Artikel Ilmiah : J1G024002 a.n. ANGELIKA AZHARANI HERMANTO
| NIM | J1G024002 |
|---|---|
| Namamhs | ANGELIKA AZHARANI HERMANTO |
| Judul Artikel | English Education Students’ Experiences of Learning Vocabulary through Instagram Content of @CettaEnglish (A Narrative Inquiry of Students in the English Language Education Study Program at Jenderal Soedirman University) |
| Abstrak (Bhs. Indonesia) | Hermanto, Angelika Azharani. 2026. Pengalaman Mahasiswa Pendidikan Bahasa Inggris dalam Mempelajari Kosakata melalui Konten Instagram @Cettaenglish (Sebuah Narrative Inquiry pada Mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Jenderal Soedirman). Pembimbing 1: Dian Adiarti, S.Pd., M.Hum., Pembimbing 2: Novita Pri Andini, S.Pd., M.Pd., Ketua Penguji Eksternal: Slamet Riyadi, S.S., M.Pd., Penguji Eksternal: Nisa Roiyasa, S.Pd., M.TESOL., Kementerian Pendidikan Tinggi, Sains, dan Teknologi, Universitas Jenderal Soedirman, Fakultas Ilmu Budaya, Jurusan Pendidikan Bahasa, Program Studi Pendidikan Bahasa Inggris, Purwokerto. Penelitian ini mengeksplorasi pengalaman mahasiswa Pendidikan Bahasa Inggris dalam mempelajari kosakata melalui akun Instagram @cettaenglish, meliputi pengalaman belajar, persepsi terhadap fitur dan penyajian konten, serta motivasi, manfaat, dan tantangan yang mereka alami. Penelitian ini menggunakan pendekatan kualitatif dengan desain narrative inquiry. Data dikumpulkan melalui kuesioner pendahuluan yang didistribusikan kepada 38 mahasiswa, kemudian dilanjutkan dengan wawancara mendalam terhadap tiga partisipan yang dipilih secara purposive. Data wawancara dianalisis menggunakan analisis tematik berdasarkan kerangka Braun dan Clarke (2006). Hasil penelitian menunjukkan bahwa mahasiswa mempelajari kosakata melalui penjelasan kontekstual, contoh autentik, dan penerapan kosakata dalam komunikasi sehari-hari, sehingga mendukung pemahaman dan penggunaan kosakata secara produktif. Partisipan juga memandang bahwa contoh kalimat kontekstual, model pelafalan, unsur visual, penjelasan yang ringkas, serta fitur Instagram seperti Reels dan carousel meningkatkan pemahaman dan keterlibatan mereka dalam proses pembelajaran. Selain itu, pembelajaran melalui @cettaenglish meningkatkan motivasi belajar, penguasaan kosakata, kepercayaan diri dalam menggunakan bahasa Inggris, serta fleksibilitas belajar. Namun, partisipan juga menghadapi beberapa tantangan, seperti distraksi dari konten non-edukatif, terbatasnya kesempatan untuk berlatih dan memperoleh umpan balik, serta perlunya sumber belajar tambahan untuk mencapai penguasaan kosakata yang lebih mendalam. Penelitian ini menyimpulkan bahwa @cettaenglish merupakan media pendukung yang efektif dalam pembelajaran kosakata dan berpotensi melengkapi pembelajaran bahasa Inggris formal melalui pengalaman belajar yang kontekstual, menarik, dan fleksibel. |
| Abtrak (Bhs. Inggris) | Hermanto, Angelika Azharani. 2026. English Education Students’ Experiences of Learning Vocabulary Through Instagram Content of @Cettaenglish (A Narrative Inquiry on English Language Education Study Program Students of Jenderal Soedirman University). Supervisor 1: Dian Adiarti, S.Pd., M.Hum., Supervisor 2: Novita Pri Andini, S.Pd., M.Pd., Chief External Examiner: Slamet Riyadi, S.S., M.Pd., External Examiner: Nisa Roiyasa, S.Pd., M.TESOL., Ministry of Higher Education, Science, and Technology, Jenderal Soedirman University, Faculty of Humanities, Department of Language Education, English Language Education Study Program, Purwokerto. This study explored English Education students' experiences of learning vocabulary through the Instagram account @cettaenglish, focusing on their learning experiences, perceptions of the account's features and content presentation, as well as the learning motivations, benefits, and challenges they encountered. This research employed a qualitative narrative inquiry design. Data were collected through a preliminary questionnaire distributed to 38 students, followed by in-depth interviews with three purposively selected participants. The interview data were analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that students learned vocabulary through contextual explanations, authentic examples, and opportunities to apply newly learned vocabulary in everyday communication, supporting both vocabulary comprehension and productive language use. Participants also perceived that contextual example sentences, pronunciation models, visual elements, concise explanations, and Instagram features, such as Reels and carousel posts, enhanced their understanding and engagement throughout the learning process. Furthermore, learning through @cettaenglish increased students' motivation, vocabulary knowledge, confidence in using English, and learning flexibility. However, participants also experienced several challenges, including distractions from non-educational content, limited opportunities for practice and feedback, and the need for additional learning resources to achieve deeper vocabulary mastery. In conclusion, @cettaenglish served as an effective supplementary platform for vocabulary learning by providing contextualized, engaging, and accessible learning experiences. The findings suggest that educational Instagram accounts can complement formal English language instruction by supporting vocabulary development, learner engagement, and autonomous learning. |
| Kata kunci | english vocabulary learning, instagram, narrative inquiry, social media learning, students' learning experiences. |
| Pembimbing 1 | Slamet Riyadi, SS. M.Pd. |
| Pembimbing 2 | Dian Adiarti, S.Pd., M.Hum. |
| Pembimbing 3 | Novita Pri Andini, S.Pd., M.Pd |
| Tahun | 2026 |
| Jumlah Halaman | 143 |
| Tgl. Entri | 2026-08-14 13:56:31.725818 |