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All Journal Indonesian Journal of Studies on Humanities, Social Sciences and Education Social Sciences and Humanities Reviews
Suhaimi
Institut Agama Islam Negeri Kerinci, Indonesia
Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Negotiating Engagement and Digital Distraction: English Teachers’ Pedagogical Adaptation for Generation Z in Secondary Classrooms Aulia Rachmad Pidie Saputra; Suhaimi; Reko Hary Putra
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.196

Abstract

Background: The emergence of Generation Z has significantly transformed English language classrooms by introducing learning preferences shaped by digital immersion, rapid information access, and interactive communication environments. These characteristics challenge conventional teacher centered pedagogy and create a complex tension between learning engagement and digital distraction in secondary education settings. Aims: This study examines how English teachers adapt their pedagogical practices to engage Generation Z learners while simultaneously managing the challenges of digital distraction within secondary school classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi structured interviews, classroom observations, and instructional document analysis involving English teachers who regularly teach digitally oriented learners. The collected data were analyzed using thematic analysis to identify recurring patterns of instructional challenges and adaptive pedagogical strategies. Results: The findings indicate that multimedia materials, collaborative learning tasks, and technology integrated activities increase student participation, motivation, and classroom interaction. Nevertheless, teachers continue to encounter persistent difficulties in maintaining sustained student attention, controlling off task digital behavior, and ensuring that technological tools remain aligned with pedagogical objectives. Conclusion: The study demonstrates that effective instruction for Generation Z learners requires adaptive pedagogy that integrates digital technology with learner centered instructional design, structured interaction, and guided participation. Teachers must strategically transform digital engagement into productive learning opportunities rather than uncontrolled technological use. Strengthening teachers’ digital pedagogical competence and providing institutional support are therefore essential to ensure that technology enriched classrooms promote sustained engagement, meaningful communication, and deeper language learning outcomes.
THE CORRELATION BETWEEN STUDENTS' LEARNING MOTIVATION AND THEIR ABILITY IN READING COMPREHENSION Suhaimi; Zulman Huda
Indonesian Journal of Studies on Humanities, Social Sciences and Education Vol. 3 No. 1 (2026): Indonesian Journal of Studies on Humanities, Social Sciences, and Education (IJ
Publisher : GoAcademica CRP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/gy36ct39

Abstract

This research investigated the correlation between students' learning motivation and their ability in reading comprehension at eighth grade of MTsN 4 Kerinci. The study employed a quantitative method with correlational technique involving 22 students selected through purposive sampling from a population of 62 students. Data collection utilized questionnaires assessed by Likert scale rating to measure students' learning motivation and multiple choice reading tests measured by H. Douglas Brown's rubric to assess reading comprehension ability. The findings revealed a positive correlation between the two variables with rxy value of 0.721 which was greater than rtable at 5 percent significance level of 0.423, indicating that 52.19 percent of reading ability was influenced by learning motivation. Statistical analysis using SPSS 23.00 showed that t-count value of 12.146 exceeded t-table value of 1.713 with significance level of 0.625 which was less than 0.05, confirming that the alternative hypothesis was accepted. The study concluded that there was a significant positive correlation between students' learning motivation and their reading comprehension ability, suggesting that higher motivation contributes to better reading performance among eighth grade students at MTsN 4 Kerinci.
Co-Authors Aulia Rachmad Pidie Saputra Reko Hary Putra Zulman Huda