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All Journal Jurnal Educatio FKIP UNMA TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan
Silvia Sari Setyowati
Universitas Muria Kudus
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Kahoot's Potential to Foster Close Reading and Student Engagement Silvia Sari Setyowati; Atik Rokhayani
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.19217

Abstract

The integration of digital learning technologies has become increasingly important in English language education to improve students' reading comprehension and classroom engagement. However, many elementary school students continue to experience difficulties in maintaining attention and actively participating in reading activities, particularly when conventional instructional methods are applied. This study aimed to investigate the potential of Kahoot!-based learning in encouraging close reading and enhancing student engagement during descriptive text learning among sixth-grade elementary school students. A qualitative descriptive approach was employed involving 24 sixth-grade students at Elementary School. Data were collected through classroom observations, semi-structured interviews, and vocabulary reflection sheets. The data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing through triangulation. The findings revealed that Kahoot!-based learning increased students' behavioral, emotional, and cognitive engagement during reading activities. Students actively reread descriptive texts, identified textual evidence before answering questions, and participated enthusiastically throughout the learning process. Furthermore, vocabulary reflection activities enabled students to identify unfamiliar words independently and strengthened their vocabulary development. The study concludes that integrating Kahoot!-based close reading with vocabulary reflection creates a more engaging, interactive, and student-centered learning environment that supports reading comprehension, vocabulary acquisition, and digital literacy development in elementary English classrooms..
PROFESSIONAL DEVELOPMENT THROUGH LIVED EXPERIENCE: A NARRATIVE INQUIRY OF AN ELEMENTARY ENGLISH TEACHER Silvia Sari Setyowati; Fitri Budi Suryani; Titis Sulistyowati
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.14547

Abstract

Teacher professional development usually takes the formal process and activities to increase teachers’ professional skill. However, in practice, it is also shaped by teachers’ individual lived experiences. This study aims to explore the lived experiences of an English teacher at a rural elementary school in Indonesia. The study applied narrative design. The data were collected through in-depth interviews and anaylsed qualitatively. The findings reveal that the influence of teaching practice in college in contructing professionaal identity, the use of adaptive strategis regarding the challenges intecahing in a rural area, and the integration of informaal experiences and popular culture to enhance students' cross-cultural awareness. This study concludes that professional development is a reflective process that connects personal and professional sides. Therefeore, it recommends the education authorities to provide teacher development programs that support lived experinecs and contextual aspects beside general technical training. ABSTRAK Pengembangan profesional guru umumnya dipahami sebagai proses dan kegiatan formal untuk meningkatkan kompetensi profesional guru. Namun, dalam praktiknya, pengembangan tersebut juga dibentuk oleh pengalaman hidup individu yang dimiliki guru. Penelitian ini bertujuan untuk mengeksplorasi pengalaman hidup seorang guru bahasa Inggris di sekolah dasar pedesaan di Indonesia. Penelitian ini menggunakan desain naratif. Data dikumpulkan melalui wawancara mendalam dan dianalisis secara kualitatif. Hasil penelitian menunjukkan adanya pengaruh praktik mengajar selama perkuliahan dalam membentuk identitas profesional guru, penggunaan strategi adaptif dalam menghadapi tantangan mengajar di daerah pedesaan, serta integrasi pengalaman informal dan budaya populer untuk meningkatkan kesadaran lintas budaya siswa. Penelitian ini menyimpulkan bahwa pengembangan profesional guru merupakan proses reflektif yang menghubungkan aspek personal dan profesional. Oleh karena itu, penelitian ini merekomendasikan agar otoritas pendidikan menyediakan program pengembangan guru yang mendukung pengalaman hidup dan aspek kontekstual selain pelatihan teknis secara umum.  
Co-Authors Atik Rokhayani Fitri Budi Suryani Titis Sulistyowati