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All Journal Media Didaktika Bhinneka: Jurnal Bintang Pendidikan dan Bahasa
ANITA DWI HAPSARI
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Investigating EFL Students’ Speaking Difficulties through Peer Feedback Comments on Tiktok Videos Siti Amsyiyah; Irmayani Irmayani; Anita Dwi Hapsari
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i2.1663

Abstract

Speaking skills are regarded as one of the most difficult skills to be acquired by EFL students, especially high school EFL students, because of language and psychological factors. This paper attempts to examine high school EFL students’ speaking difficulties as identified by peer feedback in TikTok speaking activities. Qualitative descriptive design was adopted in this study by involving 15 tenth-grade students in carrying out speaking activities in the form of recording TikTok video clips and commenting on their peers’ videos. The data obtained include speaking clips, peer feedback comments, and reflective statements of the participants, which were analyzed using a thematic analysis approach. The results found that there were four different types of speaking difficulties, namely fluency difficulties, pronunciation difficulties, organizational difficulties, and difficulties related to confidence and anxiety levels of students when conducting a speaking activity. This can be evidenced by the students’ hesitation, frequent pauses, mispronunciation, disorganized speaking, and lack of confidence when speaking. Peer feedback comments play an important role in discovering this problem pattern among high school EFL students.
Learner Motivation As A Moving Target: A Six-Month Study In A Rural English Course Muhammad Akhyar; Irmayani; Anita Dwi Hapsari
MEDIA DIDAKTIKA Vol. 12 No. 1 (2026): Desember 2025 - Mei 2026
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

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Abstract

This study investigates how motivation can evolve over time within a fee-based private English course in East Java, Indonesia. Most existing studies have focused on formal educational contexts, and we investigate the realities of what can happen when participation is completely voluntary, meaning learners can actively disengage from learning at any time. This was carried out using Dörnyei's L2 Motivational Self System and Self-Determination Theory frame for motivation, following 18 students aged between 9 to 15 over a period of six months. Data were gathered via reflective journals & semi-structured interviews. The study found motivation in this context was not static, with motivation varying according to how students perceive the class atmosphere, teacher behavior, activities and their own feelings of progression. While many students were influenced by their parents to sign up for the course, they continued to attend feeling that they were being supported and they could do it. Little moments when they received something as simple as praise or were able to successfully complete something had an impact on their motivation and as such, the little praise was not insignificant. If learners encountered a situation where a task felt too difficult, or they did not receive feedback, motivation was lost which sometimes meant they stopped attending. Younger learners appeared to be more affected by if the class felt enjoyable, as older learners began to care about their future aspirations more. The study concludes that in non-formal English education, emotional security and meaningful teacher-student relationships are more crucial than rigid curricula or disciplinary structures.
Co-Authors Irmayani Irmayani Irmayani Muhammad Akhyar Siti Amsyiyah