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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Nurmairina Nurmairina
UMN Al Wasiliyah
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ENHANCING ELEMENTARY STUDENTS' READING COMPREHENSION THROUGH INTERACTIVE STORYTELLING IN ENGLISH LANGUAGE CLASSROOMS: AN INTEGRATIVE REVIEW Dinda Yarshal; Nurmairina Nurmairina
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.187

Abstract

Reading comprehension remains one of the most essential yet challenging skills for elementary students learning English as a foreign language. Many students can recognize words and answer literal questions, but they often experience difficulties in constructing meaning, making inferences, understanding vocabulary in context, and connecting story events with prior knowledge. Conventional reading instruction frequently emphasizes translation, repetition, and factual exercises, while young learners need more interactive, multimodal, and meaningful literacy experiences. This article aims to examine how interactive storytelling can enhance elementary students' reading comprehension in English language learning classrooms. This study employed an integrative literature review by synthesizing international peer-reviewed studies related to storytelling, digital storytelling, multimedia learning, reading comprehension, and English language teaching. The findings indicate that interactive storytelling supports reading comprehension through four main mechanisms: activating prior knowledge, scaffolding vocabulary and narrative structure, promoting inferential thinking, and increasing students' engagement through dialogic participation. The article proposes an Interactive Storytelling Reading Cycle consisting of pre-story engagement, guided story encounter, interactive meaning negotiation, collaborative story reconstruction, and reflective comprehension assessment. The discussion emphasizes that interactive storytelling should not be treated merely as entertainment or digital decoration. Instead, it should be positioned as a structured literacy pedagogy that integrates narrative, interaction, multimodal support, and comprehension strategy instruction. The article concludes that interactive storytelling has strong potential to make English reading instruction more active, contextual, communicative, and developmentally appropriate for elementary learners.
LANGUAGE POLITENESS STRATEGIES IN TEACHER-STUDENT CLASSROOM COMMUNICATION: A PRAGMATIC DISCOURSE ANALYSIS OF INTERACTIONAL FUNCTIONS Nurmairina Nurmairina; Dinda Yarshal
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.211

Abstract

Language politeness is an essential component of classroom communication because it shapes teacher-student relationships, learning participation, emotional safety, and instructional effectiveness. In classroom interaction, teachers need to manage instruction, discipline, feedback, and questioning without damaging students' face or reducing their willingness to participate. However, classroom communication often contains directives, corrections, reprimands, and evaluations that may become face-threatening if they are not expressed through appropriate politeness strategies. This study aims to analyze language politeness strategies in teacher-student classroom communication and examine their pedagogical and relational functions. The study employed a qualitative pragmatic discourse analysis involving classroom observations, audio-video recordings, teacher interviews, student focus group discussions, and field notes. The participants consisted of three English teachers and 96 secondary school students. The data were analyzed using Brown and Levinson's politeness framework supported by relational work theory. The findings revealed that teachers and students used four major politeness strategies: positive politeness, negative politeness, bald-on-record strategy, and off-record strategy. Positive politeness was the most dominant strategy because it helped build solidarity, encourage participation, and create supportive classroom rapport. Negative politeness appeared in requests, corrections, and feedback to reduce imposition. The study concludes that politeness strategies are pedagogical resources for managing face, authority, participation, and classroom harmony.
Co-Authors Dinda Yarshal