Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal E-Structural Prominent : Journal of English Studies Simple: International Journal of English Education
Oky Adinda Putri
Universitas Muria Kudus
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Fostering Engagement and Basic Vocabulary Skills Through Mini Booklets in Elementary English Learning Oky Adinda Putri; Achmad Hilal Madjdi
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.14417

Abstract

Engaging young learners in English language lessons while fostering vocabulary development is a key challenge in elementary education. This study investigates the use of mini booklets, designed with colorful illustrations, as a tool to enhance student engagement and support vocabulary acquisition among first-grade students at SD 1 Margorejo. A qualitative case study approach was employed, involving 12 students as participants. Data were collected through observation sheets and teacher reflection notes to examine how the mini booklets influenced classroom dynamics and learning outcomes. The findings indicate that the use of mini booklets significantly increased students’ enthusiasm and participation during English lessons. Students enjoyed interactive activities, demonstrating improved vocabulary retention and confidence in speaking. This study highlights the effectiveness of creative, student-centered teaching materials in early English education, offering practical recommendations for educators aiming to improve engagement and learning outcomes in similar contexts.
Teachers’ Perspectives on CLIL Implementation in Indonesian Primary Schools: Challenges and Classroom Strategies Oky Adinda Putri; Fatiha Dyah Puspa Ardianti Puspa Ardianti; Laili Febriyanti; Diah Kurniati; Titis Sulistyowati
Prominent Vol. 8 No. 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.14418

Abstract

This study explores teachers’ perspectives on the implementation of Content and Language Integrated Learning (CLIL) in science and math classrooms at SD Al Azhar Pati, a primary school in Indonesia. While CLIL is acknowledged as a bilingual instructional strategy that enhances both language and subject knowledge, limited research has explored its implementation in non-international, resource-limited school contexts. Using a qualitative case study approach, data were collected from five teachers through structured questionnaires and semi-structured interviews via WhatsApp. Findings reveal that teachers view CLIL as effective for fostering academic vocabulary and meaningful learning. However, challenges such as language barriers, limited materials, and varied student engagement persist. Teachers employed bilingual strategies, interactive activities, and collaboration with English teachers to overcome these challenges. This study underscores the need for professional development and localized resources to strengthen CLIL practices in similar settings.
Digital storytelling with moral values: Investigating listening engagement in an EFL classroom using YouTube Kids Oky Adinda Putri; Fitri Budi Suryani; Atik Rokhayani
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 9 No. 02 (2026): December 2026
Publisher : Universitas Dian Nuswantoro

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Abstract

This study explores how sixth-grade EFL students engaged with animated digital stories and interpreted moral values during classroom storytelling activities using YouTube Kids. A qualitative descriptive design was employed with 15 sixth-grade students in one public elementary school in Indonesia. Data were collected through classroom observations, student worksheets, and a reflection sheet. The data were analyzed using deductive coding based on the behavioral, emotional, and cognitive dimensions of student engagement, combined with inductive coding to identify patterns in students’ responses to moral values. The findings indicate three interconnected dimensions of engagement. Cognitive engagement was reflected in students’ efforts to follow story sequences, interpret characters’ actions and consequences, and connect story events with their own experiences. Emotional engagement appeared in students’ expressed feelings toward particular events and characters, including fear, surprise, sadness, relief, and enjoyment. Behavioral engagement was observed through attentiveness, pointing at the screen, raising hands, smiling and nodding, repeating phrases, and verbally responding during discussions. The reflection data also showed that students interpreted moral values in context rather than uniformly. In The Frightened Lion, students commonly identified ideas related to avoiding negative assumptions, checking situations before reacting, and thinking positively. In Snow White, students identified kindness, patience, generosity, and the avoidance of jealousy and arrogance, while some also emphasized responding to wrongdoing without returning the same wrongdoing. Several students connected these interpretations with personal experiences or intended actions. The findings provide qualitative evidence of multidimensional classroom engagement and students’ moral-value interpretation during digital storytelling activities. The study does not claim direct improvement in language proficiency or lasting behavioral change; rather, it highlights how animated stories can provide a context for observable participation, emotional responses, cognitive interpretation, and moral reflection in a young EFL classroom.
Co-Authors Ahmad Hilal Madjdi, Ahmad Hilal Atik Rokhayani Diah Kurniati Fatiha Dyah Puspa Ardianti Puspa Ardianti Fitri Budi Suryani Laili Febriyanti Titis Sulistyowati