SCIENTIFIC WRITING

Khairatuzzahra
2201055063

ANNOTATED BIBLIOGRAPHY
Nuriyah, L. (2023). Using the flipped classroom model to enhance English speaking skills
through digital storytelling. Jurnal VIP, 15(1), 10-13.
The article aims to investigate the effect of digital storytelling within a flipped classroom model
on students’ English-speaking skills. This research was conducted using an action research
methodology involving classroom observations, student interviews, and digital video
assignments among 12th-grade students. The study found significant improvements in
students’ fluency, vocabulary use, and confidence in speaking English after participating in
digital storytelling activities. The source, published in Jurnal VIP, is credible due to its peer-
reviewed nature and focus on classroom-based pedagogical research. The research is of good
quality as it applies systematic action research cycles and practical classroom observation. The
article provides valuable insights into the impact of integrating technology-based storytelling
in EFL learning, though it lacks quantitative statistical data to measure improvement levels.
This study is important for the current research as it presents a viable classroom-based digital
storytelling strategy, which can be adapted to Instagram Reels to improve speaking fluency
among EFL learners.
Lingga, Y. M., Yuliyanti, W., & Ningsih, Y. (2021). Improving English speaking skill of EFL
class by using video blog on social media. Journal of Applied Linguistics and Literacy,
5(1), 20-24.
The study aims to improve the English-speaking skills of first-year EFL students through video
blogging activities on social media. Conducted using a Classroom Action Research (CAR)
method, it involved two research cycles with qualitative data collection from class observations
and interviews. The findings indicate that video blogging effectively enhanced students’
speaking fluency, vocabulary, and pronunciation. The source is credible as it is peer-reviewed
and appears in an academic journal focusing on applied linguistics and literacy. The research
is of high quality as it integrates systematic classroom observations with reflective learning
cycles, although it lacks a control group for comparative analysis. This article is relevant to this
research as it demonstrates the practical effectiveness of student-created video content, which
can be applied through Instagram Reels for enhancing speaking skills.
Khofifah, S. N., Ningrum, A. S. B., & Saharani, A. A. (2023). Exploring the use of social media
for learning speaking by the eleventh grade students of SMAN 3 Kediri. Magister
Scientiae, 51(1), 63-70.

The purpose of this study was to investigate the use of social media for speaking practice among
high school students and to explore related challenges and motivations. The research used a
mixed-method approach with questionnaires, interviews, and classroom observations involving
80 students. The findings revealed that students actively used social media platforms for
improving speaking fluency, vocabulary, and communication confidence, while also facing
challenges such as limited internet access. This peer-reviewed article is credible and offers both
qualitative and quantitative data. The research is solid, presenting percentage-based analysis
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alongside students’ qualitative feedback. It provides valuable insights into students'

Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom
to enhance students’ engagement in EFL contexts. Frontiers in Psychology, 13, Article
1005313.

The article aims to conceptualize how social media platforms enhance EFL students’
engagement both within and outside classroom settings. It was conducted as a conceptual
review by analyzing prior empirical studies and theoretical frameworks. The review concludes
that social media fosters emotional, cognitive, and agent engagement, increasing student
motivation, participation, and interaction in language learning. Published in Frontiers in
Psychology, a highly reputable, peer-reviewed journal, the article is credible and provides a
well-structured synthesis of relevant literature. Its research quality is strong due to its wide-
ranging theoretical coverage and practical recommendations. Although it lacks original field
data, this article is valuable for our study as it frames social media, including Instagram Reels,
as a key tool to foster speaking engagement and learner confidence.

Lashari, A. A., Rizvi, Y., Abbasi, F. N., Kurd, S. A., Solangi, M. A., & Golo, M. A. (2023).
Analyzing the impacts of social media use on learning English language. Al-Qantara,
9(4), 133-139.

This quantitative study aims to analyze the impacts of social media use on learning English
among 307 undergraduate students in Karachi. Data was collected via surveys and analyzed
using SPSS software. The findings revealed that social media platforms positively influenced
students’ fluency, vocabulary acquisition, and confidence in public speaking. The source is
credible as it is peer-reviewed and employs a clear quantitative research methodology. The
research is of good quality, using a large sample size and statistical analysis, although it lacks
qualitative exploration of students' attitudes. The article is significant for the current research
as it demonstrates the practical potential of platforms like Instagram Reels to improve speaking
skills and learner engagement through constructivist, user-generated content.

