peer rehearsal, and continuous reflection. Rather than uniform improvement, students exhibited varied speaking development, including enhanced inquiry, collaboration, and reduced speaking anxiety. The reflective phase was particularly significant, enabling students to recognize their communicative abilities and address psychological barriers to speaking.The findings highlight the pedagogical value of combining social media platforms with PjBL to create authentic, engaging, and low-anxiety learning environments. Reflection played a crucial role in consolidating learning and fostering self-awareness in language use.TikTok-mediated PjBL offers a promising approach to supporting tertiary EFL speaking development by integrating creativity, collaboration, and reflective practice. This study contributes a conceptually grounded framework for technology-enhanced language learning and suggests the need for further research on scalable and context-sensitive implementations.
Co-Authors Arono Arono Kosiah Jalbani Melati Melati Wisma Yunita Yuneva, Yuneva