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All Journal ELT Worldwide: Journal of English Language Teaching Linguistic, English Education and Art (LEEA) Journal JURNAL PENDIDIKAN TAMBUSAI Journal of English Education and Teaching (JEET) PANYONARA: Journal of English Education LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran Jurnal Pendidikan dan Profesi Keguruan Linguistic, English Education and Art (LEEA) Journal Tsaqila Jurnal Pendidikan dan Teknologi Jurnal Kajian Ilmu Pendidikan (JKIP) DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Journal of Innovative and Creativity Journal of Innovation in Teaching and Instructional Media LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING IJIS Edu : Indonesian Journal of Integrated Science Education
Zasrianita, Fera
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Innovation in Teaching and Instructional Media

 1 
Analysis of an English Teacher Talk in the Classroom Interaction at MTs Humaira Kota Bengkulu Eriz, Gressia Julia; Zasrianita, Fera; Febriani, Hanura
Journal of Innovation in Teaching and Instructional Media Vol 6 No 1 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i1.1244

Abstract

This study explores the types of talk used by an English teacher during classroom interaction at MTs Humaira Kota Bengkulu and examines how these strategies facilitate student engagement. Using a qualitative descriptive method, data were collected through classroom observation, interviews, and documentation. The findings indicate that the teacher employed various communicative strategies, such as praising, asking questions, giving directions, and incorporating students’ ideas resulting in increased participation and understanding. The teacher also utilized code-switching, tone modulation, and strategic gestures to support student comprehension. The novelty of this research lies in its specific focus on classroom discourse within the madrasah context, which has been underrepresented in previous studies. This research contributes to a deeper understanding of how teacher-led interaction fosters a more dynamic and interactive English learning environment in religious-based schools.
The Students’ Perception of Using ChatGPT Towards English Language Learning Ulum A, Mohammad Hakamul; Zasrianita, Fera; Febriani, Hanura
Journal of Innovation in Teaching and Instructional Media Vol 6 No 1 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i1.1255

Abstract

This research seeks to explore the perception of the fourth-semester Social Sciences students regarding the use of ChatGPT as a tool for English language learning at UINFAS Bengkulu, particularly concerning learning autonomy, critical thinking skills, and ethical considerations. The study utilized a descriptive qualitative method within the UTAUT2 framework. Data collection was conducted through in-depth interviews, observations, and document analysis with ten purposively sampled participants. Students largely view ChatGPT primarily as a transactional tool for quickly gaining access to vocabulary, translation, and even the completion of assignments. While there are perceived outputs and limitations such as inaccuracies (90% of respondents), risks of output creativity (70%) that are noted, there is still a practical adoption owing to the device’s usability and immediacy. Performance expectancy along with peer influence, hedonic motivation, and institutional guidance that is absent also remain as key adoption drivers. There are fears of stunting personal initiative and promoting skill stagnation through unrestricted autonomous control. This study applies UTAUT2 for the first time regarding the use of ChatGPT in learning English in a non-Western multilingual setting—Indonesia. It constructs distinct user profiles “critical pragmatists,” “intellectual minimalists and describes “critical passivity,” which is the behavioral unresponsiveness to limitations of awareness, which has not been captured in previous literature. The research results set forth tangible approaches to address the AI-academic integrity imbalance, such as the development of pedagogical frameworks incorporating AI, curricula on digital literacy, and institutional governance. This addresses the myriad shortcomings of the theories of acceptance of technology and is a contribution towards Global South educational settings grappled with AI incorporation.
An Analysis of Students’ Perception Toward the Use of Narrative Text in Writing Activities in English Student Community Sandika, Marisa; Zasrianita, Fera; Febriani, Hanura
Journal of Innovation in Teaching and Instructional Media Vol 6 No 1 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i1.1295

Abstract

Writing in English is often challenging for students, especially in organizing ideas, developing coherence, and applying accurate grammar. Narrative text, although commonly introduced in language classes, has not been fully explored as a medium to foster creativity and strengthen writing competence in student-led communities. This study aims to analyze students’ perceptions of the use of narrative text in writing activities at the English Students Community (ESCO) of the English Study Program, Fatmawati Sukarno State Islamic University Bengkulu. Using a qualitative descriptive method, data were obtained from 39 fourth-semester students through questionnaires and in-depth interviews. The findings indicate that most students perceived narrative text writing as useful for generating ideas, structuring paragraphs, enriching vocabulary, and improving grammar mastery. Participation in narrative-based writing activities also increased students’ motivation and confidence in both spoken and written English. However, some challenges were reported, such as difficulties in plot development, character creation, conflict resolution, vocabulary limitation, and time management. In conclusion, narrative text provides not only academic benefits but also motivational value, encouraging students to be more active in writing practices. This study suggests the importance of providing guidance in story construction, incorporating peer feedback, and strengthening writing communities as a way to enhance English proficiency.
Co-Authors Andri, Saputra Andriadi Andriadi Arono Arono Celenia, Elisza Eriz, Gressia Julia Erliani, Windia Erna Erna, Erna Fabela, Putri Febriani, Hanura Hamzah, Syukri Hariyanto, Endang Haryanto, Endang Heriadi, Meddyan Heryanto, Megus Hidaya, Ahmad Choky Alamsya Mardiansyah, Dodi Nadrah, Nadrah Permatasari, Lidia Dwi PUTRI, MELU SUDARMI Rahmadani, Septi Sandika, Marisa Sanjaya, Puja Rakes Sari, Andestari Puspita Sari, Prima Dwi Putri Sari, Wenny Aulia Sartika, Ani Sihombing, Amrina Susanto, Ferri Tandayu, Ario Ulandari, Widia Ulum A, Mohammad Hakamul Wediasti, Welti Wisma Yunita