English Language Education

STRATEGIES AND CHALLENGES IN USING YOUTUBE CAPTIONS THROUGH PROBLEM-BASED LEARNING (PBL) ACTIVITIES TO FOSTER STUDENTS’ READING SKILLS

Sat, 18 Apr 2026 00:00:00 GMT

STRATEGIES AND CHALLENGES IN USING YOUTUBE CAPTIONS THROUGH PROBLEM-BASED LEARNING (PBL) ACTIVITIES TO FOSTER STUDENTS’ READING SKILLS MULYANI, AMANDA The development of digital technology has brought significant changes in the field of education, especially in English language learning. One of the widely used and easily accessible learning media is YouTube, particularly through the use of captions that provide both visual and textual input. This study aims to explore the strategies and challenges in using YouTube captions through Problem-Based Learning (PBL) activities to foster students’ reading skills. The sample of this study consisted of one English teacher and 70 students of grade X at SMK Negeri 1 Percut Sei Tuan. This study employed a qualitative research method with data collection techniques including observation, questionnaires, interviews, and documentation. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña (2014), which includes data reduction, data display, and conclusion drawing. The results showed that students applied various strategies such as reading captions while watching videos, identifying keywords, understanding vocabulary, and engaging in group discussions during PBL activities. In addition, several challenges were identified, including limited vocabulary, difficulty in following caption speed, and divided attention between visual and textual input. Despite these challenges, both teacher and students showed positive perceptions toward the use of YouTube captions, as it enhanced students’ reading comprehension, vocabulary development, engagement, confidence, and motivation. This study contributes to the development of more interactive and meaningful English language learning through the integration of digital media and Problem-Based Learning.

THE EFFECT OF APPLYING PROBLEM-BASED LEARNING (PBL) MODEL ASSISTED BY TIKTOK CONTENT AS DIGITAL LITERACY ON STUDENTS’ READING ABILITY

Sat, 18 Apr 2026 00:00:00 GMT

THE EFFECT OF APPLYING PROBLEM-BASED LEARNING (PBL) MODEL ASSISTED BY TIKTOK CONTENT AS DIGITAL LITERACY ON STUDENTS’ READING ABILITY KHAIRANI, VITANIA BUNGA he purpose of this study was to determine the effect of applying the Problem Based Learning (PBL) model assisted by TikTok content as digital literacy on students’ reading ability. This study used a quantitative method with a quasi experimental design involving an experimental class and a control class. The data were collected through pre-test and post-test, as well as a questionnaire, and were analyzed using SPSS. Based on the results of the normality and homogeneity tests, the data were normally distributed and homogeneous. Therefore, the independent sample t-test was used to test the hypothesis. The findings showed that the significance value was p < 0.05 (0.000 < 0.05), indicating that there was a significant effect of applying PBL assisted by TikTok content on students’ reading ability. In addition, the questionnaire results indicated that students had positive perceptions toward the learning process. Thus, the use of Problem-Based Learning assisted by TikTok content can be an effective teaching strategy to improve students’ reading ability.

ENHANCING STUDENTS’ MOTIVATION IN READING COMPREHENSION THROUGH WORDWALL: AN EXPERIMENTAL STUDY

Sat, 18 Apr 2026 00:00:00 GMT

ENHANCING STUDENTS’ MOTIVATION IN READING COMPREHENSION THROUGH WORDWALL: AN EXPERIMENTAL STUDY DELLA, PUSPITA ANGGRAINI This study aimed to determine whether there was a significant difference and improvement in student motivation in reading comprehension before and after the implementation of Wordwall media. The method used in this study was a true experimental study using a pre-test and post-test design. The population of this study included all 101 eighth-grade students at MTs. Al-Mukhlisin Dolok Kahean. The sample consisted of 67 students selected using random sampling techniques, which were then divided into two groups. The experimental group consisted of 34 students, and the control group consisted of 33 students. Data were collected through reading comprehension tests and motivation questionnaires. Data were collected through a recount text reading comprehension test and a motivation questionnaire. The results of data analysis using the Independent Sample T-Test showed a significance value of 0.000 < 0.050, which means that there was a significant difference between the two classes. The experimental class experienced an increase in the mean score of 26.618, which was higher than the control class, which only increased by 25.212. Meanwhile, in the motivation questionnaire, the experimental class showed a mean increase of 8.559 compared to the control class of 7.364, with a significance value of 0.001 < 0.05. It can be concluded that the use of Wordwall media is effective in increasing the motivation and reading comprehension of eighth-grade students at MTs. Al-Mukhlisin Dolok Kahean. The implementation of interactive media Wordwall has been proven successful in reducing student boredom and helping them understand the material more easily, thereby transforming their negative perceptions into more positive, enthusiastic engagement in the English learning process, particularly in reading comprehension.

THAI EFL STUDENTS' RESPONSES TO TEACHER'S SCAFFOLDING USING BAMBOOZLE IN ENGLISH SPEAKING ACTIVITIES: A CASE STUDY

Sat, 11 Apr 2026 00:00:00 GMT

THAI EFL STUDENTS' RESPONSES TO TEACHER'S SCAFFOLDING USING BAMBOOZLE IN ENGLISH SPEAKING ACTIVITIES: A CASE STUDY NANDA, PUTRI MAULANA This study explores Thai EFL students' responses to teacher scaffolding implemented through Bamboozle-based speaking activities. Speaking remains one of the most challenging skills for EFL learners in Thailand due to limited exposure to English, high speaking anxiety, and teacher-centered instructional practices. To address these issues, teachers increasingly integrate gamified platforms with instructional scaffolding to support students' oral participation. This research employed a mixed-method case study design involving 22 Grade 8 students at a junior high school in Satun, Thailand. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation. The findings reveal that teacher scaffolding during Bamboozle activities elicited positive linguistic, cognitive, and affective student responses. Linguistically, students demonstrated increased verbal participation, modified output, and self-repair. Cognitively, scaffolding helped students understand task demands and generate ideas more effectively. Affectively, students showed increased confidence, reduced anxiety, and greater willingness to communicate in English. The integration of instructional scaffolding with gamified speaking activities created a supportive learning environment that encouraged active participation and meaningful oral interaction. These findings provide practical implications for EFL teachers, suggesting that combining scaffolding strategies with game-based platforms such as Bamboozle can be an effective pedagogical approach to enhance students' speaking engagement and performance in secondary school contexts.