Xudoyberdiyeva, S. J. (2023). Technology-enhanced language learning (TELL). Education,

This article aims to discuss the role of technology-based tools in enhancing speaking and
overall language skills in EFL classrooms. It reviews existing theoretical frameworks and
practical applications of Technology-Enhanced Language Learning (TELL), including AI-
based tools, VR applications, mobile apps, and digital storytelling platforms. The source is
credible as it is peer-reviewed and contributes to the growing academic literature on digital
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learning tools. The research quality lies in its extensive theoretical review, although it lacks
original data collection. The article is valuable for the current research as it contextualizes
Instagram Reels within the modern TELL framework and justifies its integration into speaking
classes for fluency development.
Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok
Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191–198.
https://doi.org/10.54012/jcell.v1i3.35
The purpose of this study was to improve students’ speaking skills using TikTok as a learning
medium. The researchers implemented a Classroom Action Research (CAR) methodology
involving two cycles and 20 English education students at STKIP PGRI Bandar Lampung. Data
were gathered through observations and tests. Findings showed a marked improvement in both
speaking performance and student engagement, with average scores increasing from 68.88 in
the pre-cycle to 76.75 in cycle II. The study highlights the benefits of using a familiar and
engaging platform like TikTok to enhance students’ confidence, creativity, and motivation in
learning English. This peer-reviewed article is credible and combines quantitative and
qualitative approaches, although it lacks a control group. Nevertheless, it provides strong
classroom-based evidence for the integration of social media in language learning.
Aini, N., Amalia, F., & BudhiNingrum, A. S. (2022). Improving Students’ Speaking Skill Using
Hello English Application as a Medium of Learning from Home. IDEAS: Journal of
Language Teaching and Learning, Linguistics and Literature, 10(1), 730–745.
https://doi.org/10.24256/ideas.v10i1.2533
This study aimed to improve the speaking skills of fifth-grade students at SDN Sidorejo 1 using
the Hello English application during the pandemic. Using Classroom Action Research (CAR)
methodology over two cycles, data were collected via tests, observations, and questionnaires.
Results showed that the mean score increased from 4.94 in pre-test to 9.05 in the final test, with
88.23% of students meeting the success criteria. The study indicates that Hello English, with
its interactive features and conversation-focused design, effectively increases students’
confidence and fluency. The article is peer-reviewed and methodologically thorough, though it
is limited to a specific young learner context and lacks a comparative control group.
Zaitun, Hadi, M. S., & Indriani, E. D. (2021). TikTok as a Media to Enhancing the Speaking
Skills of EFL Students. Jurnal Studi Guru dan Pembelajaran, 4(1), 89–93.
https://doi.org/10.30605/jsgp.4.1.2021.525
Fahdin. (2020). Students’ Perception Toward The Use of TikTok in Learning English
Vocabulary. International Conference Labma Scientific Fair 2020, Yogyakarta.
This conference paper investigates students' perceptions of using TikTok for learning English
vocabulary. The study reveals that students view TikTok positively, particularly for its ease of
use and its capacity to help them remember vocabulary such as verbs and nouns. Although it
lacks robust methodological detail and a peer-reviewed journal format, it contributes useful
insights into learner attitudes, suggesting that informal social media platforms can be effective
supplementary language learning tools.
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Pratiwi, A., Ufairah, N., & Sopiah, R. (2021). Utilizing Tiktok Application as Media for
Learning English Pronunciation. Proceedings of the International Conference on
Education of Suryakancana, 372–382.
This study focuses on the use of TikTok to enhance students’ English pronunciation skills. The
authors highlight how students use TikTok videos for modeling pronunciation and self-practice.
Students reported improved pronunciation and greater motivation. Although this conference
proceeding lacks a detailed methodological explanation and comparative analysis, it adds value
by illustrating how pronunciation learning can benefit from mimicking real-life digital content
creators on platforms like TikTok.
Nurmy, A. R. (2017). Facebook as a Medium in English Learning as Foreign Language at IAIN
Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islam, 11(1), 48–57.
This research explores Facebook as a medium for English language learning at a university
level. Using a qualitative approach, the study reports that students found Facebook useful for
reading and writing practice and felt more engaged when using familiar platforms. While the
study lacks quantitative data or rigorous testing of speaking skills specifically, it provides
useful context for the broader integration of social media in EFL classrooms, indicating
Facebook’s relevance beyond social interaction.
Sah, P. K. (2015). ‘Let’s Tweet to Learn English’: Using Twitter as a Language Tool in the
ESL/EFL Classroom. Langlit: An International Peer-Reviewed Open Access Journal,
2(1).
This article presents Twitter as a tool for English learning in ESL/EFL contexts, promoting
active language use through short-form messages. It discusses how students practiced
vocabulary and sentence construction within Twitter’s character limit. The study is conceptual
and lacks empirical data, but offers pedagogical arguments for Twitter’s potential in
encouraging concise, real-time language interaction. The peer-reviewed status adds academic
weight to its conclusions, although practical application remains to be tested.
Herlisya, D., & Alfiawati, R. (2019). The Influence of Instagram’s Pictures Towards the
Students’ Essay Writing Skill. JETA (Journal of English Teaching and Applied
Linguistic), 1(2). https://doi.org/10.2020/jeta.v1i2.592
This study investigates the use of Instagram images in enhancing essay writing skills among
students. By integrating visual stimuli into writing exercises, students showed improved
descriptive writing and engagement. Though the study is focused on writing rather than
speaking, its implications for multimedia-assisted language learning are relevant. The article is
peer-reviewed and methodologically structured, contributing evidence to support digital media
use in EFL instruction, especially in writing classes.