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The Relationship Between Auditory Learning Strategies and English Achievement of English Education Students Abdi Aldio Saputra; Sudarman; Rani Herning Puspita; Yeni Rahmawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5236

Listening is a fundamental skill in English Education programs, as it enables students to understand lectures, follow instructions, and participate effectively in academic discussions. However, many students still experience difficulties in achieving satisfactory listening performance, which may be related to how they apply learning strategies during listening activities. Among various learning strategies, auditory learning strategies are particularly relevant because they emphasize learning through spoken input. This study aimed to examine the application of auditory learning strategies and their relationship with English listening achievement among English Education students. A quantitative correlational design was employed, involving 63 students from Universitas Muhammadiyah Kalimantan Timur. Data on auditory learning strategies were collected using a questionnaire with a four-point Likert scale, while listening achievement data were obtained from students’ official listening course scores. Descriptive statistics and Pearson Product–Moment correlation analysis were used for data analysis. The findings indicate that students actively apply auditory learning strategies across several strategy categories, with specific items achieving the highest total points in each section. The results also reveal a very strong and statistically significant positive relationship between auditory learning strategies and English listening achievement. These findings suggest that consistent engagement in auditory learning strategies is closely associated with better listening achievement in academic contexts.

Students’ Perceptions Toward the Use of TikTok as a Digital Learning Tool in Learning English Vocabulary At SMAN 1 Loa Janan Muhammad Zaidan Adi Putra; Ade Ismail Ramadhan Hamid; Rani Herning Puspita
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5344

This study aims to investigate students' perceptions toward the use of TikTok as a digital learning tool in learning English vocabulary at SMAN 1 Loa Janan. The background of this study is based on the challenges students face in mastering English vocabulary despite years of formal instruction. In the digital era, TikTok has emerged as a popular social media platform among students and shows potential as an educational tool. However, students' perceptions toward using TikTok for vocabulary learning have not been clearly identified, particularly in Indonesian senior high schools. This study uses a quantitative descriptive research design with a questionnaire as the primary data collection instrument. There were 32 students from class X-3 participating in the study. Data collection was conducted through a Likert-scale questionnaire consisting of 15 items measuring students' perceptions across four dimensions: perceived usefulness, perceived ease of use, learning interest, and learning engagement. The results showed that the questionnaire was valid (Corrected Item-Total Correlation values ranging from 0.756 to 0.867, all exceeding 0.30) and highly reliable (Cronbach's Alpha = 0.970). Descriptive statistical analysis revealed a mean perception score of 49.69 (SD = 14.16), which falls within the moderate perception category. The scores ranged from 19 to 75, indicating considerable variability in students' perceptions. Thus, students generally hold moderately positive perceptions toward TikTok as a digital learning tool for vocabulary learning, though significant individual differences exist. These findings provide valuable insights for educators seeking to integrate social media platforms into language teaching practices.

The Perception of Morphological Awareness on Reading Comprehension in EFL Students: A Study on University-Level Strategies for Morphological Processing in Reading Zidan Erky; Dzul Rachman; Rani Herning Puspita; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14409

This study investigates the perception of morphological awareness and its relationship to reading comprehension among EFL university students using a mixed-methods approach. A total of 57 participants completed questionnaires and reading comprehension tests, followed by interviews with 5 selected respondents. The quantitative findings revealed that students generally held positive perceptions of morphological awareness, with mean scores ranging from 2.84 to 3.28, and demonstrated strong reading comprehension performance (M = 80.24, SD = 6.014). A Pearson correlation analysis showed a statistically significant but modest positive relationship between morphological awareness and reading comprehension (r = 0.293, p = 0.027), and the questionnaire used had acceptable internal consistency (Cronbach’s Alpha = 0.744). The qualitative results reinforced these findings by illustrating that students frequently used morphological strategies such as word decomposition and contextual guessing to make sense of unfamiliar words. Participants also expressed that these strategies enhanced their reading confidence and reduced reliance on dictionaries or translation tools. Furthermore, many students advocated for greater emphasis on morphological instruction in English reading classes, especially in academic settings. These results suggest that morphological awareness contributes meaningfully to EFL learners’ reading development and supports the integration of morphology-based strategies in language education curricula.

