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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Voices of English Language Education Society Tamansiswa International Journal in Education and Science (TIJES)
Lusi Nurhayati
Universitas Negeri Yogyakarta, Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Parental Involvement in Early English Literacy: A Parent’s Perceptions Resky Martiana Ningrum; Yogi Novario Nandes; Elita Damayanti; Lusi Nurhayati
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 7 No 1 (2025): October 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v7i1.20043

Abstract

The exploration of understanding of how the role of parents is concretely manifested in supporting early English literacy in the home environment, especially in the EFL context, as well as the parental challenges. This study addresses that gap by exploring parental involvement, highlighting flexible, interest-based approaches and emphasizing the significance of home literacy environments (HLE) as conceptual framework. This study utilized a qualitative descriptive approach to provide a comprehensive narrative revealing parents’ involvement during the literacy process. The data obtained twice using semi-structured interviews involving two full time mothers currently enrolled as masters’ students. The data analyzed in Thematic to identify six main aspects consist of physical environment, parental literacy habits, children-parent interaction, children interest engagement, parental beliefs and attitudes, and barriers in parental involvement. Due to the trustworthiness, this study integrates member checking by participants validation and peer debriefing to avoid bias subjectivity. The results of this study reveal that parental involvement practices in flexible, creative, and child-interest based approaches are considered due to parental beliefs in concern on growth of their children. In spite of the time constraints, overload parental role, and children learning motivation inconsistency, the participants exhibited strong commitment to overcome the challenges through parental partnership collaboration and play-based learning. This study highlights the responsive literacy practices in shaping English early literacy in HLE context.
Teachers’ Verbal Communication Strategies in Fostering Elementary EFL Students’ Willingness to Communicate Mia Refsi Choirunnisa; Lusi Nurhayati; Ari Purnawan; Nur Hidayanto Pancoro Setyo Putro
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30775

Abstract

Teachers’ verbal communication plays a central role in facilitating students’ oral participation in English as a Foreign Language (EFL) classrooms, particularly at the elementary level, where learners’ linguistic resources are still developing. This qualitative descriptive study examines the verbal communication strategies an English teacher uses to stimulate and support English-speaking participation among third-grade students in an EFL classroom. The study focuses exclusively on teachers’ verbal discourse as a form of instructional and affective support for students’ oral production. The participants consisted of one English teacher and 18 third-grade students at a private elementary school in Bandar Lampung, Indonesia. Data were collected through non-participant classroom observations and semi-structured interviews with the teacher. The data were analyzed using thematic analysis. The findings reveal four main categories of verbal communication strategies: questioning, prompting, encouragement, and feedback. Questioning and prompting emerged as the most frequently used strategies, activating prior knowledge, sustaining English use, and extending students’ oral responses. Encouragement and feedback provided affective and instructional support by reducing students’ anxiety, building confidence, and clarifying linguistic expectations. Collectively, these strategies created a supportive English-speaking classroom environment that fostered students’ willingness to communicate in English. The findings highlight the pedagogical importance of purposeful verbal communication strategies in supporting young learners’ oral participation in EFL classrooms.
Teacher Questioning Practices and Multidimensional Student Engagement in an Indonesian Primary EFL Classroom Nina Rosiana Putri; Lusi Nurhayati; Ari Purnawan; Anita Triastuti
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30776

Abstract

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.
Co-Authors Anita Triastuti Ari Purnawan Elita Damayanti Mia Refsi Choirunnisa Nina Rosiana Putri Nur Hidayanto Pancoro Setyo Putro Resky Martiana Ningrum Yogi Novario Nandes