Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEPAL (Journal of English Pedagogy and Applied Linguistics)
Sitti Maryam
Universitas Mataram
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Memorization in Early Literacy: A Reflective Study of Spelling Bee Practices in Primary Education Sitti Maryam
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1707

Abstract

This reflective case study explores how a spelling bee competition can transform the researcher’s perception of memorization from a mechanical task into an engaging, meaningful experience. Conducted at private school running international curriculum in Makassar, the event involved preparatory and lower primary students aged five to eight, competing through written and oral rounds. Data were collected through classroom observation, teacher notes, and post-event reflections. The findings address the research objectives thematically. They reveal that memorization, when embedded in a playful and competitive format, supports not only cognitive development but also social interaction and emotional growth. The event fostered students’ confidence, cooperation, and enthusiasm for learning English. Reflecting as both teacher and lecturer, the researcher argues that small-scale events like this merit scholarly attention, as they reveal the pedagogical value of joy, curiosity, and community participation in early language learning.
DEVELOPING NARRATIVE WRITING THROUGH SUSTAINED INSTRUCTION: A LINGUISTIC ANALYSIS OF GRADE 4-6 EFL STUDENTS’ TEXTS Sitti Maryam
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25569

Abstract

Narrative writing is a key genre in upper primary English as a Foreign Language (EFL) education, as it supports learners’ development of extended text construction, genre awareness, and linguistic control. However, many EFL primary students experience difficulties in organizing ideas, sustaining coherence, and using appropriate language features in narrative essays, particularly in exam-oriented contexts. This qualitative classroom-based study investigates the narrative structure and linguistic features of students’ narrative writing produced during a semester-long writing project in an Indonesian primary EFL setting. The study analyzes narrative texts written by Grade 4, Grade 5, and Grade 6 students at Lentera Primary School Makassar, where English is used as the medium of instruction.Adopting a qualitative linguistic approach, the study examines narrative stages (orientation, complication, and resolution), grammatical patterns, vocabulary use, and cohesive devices across grade levels. The findings reveal a clear developmental progression in students’ narrative writing. Grade 4 students predominantly produced linear, event-based texts with limited elaboration and simple sentence structures. Grade 5 students demonstrated improved paragraphing, clearer narrative progression, and greater control of tense and causal relationships. Grade 6 students exhibited the highest level of narrative and linguistic control, including more consistent paragraph organization, increased lexical variety, and the use of complex sentences and reflective resolutions.The findings also indicate that sustained, explicit writing instruction through a semester-long writing project supported students’ ability to respond effectively to essay-based assessment tasks. This study contributes to EFL writing research by providing qualitative linguistic insights into narrative writing development across upper primary grade levels and highlighting the pedagogical value of sustained, genre-based writing instruction in primary EFL classrooms.
Co-Authors