http://repository.unigal.ac.id:8080/handle/123456789/3240 Mon, 05 Oct 2026 11:20:58 GMT 2026-10-05T11:20:58Z http://repository.unigal.ac.id:8080/handle/123456789/10654 Exploring First-Year Students’ Perceptions of Using English Songs via Spotify to Enhance Listening Skills in the English Education Study Program Draga, Lecianro Developing listening skills remains a significant challenge for EFL learners, largely due to a shortage of engaging, authentic materials. This study explores how first-year English Education students at Universitas Galuh perceive the use of English songs on Spotify for improving their listening skills. Adopting a descriptive qualitative design framed by Creswell (2023), data were gathered from five participants via a Likert-scale questionnaire and semi-structured interviews, followed by descriptive and thematic analysis. The findings reveal a highly positive reception among students. While most initially used Spotify for entertainment, they soon recognized its educational value. Repeated listening enhanced their speech recognition, while the platform's lyrics feature allowed them to bridge the gap between spoken and written English, leading to natural vocabulary acquisition. Ultimately, students found this approach enjoyable and self- directed rather than a rigid classroom chore. This positive outlook was driven by Spotify’s convenience, interactive features, and regular exposure to authentic language, suggesting that the platform serves as a practical, motivating supplement to formal EFL listening instruction. Wed, 05 Aug 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/10654 2026-08-05T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10634 The Use of Children’s Short Stories to Enrich EFL Young Learners’ Vocabulary Trisnawati, Ina Vocabulary learning among young EFL learners requires instructional contexts that enable them to encounter and engage with words meaningfully rather than relying primarily on isolated memorization. Children's short stories offer narrative and visual contexts in which vocabulary can be introduced and revisited as part of meaningful classroom experiences. This study aimed to explore the implementation of children's short stories in vocabulary teaching, investigate how the stories supported vocabulary learning, and identify students' perceptions of their use. A qualitative case study was conducted with twenty-eight fifth-grade students at SDN Sukarame. Five students representing different levels of English proficiency were purposively selected for semi-structured interviews. The data were collected through classroom observations, field notes, semi-structured interviews, and documentation across four classroom meetings using The Lion and le Mouse and The Hare and the Tortoise. The findings revealed that the storie were implemented through storytelling, vocabulary providing meaningful contexts for encountering unfamiliar words, visual support for understanding meaning, repeated vocabulary exposure, pronunciation practice, and opportunities for classroom interaction. Students generally perceived story- based vocabulary learning positively, particularly because the stories and illustrations made the activities more interesting and helped them understand unfamiliar words. Nevertheless, some students continued to experience difficulties in recalling and pronouncing particular vocabulary items. These findings suggest that children's short stories can enrich young learners' vocabulary-learning experiences by creating meaningful and engaging opportunities for vocabulary exposure and practice, although such enrichment should not be interpreted as statistically measured vocabulary improvement. The Use of Children’s Short Stories to Enrich EFL Young Learners’ Vocabulary Sat, 19 Sep 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/10634 2026-09-19T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10606 EXPLORING YOUTUBE-BASED PEDAGOGYCAL PRACTICES FOR VOCABULARY DEVELOPMENT AMONG EFL LEARNERS IN AN ISLAMIC HIGH BOARDING SCHOOL munawaroh, julia awaliyatul This study aims to explore YouTube-based pedagogical practices for vocabulary development among EFL learners at SMAIT Boarding School Al-Jaohar Panjalu, an Islamic boarding school where students’ access to digital devices is institutionally regulated. Vocabulary mastery remains a persistent challenge for pesantren students due to the dense integration of religious and academic schedules, while YouTube has emerged as a promising multimedia tool for vocabulary acquisition, supported theoretically by Mayer’s Cognitive Theory of Multimedia Learning and Nation’s framework of vocabulary knowledge. However, little is known about how such practices are designed and experienced within the distinctive, access-restricted environment of an Islamic boarding school. This research employs a qualitative case study design involving 10 purposively selected participants, comprising 2 English teachers and 8 students, to examine (1) how teachers design and implement YouTube-based vocabulary instruction, (2) how students experience and perceive this instruction, and (3) the supporting factors and challenges that shape its implementation. Data will be collected through semi-structured interviews, classroom observation, and documentation, and analyzed using Braun and Clarke’s (2021) thematic analysis, with trust worthiness ensured through triangulation, member checking, and reflexive notes. The study is expected to generate a context-sensitive understanding of YouTube’s pedagogical potential in a pesantren setting and to offer practical recommendations for teachers, school administrators, and future researchers seeking to integrate digital media into Islamic boarding school curricula. Sat, 29 Aug 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/10606 2026-08-29T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10558 EXPLORING SPEAKING ANXIETY DURING PRE - SERVICE TEACHING PRACTICE: A CASE STUDY OF THIRD - YEAR ENGLISH EDUCATION STUDENTS IN ONE UNIVERSITY IN INDONESIA Herawati, Ananda Tri Speaking anxiety is a specific manifestation of foreign language anxiety that emerges when learners are required to communicate orally in a target language, often triggered by fear of negative evaluation, communication apprehension, and self-consciousness about linguistic performance (Horwitz, Horwitz, & Cope, 1986. Among the four language skills, speaking has been identified as particularly susceptible to this form of anxiety, as it demands spontaneous, real-time performance in front of an audience, distinguishing it from the anxiety experienced in other skill domains such as writing (Cheng, Horwitz, & Schallert, 1999). This anxiety becomes especially pronounced for pre-service teachers, who must simultaneously function as language users and classroom instructors, facing compounded pressure from supervisor evaluation, unfamiliar teaching environments, and the demand to model target-language proficiency for their own students. This study explores speaking anxiety experienced by third year English Education students during pre-service teaching practice. The purpose of this research is to identify the factors that contribute to speaking anxiety and to analyze their influence on students' speaking performance during teaching practicum. This study employed a qualitative case study design because it aimed to obtain an in-depth understanding of the participants' lived experiences in a specific context. The participants of this study were five third-year students of the English Education Program who had completed their pre-service teaching practice. The data were collected through an open-ended questionnaire and non participant observation of teaching videos. The data were analyzed thematically by identifying recurring patterns related to the sources and behavioral manifestations of speaking anxiety, such as code-switching, prolonged pausing, and avoidance of student interaction. The findings of this study are expected to provide a clearer understanding of how speaking anxiety, as a dimension of foreign language anxiety, emerges in teaching practice and how it influences students' speaking performance. The study is also expected to contribute to the development of strategies for reducing anxiety in pre-service teachers and improving their teaching confidence during practicum. In addition, this research is expected to offer theoretical and practical contributions to English language teaching, particularly by extending the application of foreign language anxiety theory to the pre-service teacher practicum context. Sat, 19 Sep 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/10558 2026-09-19T00:00:00Z