Teaching English in Junior High School in Southern Thailand: Challenges Experienced by Pre-service Indonesian Teachers Lutvia Lutvia; Khusnul Khatimah; Rani Herning Puspita
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/j2a0e239

This study investigated the obstacles faced by Indonesian pre-service English teachers during their teaching practicum and the underlying causes at junior high schools in Southern Thailand. Semi-structured interviews were conducted with three Indonesian pre-service English teachers undertaking their practicum at junior high schools in Southern Thailand to gather qualitative case study data. Six interconnected categories of issues exist: linguistic barriers (students' restricted vocabulary and pronunciation difficulties stemming from Thai, Malay, and Patani Malay); communication barriers (language disparities and dependence on translation); psychological barriers (students' apprehension regarding errors); and classroom engagement challenges (disinterest and diminished focus due to multilingual cognitive processes). Five contributing factors included restricted English exposure beyond the classroom, first language influence resulting in phonological interference, a curriculum-proficiency mismatch leading to systemic barriers, monotonous teacher-centered methodologies with insufficient learning media, and structural constraints such as time and facilities. Southern Thailand possesses a multitude of languages, rendering it distinctive within Thai EFL. Students were required to attain proficiency in Thai, Malay, Patani Malay, and Arabic before acquiring English as a fifth language. The results indicated that challenges in multilingual education are systemic, necessitating context-specific pedagogical approaches, enhanced training for novice educators, curriculum modifications to align with students' proficiency levels, and improved institutional support for junior high school teaching, including time and technological resources. Keywords: English Teaching Challenges, Pre-service Teachers, Southern Thailand

The Role Of Duolingo In Developing Students’ Listening Skills: Students’ Voices Saltha Aulia Alpika; Dzul Rachman; Rani Herning Puspita
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
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.v8i1.2283

Information and Communication Technology (ICT) has become a fundamental element of English as a Foreign Language (EFL) training, especially via Mobile-Assisted Language Learning (MALL) applications that enhance listening comprehension. Although prior studies have extensively documented the efficacy of Duolingo for general language acquisition, empirical research that rigorously investigates its impact on listening comprehension in the context of Indonesian higher education is few. This study sought to examine the efficacy of Duolingo in improving EFL students' listening comprehension, emphasizing both educational outcomes and learner experiences. This research utilized a mixed-methods approach, incorporating surveys and semi-structured interviews with first-semester undergraduate English as a Foreign Language students. Quantitative data were subjected to descriptive analysis, while qualitative data underwent thematic analysis to facilitate data triangulation. The results demonstrated that Duolingo effectively facilitated students' listening comprehension via repeated audio exposure, incremental task advancement, vocabulary guidance, and gamified elements that increased motivation and engagement. Students additionally indicated enhancements in pronunciation awareness and general English proficiency. The study, however, revealed significant problems, notably with robotic and unnatural speech, irregular speaking tempo, and restricted exposure to genuine hearing input.This study provides empirical evidence indicating that Duolingo serves most effectively as an adjunct listening tool when combined with classroom instruction, rather than as a standalone learning medium. These findings offer pedagogical implications for the incorporation of MALL applications in EFL listening instruction within Indonesian higher education

Teaching English in Junior High School in Southern Thailand: Challenges Experienced by Pre-service Indonesian Teachers Lutvia Lutvia; Khusnul Khatimah; Rani Herning Puspita
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/j2a0e239

This study investigated the obstacles faced by Indonesian pre-service English teachers during their teaching practicum and the underlying causes at junior high schools in Southern Thailand. Semi-structured interviews were conducted with three Indonesian pre-service English teachers undertaking their practicum at junior high schools in Southern Thailand to gather qualitative case study data. Six interconnected categories of issues exist: linguistic barriers (students' restricted vocabulary and pronunciation difficulties stemming from Thai, Malay, and Patani Malay); communication barriers (language disparities and dependence on translation); psychological barriers (students' apprehension regarding errors); and classroom engagement challenges (disinterest and diminished focus due to multilingual cognitive processes). Five contributing factors included restricted English exposure beyond the classroom, first language influence resulting in phonological interference, a curriculum-proficiency mismatch leading to systemic barriers, monotonous teacher-centered methodologies with insufficient learning media, and structural constraints such as time and facilities. Southern Thailand possesses a multitude of languages, rendering it distinctive within Thai EFL. Students were required to attain proficiency in Thai, Malay, Patani Malay, and Arabic before acquiring English as a fifth language. The results indicated that challenges in multilingual education are systemic, necessitating context-specific pedagogical approaches, enhanced training for novice educators, curriculum modifications to align with students' proficiency levels, and improved institutional support for junior high school teaching, including time and technological resources. Keywords: English Teaching Challenges, Pre-service Teachers, Southern Thailand

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