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All Journal INTERACTION: Jurnal Pendidikan Bahasa
Nofry Frans
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Education Environmental Science Languange, Linguistic, Communication & Media Other

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The Exploring Students' Perception on the Use of TikTok to Improve Their English Speaking Skill Nofry Frans; Michelle E, P Mumek; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i3.4052

Abstract

This study explores students’ perceptions of using TikTok to improve their English-speaking skills. Drawing on survey data from 99 participants, the findings reveal that a majority view TikTok as a helpful and engaging platform for language learning. Over 77% of students agreed or strongly agreed that TikTok supports their speaking development, particularly in areas such as vocabulary acquisition, pronunciation, grammar, and intonation. The platform’s interactive features, including short video challenges and expressive content, were found to boost motivation and reduce anxiety about making mistakes. Students also appreciated the freedom to express themselves and the fun, informal learning environment TikTok provides. These results suggest that integrating social media tools like TikTok into language education can enhance learner confidence and participation. Overall, the study highlights the potential of digital platforms to complement traditional methods and foster meaningful language practice in a way that feels natural and enjoyable to students.
The Correlation between Students' Habits in Watching English Movies with English Subtitles and Their Speaking Skills at SMAN 7 Manado Nofry Frans; Marceliana, H Mansiarang; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i3.4053

Abstract

This study employed a quantitative approach to explore the relationship between students' habits of watching English-language films with English subtitles and their proficiency in speaking English. The sample consisted of 100 tenth-grade students from SMAN 7 Manado during the first semester of the 2023/2024 academic year, drawn from classes A, C, and D. Data were analysed using descriptive statistics (Mean) and the Pearson Product-Moment Correlation Coefficient. The results indicated that the mean score for students' viewing habits was 2.61, reflecting a moderate frequency, while the mean score for speaking proficiency was 3.32, also indicating a moderate level. The correlation analysis yielded a p-value of 0.061 and a correlation coefficient of 0.188, suggesting a statistically insignificant but positive and weak relationship between the two variables. Although the correlation was not statistically significant, the findings imply that exposure to English films with subtitles may support the development of speaking skills. Therefore, the study provides a research-based implication that media-based learning strategies, specifically subtitled film viewing, can be integrated into curriculum design as a supplementary method to enhance students’ speaking proficiency, especially when tailored to their individual learning preferences and supported by structured pedagogical frameworks.
Vocabulary Acquisition Strategies Applied by Junior High School Students Chantika Elfira Rawung; Nofry Frans; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.2075

Abstract

This study examines vocabulary learning strategies among eighth graders at SMP Negeri 2 Airmadidi during the first semester of the 2024/2025 school year. Using a descriptive quantitative approach, researchers collected data through a validated questionnaire assessing five strategy types: Determination, Social, Memory, Cognitive, and Metacognitive. A pilot test ensured the questionnaire’s reliability and accuracy. Findings indicate Memory Strategies were the most frequently used (2.951), closely followed by Metacognitive (2.927). In contrast, Cognitive Strategies ranked the lowest (2.415), likely due to their demanding nature, requiring higher mental processing. This suggests students favor methods that are easier to apply rather than those requiring deep analytical engagement. Given this preference, educators should incorporate Cognitive Strategy-based techniques to strengthen vocabulary retention and application. Methods such as problem-solving with real-life examples, analyzing word meanings in context, and creating mind maps can help students develop a deeper understanding of vocabulary. These strategies challenge learners to engage more actively with words, enhancing their ability to recall and use them effectively in communication. By blending various learning approaches, students can build stronger vocabulary skills that support both academic success and real-world language use.
Co-Authors Chantika Elfira Rawung Marceliana, H Mansiarang Michelle E, P Mumek Vera Wahani