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All Journal Teaching and Learning Journal of Mandalika (Teacher) INTERACTION: Jurnal Pendidikan Bahasa
Norliani
Universitas PGRI Kalimantan
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penggunaan Media Sosial Sebagai Media Belajar Bahasa Inggris; Persepsi Mahasiswa Hidya Maulida; Norliani
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 6 No. 2 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v6i2.4877

Abstract

Social media can be utilized for language skills. Yunus, Salehi, & Chenzi (2012) stated that social media such as facebook and blogs will provide written language input to them so that they will develop their writing skills. This also facilitates students to learn new words and vocabulary that are suitable for them in writing (Khan, Ayaz, & Faheem, 2016). Social media can also improve students' speaking skills through conversations with native English speakers (Ehsan & Nasri, 2019).The study of learners' perceptions, in this case students, towards the use of social media for learning English is important to investigate because teachers, in this case lecturers, need to know their students' preferences in terms of what social media applications they use and how they use social media to learn English.The aim of this research is to describe the perceptions of students in the English Language Education Study Program regarding the use of social media for learning English; which social media platforms are commonly used to learn English and how they use them. This research uses a qualitative approach using questionnaires and interviews as data collection methods. Basic statistical analysis is used to analyse data from the questionnaires, and data from the interviews are analysed using the Miles and Huberman flow model. The results show that students in this study use 7 social media platforms to improve their English, and 3 of them are the most frequently used social media applications considered more suitable for their English learning needs. They chose YouTube as the most widely used social media for learning English. Furthermore, they stated that social media provides sources of English content to practice their English skills, expand their vocabulary knowledge, and improve their pronunciation. They also expressed challenges in using social media for learning, such as issues with internet connectivity, privacy, and inappropriate content.
Lecturers’ Practices in Instructional Media Selection and Implementation: A Qualitative Study in Higher Education in Banjarmasin Hidya Maulida; Yulieda Hermaniar; Norliani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): 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.v13i2.5660

Abstract

The increasing use of digital technology in education has influenced how instructional media are applied in English language teaching. However, variations still exist in how lecturers select and implement instructional media in classroom practice, particularly in higher education contexts. Therefore, this study aimed to identify the types of instructional media used by lecturers and to analyze how these media are implemented in English language teaching. This study employed a qualitative research design involving three English lecturers from three higher education institutions in Banjarmasin, namely STKIP Sabilal Muhatadin Banjarmasin, Universitas Islam Kalimantan Muhammad Arsyad Al Banjari (UNISKA MAB), and Universitas Lambung Mangkurat (ULM), selected through purposive sampling. Data were collected through semi-structured interviews consisting of open-ended questions related to the types of instructional media used, the reasons for selecting specific media, and the ways the media were implemented in teaching. The collected data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings revealed that lecturers used a combination of conventional and digital instructional media to support teaching activities. Conventional media such as presentation slides and whiteboards were used to deliver learning materials systematically, while digital tools such as Kahoot, Quizizz, Google Docs, and Learning Management Systems were utilized to enhance student engagement, participation, and collaboration. The findings contribute practical insights into how diverse instructional media can support more interactive and student-centered English language learning and highlight the importance of lecturers’ ability to select appropriate media in higher education contexts. Keywords: instructional media, English language teaching, digital media, higher education, qualitative research
Co-Authors Hidya Maulida Hidya Maulida, Hidya Yulieda Hermaniar