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The Correlation Between Students’ Exposure to English Content on TikTok and Their Speaking Confidence Rifa Azmi Fadhillah; Yeni Rahmawati; Ade Ismail Ramadhan Hamid
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/nfg1ex98

This study investigated the correlation between exposure to English-language content on TikTok and the speaking confidence of English as a Foreign Language (EFL) learner. In the digital age, platforms like TikTok offer abundant informal exposure to authentic English input, yet its specific impact on affective factors like speaking confidence remains underexplored. Using a quantitative correlational design, data were collected via a questionnaire from 157 undergraduate students in the English Education Department at Universitas Muhammadiyah Kalimantan Timur. The instruments demonstrated high reliability (Cronbach’s Alpha > 0.91). Data analysis using Spearman’s rho revealed a significant positive correlation between the frequency of watching English TikTok content and self-reported speaking confidence (r = 0.608, p < 0.001). The findings suggest that even passive, informal exposure to English on social media is associated with higher levels of speaking confidence among learners. This study concludes that TikTok can serve as a supplementary informal learning resource that positively influences the affective domain of language learning. It recommends that educators acknowledge and potentially guide students’ use of such platforms to foster a more confident learning environment. Keywords: Digital Media, English as a Foreign Language, Informal Learning, Speaking Confidence, TikTok

Students’ Views on the Use of Duolingo to Support Reading Comprehension Tasa Salsabilah; Dzul Rachman; Yeni Rahmawati
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.v8i1.2289

This study investigates students' perceptions of Duolingo as an ICT-based tool for supporting reading comprehension in English as a foreign Language (EFL) education. While prior research has extensively investigated mobile-assisted language learning, fewer studies have analytically explored how Duolingo shapes students' cognitive and affective engagement in reading-related activities within the context of Indonesian higher education. This study employed a mixed-methods methodology with 54 first-semester English Education students at Universitas Muhammadiyah Kalimantan Timur to address this gap. Data were collected through questionnaires and semi-structured interviews and analyzed employing descriptive and thematic techniques. The results indicate that students typically perceive Duolingo as accessible and interesting for reading practice, though its educational efficacy seems constrained by material simplicity and reliance on consistent internet connectivity. The study demonstrates that Duolingo can serve as a supplementary tool rather than a substitute for formal education, highlighting the complex role of gamified mobile platforms in encouraging reading engagement and supporting learner autonomy in EFL contexts

The Correlation Between Students’ Exposure to English Content on TikTok and Their Speaking Confidence Rifa Azmi Fadhillah; Yeni Rahmawati; Ade Ismail Ramadhan Hamid
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/nfg1ex98

This study investigated the correlation between exposure to English-language content on TikTok and the speaking confidence of English as a Foreign Language (EFL) learner. In the digital age, platforms like TikTok offer abundant informal exposure to authentic English input, yet its specific impact on affective factors like speaking confidence remains underexplored. Using a quantitative correlational design, data were collected via a questionnaire from 157 undergraduate students in the English Education Department at Universitas Muhammadiyah Kalimantan Timur. The instruments demonstrated high reliability (Cronbach’s Alpha > 0.91). Data analysis using Spearman’s rho revealed a significant positive correlation between the frequency of watching English TikTok content and self-reported speaking confidence (r = 0.608, p < 0.001). The findings suggest that even passive, informal exposure to English on social media is associated with higher levels of speaking confidence among learners. This study concludes that TikTok can serve as a supplementary informal learning resource that positively influences the affective domain of language learning. It recommends that educators acknowledge and potentially guide students’ use of such platforms to foster a more confident learning environment. Keywords: Digital Media, English as a Foreign Language, Informal Learning, Speaking Confidence, TikTok

THE CORRELATION BETWEEN DIGITAL LITERACY AND ENGLISH READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS Agustiani Wijayanti; Yeni Rahmawati; Khusnul Khatimah
Edukasi: Jurnal Pendidikan Vol 24 No 1 (2026): Edukasi: Jurnal Pendidikan
Publisher : LPPM Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/edukasi.v24i1.10470

This research investigated the association between digital literacy and English reading proficiency among senior high school students within a technology-supported learning context. Using a quantitative correlational approach, the study involved 59 eleventh-grade students from a public high school in East Kalimantan who were selected through simple random sampling. Data collection employed two instruments: a digital literacy survey and an English reading comprehension assessment. The collected data were processed using both descriptive and inferential statistical techniques with IBM SPSS Statistics. To satisfy the requirements for parametric testing, normality and linearity analyses were conducted beforehand. The Pearson correlation test identified a moderate yet significant positive relationship between the variables (r = 0.412, p = 0.001). These results indicate that students who demonstrate stronger digital literacy skills are more likely to achieve higher levels of English reading comprehension. The findings reinforce the value of incorporating digital literacy development into English instruction to support reading achievement in contemporary, technology-enhanced educational settings.

