Innovations in Language Education and Literature

Using TikTok English Song Lyrics to Improve Pronunciation Among Junior High School Students

Aulia Nurafifah — 2025-06-12

This study explores the effectiveness of using English song lyrics from TikTok as a medium to improve students’ pronunciation skills. Employing a quasi-experimental design, the research involved 38 eighth-grade students at SMP Negeri Limboro in the 2024/2025 academic year. Participants were divided into two groups: an experimental group received instruction using selected TikTok English song lyrics, while the control group was taught using conventional methods. Data were collected through pre-tests, post-tests, and student questionnaires. Statistical analysis using SPSS showed a significant improvement in the pronunciation scores of the experimental group compared to the control group. The mean N-Gain score of 58.4% indicates a moderate level of effectiveness. Furthermore, students’ responses to the questionnaire demonstrated positive perceptions toward the use of English songs on TikTok as a learning tool. The findings suggest that integrating digital media, particularly short-form social platforms like TikTok, can enhance pronunciation instruction and motivate learners. This study contributes to the growing field of digital-assisted language learning and provides insights for teachers seeking innovative methods to support pronunciation development in EFL classrooms.

Teaching Collocations and Academic Phrases with Corpus Linguistics: Applications for Specific and Academic Contexts

Misnawati Misnawati — 2025-06-27

This study explores the integration of the Corpus of Contemporary American English (COCA) in teaching academic collocations and phrases in English for Specific and Academic Purposes (ESP/EAP) settings. Conducted with 15 first-semester undergraduate students in Indonesia, the six-week classroom-based action research employed corpus-based instructional tasks to develop students’ lexical awareness and academic language proficiency. Data were collected through classroom observations, student writings, questionnaires, and semi-structured interviews. The findings show notable improvement in students’ use of academic collocations and discipline-specific phrases, reflected in increased accuracy and fluency in both writing and speaking. Learners reported that COCA supported them in identifying more natural and context-appropriate word combinations, boosting their confidence and academic expression. Initial challenges with the COCA interface and corpus navigation were mitigated through instructional scaffolding. Over time, students demonstrated increased autonomy and began using COCA for independent and collaborative learning. The study affirms the pedagogical value of corpus linguistics for novice ESP learners and highlights the importance of technical and teacher support in integrating corpus tools into curriculum design.

From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms

Samsudin Samsudin — 2025-06-27

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.

When Silence Speaks: Exploring English-Speaking Skills of Introverted Learners

Mira Aristi Azis — 2025-06-29

This study explores the English-speaking challenges and coping strategies of introverted learners in an Indonesian senior high school EFL context. Using a qualitative descriptive design, ten eleventh-grade students at SMAN 1 Wonomulyo were purposively selected based on a personality assessment identifying them as introverted. Data were collected through classroom observations, semi-structured interviews, a speaking test, and questionnaires. The findings reveal that introverted students commonly face difficulties in speaking tasks due to fear of judgment, discomfort in group settings, hesitation in expressing ideas, and slow verbal processing. These psychological and linguistic barriers significantly affect their classroom participation and oral performance. However, the students also demonstrated adaptive strategies such as memorizing prepared texts, managing their preparation time effectively, and responding positively to motivational support from teachers and peers. Additionally, they expressed a preference for game-based and relaxed learning environments that reduce performance pressure. The study highlights the need for inclusive and responsive language teaching practices that cater to diverse learner personalities. It contributes to the growing understanding of how personality traits influence language learning and provides practical implications for fostering speaking confidence among introverted learners in EFL classrooms.

Exploring EFL Students’ Views on the Implementation of Think-Pair-Share in Reading Comprehension

Faida Abda Fiqhiyah — 2025-06-30

This study explores EFL students' perceptions and experiences regarding the implementation of the Think-Pair-Share (TPS) strategy to enhance reading comprehension. Recognizing the vital role of reading skills in language development and academic success, the research investigates how TPS facilitates active learning, critical thinking, and collaboration among students. Data were collected through interviews with seven participants and questionnaires from twenty-four students majoring in English Language Education at Nahdlatul Ulama Sunan Giri University during the 2022/2023 academic year. The findings reveal that the majority of students view TPS as a highly effective and enjoyable strategy that improves their understanding of reading texts, builds confidence, and fosters peer interaction. Despite these positive outcomes, students face challenges such as limited time for discussion, difficulty in expressing ideas, and differences in background knowledge, which can hinder discussion quality. The study highlights the importance of teachers considering students' abilities and providing appropriate guidance to maximize the strategy’s benefits. Overall, TPS proves to be a valuable approach in motivating students, increasing their engagement, and improving reading comprehension skills.