Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Educate : Journal of Education and Learning Young Journal of Social Sciences and Humanities
Diana Dian Sari Tampubolon
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of Semantic Ambiguity on Second Language Learners' Comprehension Diana Dian Sari Tampubolon; Damanik , Bernieke Anggita Ristia
Young Journal of Social Sciences and Humanities Vol. 1 No. 2 (2025): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

This paper aims to examine the effect of semantic ambiguity on reading comprehension in second language (L2) learners. The type of research used is a literature study with a qualitative descriptive approach, which refers to various relevant sources that discuss lexical and structural ambiguity in the process of learning English as a foreign language. The findings in this study explain that semantic ambiguity significantly hinders reading comprehension, especially when learners encounter unfamiliar vocabulary or sentence structures with multiple meanings. Lexical ambiguity tends to be more difficult than structural ambiguity due to limited vocabulary acquisition and students' tendency to understand literal meaning. In addition, the lack of contextualized reading strategies exacerbates misunderstandings. Therefore, lessons that emphasize the practice of identifying and interpreting ambiguity, as well as strengthening inferential skills, are essential for improving reading comprehension ability in second language learning.
Learning English through Short Videos: Exploring Students’ Experiences in an EFL Classroom Diana Dian Sari Tampubolon; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1569

Abstract

The growing use of short video platforms such as TikTok, YouTube Shorts, and Instagram Reels has increasingly influenced how students are exposed to English. In Indonesian English as a Foreign Language (EFL) classrooms, short videos are often used as supplementary learning media; however, empirical studies that focus on students’ actual learning experiences remain limited. This study aims to explore students’ experiences of learning English through short videos in an Indonesian EFL classroom. A qualitative descriptive research design was employed. The participants were ten eighth-grade students from a private junior high school in Pematangsiantar, Indonesia, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings reveal that short videos create a more engaging and less intimidating learning environment, facilitate vocabulary comprehension through visual and contextual support, and increase students’ confidence in classroom interaction. However, students also encountered challenges, particularly related to fast speech and limited processing time. This study contributes to EFL research by providing empirical insights into students’ lived experiences of short video–based learning in the Indonesian EFL context. The findings offer practical implications for EFL teachers, highlighting the importance of careful video selection and pedagogical scaffolding to optimize the use of short videos in classroom instruction
Co-Authors Damanik , Bernieke Anggita Ristia SELVIANA NAPITUPULU