International Proceedings Conferences Series

The Role of Social Media in Tourist Destination Promotion during the Eid Holiday

Aulia Salsabila, Naadiyah Hanuun, Wiji Endah Rahayu, Suciana Wijirahayu — Mon, 07 Jul 2025 00:00:00 +0000

Social media has emerged as a highly influential tool for disseminating information. This study aims to understand the role of social media in promoting tourist attractions during the Eid holiday period. This research employs a descriptive quantitative approach. Data will be collected through Likert-scale questionnaires distributed to respondents. The questionnaire will explore their perceptions regarding the influence of social media on their choice of tourist attractions during Eid. The findings of this study are expected to offer valuable insights into the effectiveness of tourism promotion via social media platforms, particularly during the Eid holiday period.

The Influence of Social Media on the Development of Slang among EFL Students

Tri Putra Pebriyan, Akhmad Haqiqi Ma'mun, Zuhad Ahmad — Mon, 07 Jul 2025 00:00:00 +0000

This study aims to investigate the impact of social media on the development of slang usage among EFL (English as a Foreign Language) students, specifically focusing on sixth-semester students in the English Language Education Department at FKIP UHAMKA. Using semi-structured interviews with five participant EFL students, the study explores the types of slang encountered on social media platforms and how these platforms shape students' understanding, usage, and attitudes toward slang. The findings reveal that platforms such as Instagram, TikTok, and X expose students to a wide variety of English slang, which they often integrate into their online and offline communication. Students view slang as an important aspect of modern communication, enabling them to stay updated with global trends and express identity, though some still prioritize formal grammar for academic purposes. The study concludes that social media acts as an informal learning environment that significantly supports language acquisition, especially in informal registers, and highlights the need for educators to balance formal instruction with awareness of contemporary language use.

Exploring the Use of Spotify on Enhancing EFL Students’ Vocabulary

Amelia Putri Hidayah, Tri Wintolo Apoko — Mon, 07 Jul 2025 00:00:00 +0000

Vocabulary acquisition is essential for EFL students to develop their language skills. However, traditional vocabulary learning methods often fail to engage students effectively. This study investigates the use of Spotify as a tool to enhance EFL students’ vocabulary mastery in a vocational high school context. A mixed-method approach was used, combining questionnaires and semi-structured interviews with two classes of students from the hospitality department. The study explores how students use Spotify, particularly song lyrics, to learn vocabulary, their perceptions of its effectiveness, and the challenges they face. Findings show that students find Spotify engaging and helpful in learning new words, especially through repeated listening and contextual understanding. However, challenges include slang use and difficulty in understanding some lyrics. The study concludes that Spotify can serve as a valuable supplementary tool for vocabulary learning and offers practical insights for integrating music-based learning in EFL classrooms.

An Analysis Speaking Problem Difficulties of Junior High School Students

Muhamad Taufan Habib Almajid — Mon, 07 Jul 2025 00:00:00 +0000

This study aims to examine students' difficulties in understanding English reading assignments. The research was conducted on Grade IX and VIII students of SMP 22 Jakarta who experienced challenges in comprehending English reading activities. This study utilized a descriptive qualitative research design. Using a purposive sampling approach, 30 Grade IX students and 31 Grade VIII students were selected as samples due to their low reading scores. Data were collected through document analysis and questionnaires, then analyzed through three main stages: data condensation, data presentation, and conclusion drawing or verification. After evaluating the data, it was observed that students faced four main difficulties in understanding reading assignments. The average percentage was 64.9% for Grade IX and 72.5% for Grade VIII. Furthermore, based on the percentages derived from the analysis of documents and questionnaires completed by the Grade IX and VIII students, the most challenging aspects were vocabulary, dictionary usage, and motivation in understanding English.

