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All Journal Journal of Innovation Research and Knowledge Simpati: Jurnal Penelitian Pendidikan dan Bahasa
Martha Budianto
Universitas Kristen Satya Wacana
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Primary School English Teachers' Knowledge and Classroom Implementation of Oral Reading Fluency Instruction: A Mixed-Methods Study Martha Budianto; Sarai Enita; Kaleb Priyanto
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.2247

Abstract

Oral reading fluency is a critical component of early literacy because it bridges decoding and reading comprehension. Despite its importance, fluency instruction remains one of the least emphasized aspects of early English reading instruction, particularly in English as a Foreign Language (EFL) primary classrooms. This study examined primary school English teachers' knowledge of oral reading fluency instruction and the factors influencing its classroom implementation. A convergent mixed-methods design was employed involving 20 English teachers from three purposively selected primary schools. Data were collected through structured classroom observations and semi-structured interviews. Observation data were analyzed using descriptive statistics, while interview data were analyzed thematically and integrated with the quantitative findings. The findings revealed that teachers possessed only partial knowledge of oral reading fluency, demonstrating stronger understanding of teacher modeling and reading rate than guided oral reading and prosody instruction. Classroom observations similarly showed limited implementation of evidence-based fluency strategies. Teachers identified insufficient pre-service preparation, limited professional development, large class sizes, and inadequate instructional resources as major barriers to effective fluency instruction. These findings highlight the need for stronger teacher preparation and professional development to support comprehensive oral reading fluency instruction in early English literacy classrooms.
FOSTERING SPEAKING DEVELOPMENT AND LEARNER CONFIDENCE THROUGH DIGITAL STORYTELLING IN JUNIOR HIGH SCHOOL EFL CONTEXTS Martha Budianto
Journal of Innovation Research and Knowledge Vol. 5 No. 9 (2026): Februari 2026
Publisher : Bajang Institute

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Abstract

Speaking is widely recognized as one of the most essential skills in English, as it enables learners to communicate with people from different parts of the world. However, despite its importance, many students in Indonesia still experience difficulties in developing their speaking ability. These challenges are often caused by limited exposure to authentic English use, low confidence, fear of making mistakes, and a lack of engaging speaking activities in the classroom. To address this issue, this study explores the use of Digital Storytelling (DST) as an alternative instructional media used for teaching in middle-school English-speaking classes. DST allows students to combine spoken language with visuals, narration, and personal expression, creating a more meaningful and supportive environment for oral communication. This study employed qualitative approaches. Qualitative data were obtained through interviews to gain deeper insights into students’ perceptions and experiences. The findings indicate that the use of DST has a positive impact on students’ speaking ability. Not only did it improve students’ speaking performance, but it also increased their motivation to speak, enhanced their confidence, and encouraged greater creativity and self-expression. Overall, the study suggests that DST holds strong potential as an effective pedagogical tool for improving English speaking skills in the Indonesian EFL context.
Co-Authors Priyanto, Kaleb Sarai Enita