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This Author published in this journals
All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Pendidikan Indonesia (Japendi)
Seful Bahri
Universitas Negeri Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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English Education Students' Perceptions of the Use of TikTok's Speak Fast Challenge for Improving Speaking Skills (A Case Study on the 8th-Semester Students) Vina Citra Tri Maulia; Seful Bahri
Jurnal Pendidikan Indonesia Vol. 6 No. 6 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i6.7896

Abstract

TikTok is a short video-based social media that has recently become very popular and widely used by people worldwide. TikTok can not only be used as an entertainment medium but can also be utilized as a learning medium, including improving speaking skills. This study explores English education students' perception of the use of TikTok's Speak Fast Challenge to improve speaking skills. Using a qualitative case study research design, data were collected through in-depth interviews and observations of six eighth-semester English education students at Universitas Negeri Semarang. The data obtained were analyzed qualitatively using thematic analysis. The results of this study show that the students gave a positive perception. They found it interesting, fun, not boring, flexible, and motivating. It helped them improve their speaking fluency, speed, pronunciation, and confidence. However, the students also faced challenges, including a lack of confidence, difficulty following the fast tempo, slow internet connection, low video quality, and an unconducive environment. Despite its shortcomings, the Speak Fast Challenge shows potential as a learning support tool to improve speaking.
English Education Students' Perceptions of the Use of TikTok's Speak Fast Challenge for Improving Speaking Skills (A Case Study on the 8th-Semester Students) Vina Citra Tri Maulia; Seful Bahri
Jurnal Pendidikan Indonesia Vol. 6 No. 6 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i6.7896

Abstract

TikTok is a short video-based social media that has recently become very popular and widely used by people worldwide. TikTok can not only be used as an entertainment medium but can also be utilized as a learning medium, including improving speaking skills. This study explores English education students' perception of the use of TikTok's Speak Fast Challenge to improve speaking skills. Using a qualitative case study research design, data were collected through in-depth interviews and observations of six eighth-semester English education students at Universitas Negeri Semarang. The data obtained were analyzed qualitatively using thematic analysis. The results of this study show that the students gave a positive perception. They found it interesting, fun, not boring, flexible, and motivating. It helped them improve their speaking fluency, speed, pronunciation, and confidence. However, the students also faced challenges, including a lack of confidence, difficulty following the fast tempo, slow internet connection, low video quality, and an unconducive environment. Despite its shortcomings, the Speak Fast Challenge shows potential as a learning support tool to improve speaking.
Enhancing EFL Reading Comprehension through the Jigsaw Technique: A Systematic Review Nuranisa Panggabean; Seful Bahri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3207

Abstract

Numerous studies have examined reading comprehension in English as a Foreign Language (EFL) classroom; however, inconsistencies remain regarding the effectiveness of cooperative learning strategies, particularly in fostering social interaction and individual responsibility. Although the jigsaw technique has frequently been recommended, few studies have explored how its core aspects influence reading outcomes. This study aims to investigate, through a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, how the application of the jigsaw technique improves reading comprehension in EFL classrooms. A total of 24 relevant articles published between 2016 and 2025 were selected and systematically analyzed. The findings reveal two main aspects of the jigsaw technique’s implementation in the classroom: (1) building new knowledge through discussion and exchanging opinions, and (2) fostering a sense of individual responsibility in cooperative learning. The implications of these findings are that teachers can implement the jigsaw technique as a learning strategy to sharpen students’ reading comprehension by leveraging the aspects of collaborative discussion and individual responsibility inherent in the learning process.
Co-Authors Nuranisa Panggabean Vina Citra Tri Maulia