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ENHANCING STUDENTS’ SPEAKING PERFORMANCE THROUGH A DAY IN MY LIFE CONTENT’ ON Huka, Britshy Rosanadya; Basikin, Basikin; Ximenes, Adalciza Agusta; Manafe, Thedy Hardi; Relmasira, Mega Victoria; Kawai, Santi; Kesaulija, Anggelvania Liany
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41237

This study investigates the effectiveness of using "A Day in My Life" content on TikTok to improve the speaking performance of eleventh-grade tourism department students at SMK Bahari Ambon. Despite the growing popularity of ICT tools in education, many students still struggle with speaking skills, particularly in contexts that require confidence and fluency. This research aimed to determine how TikTok, as an innovative educational tool, could impact students' speaking abilities. The study involved 27 students and was conducted over three cycles, utilising a mixed-method approach that included project presentations as tour guides, video projects at tourist attractions in Ambon, observation checklists, interviews, and scripts of tourist attractions. The findings revealed a significant improvement in students' speaking skills, with average scores increasing from 48 in the first cycle to 71.5 in the second cycle and reaching 97.7 in the third cycle. Descriptive data showed that using TikTok enhanced students' confidence, reduced their fear of making mistakes, and encouraged continuous practice. Both quantitative and qualitative results highlighted the importance of consistent speaking practice, appropriate media use, and engaging classroom activities in improving speaking performance. The study concludes with implications for educators and suggests that integrating "A Day in My Life" content on TikTok is an effective strategy for enhancing students' speaking performance in the tourism department.

ENHANCING STUDENTS’ SPEAKING PERFORMANCE THROUGH A DAY IN MY LIFE CONTENT’ ON Huka, Britshy Rosanadya; Basikin, Basikin; Ximenes, Adalciza Agusta; Manafe, Thedy Hardi; Relmasira, Mega Victoria; Kawai, Santi; Kesaulija, Anggelvania Liany
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41237

This study investigates the effectiveness of using "A Day in My Life" content on TikTok to improve the speaking performance of eleventh-grade tourism department students at SMK Bahari Ambon. Despite the growing popularity of ICT tools in education, many students still struggle with speaking skills, particularly in contexts that require confidence and fluency. This research aimed to determine how TikTok, as an innovative educational tool, could impact students' speaking abilities. The study involved 27 students and was conducted over three cycles, utilising a mixed-method approach that included project presentations as tour guides, video projects at tourist attractions in Ambon, observation checklists, interviews, and scripts of tourist attractions. The findings revealed a significant improvement in students' speaking skills, with average scores increasing from 48 in the first cycle to 71.5 in the second cycle and reaching 97.7 in the third cycle. Descriptive data showed that using TikTok enhanced students' confidence, reduced their fear of making mistakes, and encouraged continuous practice. Both quantitative and qualitative results highlighted the importance of consistent speaking practice, appropriate media use, and engaging classroom activities in improving speaking performance. The study concludes with implications for educators and suggests that integrating "A Day in My Life" content on TikTok is an effective strategy for enhancing students' speaking performance in the tourism department.

The Epistemological Teacher-beliefs Towards the Implementation of Written Corrective Feedback (WCF) in ELT: A Systematic Literature Review Manafe, Thedy Hardi; Hoinbala, Festif Rudolf
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.50

Epistemological beliefs are "individual interpretations (beliefs) about knowledge and understanding," Epistemological teachers' beliefs refer to instructors' views on how knowledge is acquired. Teachers' EB is essential in how a teacher evaluates knowledge, justifies the organization and source of information, and, more broadly, how the learning process develops. Therefore, this Systematic Literature Review (SLR) study aims to explore the epistemological beliefs of teachers or educators in the implementation of Written Corrective Feedback in English Language Teaching (ELT) context from multiple existing literatures. There are various results found in this study, such as that the epistemological beliefs cover four categories: necessity and effectiveness, focus, strategy, and scope, teachers' and students' responsibility in WCF, and the teachers' epistemological beliefs in the term of giving WCF in order to improve students writing skills in ELT context.

EFL Students’ Hybrid Learning Experiences in Post-Pandemic Indonesia Manafe, Thedy Hardi; Hidayati , Sari; Ikramunnisa, Erica; Gobel, Megi Sepriyanti
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/5ysr6e21

In Indonesia’s post-pandemic university context, where Hybrid Learning (HL) remains implemented in particular EFL Master’s courses, understanding how students experience and participate in a classroom that combines online and offline learning has become increasingly important. To explore EFL students’ overall experiences and participation in HL in a post-pandemic Indonesian context, focusing on how they perceived its strengths through their best experiences, how they perceived the challenges, and how they critically reflect on the challenges into suggestions for better implementation of HL. This study used a qualitative case study design with five EFL master’s students. Data were collected through semi-structured interviews and analyzed using Broun and Clarke’s thematic analysis. Member checking was conducted to ensure accuracy and credibility in capturing students’ HL experiences in the post-pandemic context. The findings showed that hybrid learning offered valuable flexibility and supported students with diverse backgrounds, allowing them to participate according to their needs and circumstances. However, they also faced challenges, particularly unstable internet connectivity and difficulty maintaining focus. To improve HL, students suggested stronger internet support, clear and balanced online-offline teaching, and more interactive teaching approaches. This study offers valuable insights into post-pandemic EFL education by showing that hybrid learning, when supported with improved infrastructure and thoughtful pedagogical design, can meaningfully enhance flexibility, learners' autonomy, and equitable participation for diverse student groups.

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