Edukasi Gaya Hidup Sehat Untuk Meningkatkan Literasi Kesehatan Siswa SMK Devi Andreawati; Agustiyani Wijayanti; Nak Mas Ashim Hanif; Atikawati Fadhillah; Muhammad Rio Satriananta; Nur Aminullah; Yeni Rahmawati; Januar Abdillah Santoso
TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat Vol. 6 No. 1 (2026): TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat (Januari)
Publisher : Fakultas Teknik, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tekiba.v6i1.6727

This study aims to describe the level of healthy lifestyle practices and health literacy among students at SMK Negeri 2 Tenggarong as a basis for strengthening adolescent health promotion programs. A descriptive quantitative design was employed using a questionnaire consisting of four key indicators: healthy eating habits, physical activity, rest and mental health, as well as hygiene and healthy behavior. A total of 192 students participated as respondents and completed a four-point Likert scale questionnaire. The results indicate that most students demonstrated moderate to high levels of healthy lifestyle practices. In terms of eating habits, the majority reported regular breakfast consumption, adequate intake of fruits and vegetables, and limited consumption of sugary drinks. Students also showed good physical activity levels, with many actively engaging in sports and daily movement. The rest and mental health indicator revealed that most students had sufficient sleep duration and stable emotional conditions, although late-night gadget use remained an issue for some. Hygiene practices were generally high, reflecting strong awareness of personal and environmental cleanliness. Overall, the findings suggest that students' health literacy is relatively good, yet continuous reinforcement through school-based socialization and educational interventions is needed to ensure consistent and sustainable healthy behaviors.

The Correlation Between Self-confidence and Speaking Ability among International Management Students Nalma Chintia; Yeni Rahmawati; Khusnul Khatimah
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2636

Statistical evidence from this study confirms a moderate positive link between self-confidence and speaking ability (), demonstrating that students with stronger confidence generally communicate better in English. Investigating this relationship is crucial because many EFL learners struggle to express themselves verbally in academic contexts due to self-doubt. To explore this psychological dynamic, a quantitative correlational study was conducted with International Management students at Universitas Muhammadiyah Kalimantan Timur. Out of a 120-student population across the 2023, 2024, and 2025 cohorts, 112 participants filled out questionnaires measuring self-confidence and speaking skills. The collected responses were processed via SPSS, covering validity, reliability, normality, descriptive metrics, and Spearman's rho correlation. Because higher confidence correlates with clearer oral expression, language educators should adopt classroom activities that build student confidence while offering frequent chances for authentic practice.

The Impact of Disneysong Authentic Audiovisual Content on EFL Students’ Listening Comprehension Elsa Purnama Suri; yeni rahmawati; Nurwadani abdul wahid; shafira asti agmal; Dzul Rachman; Khusnul Khatimah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/k7ra9935

This study investigated the impact of authentic comprehension and explored their perceptions of its implementations. Utilizing a quantitative pre-experimental approach with a one-grup pretest-posttest design, the study sampled fourth semester English Language Education Undergraduate Students (N =34) at the Muhammadiyah University of East Kalimantan (UMKT) who possessed intermediate TOEFL Listening scores. Data were collected through a 40-item objective listening test administered before and after a four-session instructional treatment, alongside a 4-point Likert scale perception questionnaire. A paired- sample t-test conducted in SPSS revealed a statistically significant improvement in listening proficiency, with the mean score drastically increasing from 55.51 in the pre-test to 83.31 in the post-test ($t = -10.283$, $p = 0.000$). Questionnaire findings further confirmed highly positive student perceptions (>90% agreement across all indicators), with the affective dimension (interest and motivation) scoring the highest, while the accessibility dimension highlighted minor technical hurdles related to internet dependency (10% disagreement). The study concludes that authentic Disney audiovisual content serves as an effective, adaptive, and anxiety-reducing instructional tool capable of optimizing listening outcomes in higher education classrooms. Keywords: Authentic Audiovisual Content, Cognitive Theory of Multimedia Learning, Disney songs, EFL Students, Listening Comprehension

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