Students’ Perceptions of Songs in Developing Their Vocabulary Achievement

Khansa Anaura Izdihar, Heni Novita Sari — Mon, 07 Jul 2025 00:00:00 +0000

Student Perceptions of Lecturer Talk in EMI Classrooms: a Qualitative Inquiry into Participation and Comprehension

Mon, 07 Jul 2025 00:00:00 +0000

This research focuses on English-Medium Instruction (EMI), an educational approach that is spreading widely and rapidly in higher education institutions throughout the world because it is regarded as a lynchpin of the internationalisation process. The main aim of the Element is to provide critical insights into EMI implementation and the results obtained from the impact of teaching and learning both content and language in a foreign language, translanguaging practices in English-medium lectures, and how assessment has hitherto been addressed.

This study was conducted at UHAMKA UNIVERSITY. The object of this study was 8 students talk during the classroom interaction in the teaching and learning process inside the classroom. The method of this study was a qualitative study. The writer used interviews and audio recordings as instruments of this study.

The Use of Google Translate in Enhancing EFL Students’ Writing Skills

Fauzan Hasan Rizky, Martriwati — Mon, 07 Jul 2025 00:00:00 +0000

This study investigates the impact of Google Translate (GT), an AI-powered translation tool, on the writing skills of EFL (English as a Foreign Language) high school students in Jakarta, Indonesia. Employing a mixed-methods approach, the research includes quantitative data from 200 students via a Likert-scale questionnaire and qualitative data from semi-structured interviews with 10 students. The findings reveal that students generally perceive GT as helpful, especially for vocabulary acquisition and comprehension. However, there is a negative correlation between students’ writing performance and their reliance on GT. Overuse of GT may hinder critical thinking and reduce students’ independent writing skills. Furthermore, some students demonstrate strategies to reduce dependence on GT and engage in self-learning through traditional dictionaries, media exposure, and reading. Teachers also emphasize the need for guided use of GT. The study concludes that GT can support EFL learning if it is integrated carefully, complementing rather than replacing independent language practice.

The Use of Duolingo to Boost Students’ Vocabulary Mastery at Seventh Grade in Class An-Nisa of SMP Muhammadiyah At-Tanwir Metro

Silvi Aulia, Aulia Hanifah Qomar, Amirudin Latif — Mon, 07 Jul 2025 00:00:00 +0000

This study examines the effectiveness of Duolingo in boosting students’ vocabulary mastery in the seventh grade of class an-nisa at SMP Muhammadiyah At-tanwir Metro. Using Classroom Action Research (CAR) with two cycles, data were collected through tests and observations. Results show a significant improvement: the percentage of students meeting the passing score increased from 17% (pre-test) to 34% (post-test I) and 100% (post-test II). Additionally, students’ engagement and motivation in learning English also increased, as observed through their participation and enthusiasm during lessons. Based on the findings, it is recommended that English teachers integrate Duolingo as a supplementary tool to enhance vocabulary learning. Future research could explore its impact on other language skills, such as speaking and listening, to provide a more comprehensive understanding of its effectiveness in English learning.

A Study on The Causes and Impacts of Writing Anxiety Among Students at UHAMKA

Mon, 07 Jul 2025 00:00:00 +0000

This study examines the internal and external factors that contribute to writing anxiety among English language learners. The reason behind choosing this focus is the high occurrence of anxiety experienced by students during academic writing tasks, which often impacts their confidence and performance. The purpose of this study is to explore the causes of writing anxiety, such as lack of writing experience, negative self-perception, feedback pressure, time constraints, linguistic difficulties, and its psychological impact on students’ self-esteem. The research was conducted at the English Education Study Program of UHAMKA. Eight students who had completed academic writing courses were selected as participants using purposive sampling. This study used a qualitative research method. The data were collected through semi-structured interviews, which were based on prepared question categories addressing both internal and external factors. The data were analyzed using thematic content analysis to identify patterns and key themes related to writing anxiety. The findings are expected to provide valuable insights for educators to understand students' challenges better and help reduce anxiety in the writing process.