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All Journal EXPOSURE JOURNAL Tell : Teaching of English Language and Literature Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Education and Human Development Journal Community Development Journal Child Education Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Pena Indonesia E-Link Journal Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal ABDIKU Jurnal Inovasi Penelitian Indonesia Berdaya Reforma: Jurnal Pendidikan dan Pembelajaran Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP ELEMENTARY : Jurnal Inovasi Pendidikan Dasar JPI (Jurnal Pendidikan Inklusi) Unram Journal of Community Service (UJCS) Bulletin of Pedagogical Research New Language Dimensions Takuana: Jurnal Pendidikan, Sains, dan Humaniora Indonesian Journal of Community Diversity and Engagement English Language Teaching Methodology (ELTM) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business Jurnal Pendidikan Indonesia (Japendi) Nuris Journal of Education and Islamic Studies TOFEDU: The Future of Education Journal JEID EDUJ : English Education Journal Jurnal Ilmiah Multidisiplin JUKEMAS : Jurnal Pengabdian Kepada Masyarakat
Aquariza, Novi Rahmania
Universitas Nahdlatul Ulama Surabaya
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NILAI KARAKTER SASTRA ANAK: KORELASI ANTARA NOVEL ANAK DAN PEMBELAJARAN DI SEKOLAH DASAR Susanto, Rudi Umar; Ghufron, Syamsul; Aquariza, Novi Rahmania
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9428

Abstract

This study aims to examine the character values embedded in children’s literature, particularly children’s novels, and to analyze their correlation with learning processes in elementary schools. The focus of the study is directed toward the use of children’s novels as learning media that contribute to the formation and strengthening of students’ character. This research employs a descriptive qualitative approach by analyzing several popular children’s novels that are widely read or relevant to the world of children. The analysis is conducted by identifying character values reflected through characters, plot, conflicts, and moral messages in the novels, and then relating these values to their application in classroom learning contexts. The results indicate that children’s novels contain various positive character values, including honesty, responsibility, cooperation, empathy, discipline, and independence, which are aligned with the objectives of character education in elementary schools. Furthermore, children’s novels are able to present learning experiences that are more contextual, engaging, and meaningful, thereby facilitating students’ understanding and internalization of character values in a natural way. Therefore, children’s literature, particularly children’s novels, has significant potential to be utilized as learning media and resources in supporting the implementation of character education in elementary schools. ABSTRAK Penelitian ini bertujuan untuk mengkaji nilai-nilai karakter yang terkandung dalam sastra anak, khususnya novel anak, serta menganalisis korelasinya dengan pembelajaran di sekolah dasar. Fokus penelitian diarahkan pada pemanfaatan novel anak sebagai media pembelajaran yang berperan dalam pembentukan dan penguatan karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik analisis terhadap sejumlah novel anak yang populer dan banyak digunakan atau relevan dengan dunia anak. Analisis dilakukan dengan mengidentifikasi nilai-nilai karakter yang tercermin melalui tokoh, alur, konflik, dan pesan moral dalam novel, kemudian mengaitkannya dengan penerapan nilai tersebut dalam konteks pembelajaran di kelas. Hasil penelitian menunjukkan bahwa novel anak mengandung berbagai nilai karakter positif, antara lain kejujuran, tanggung jawab, kerja sama, empati, disiplin, dan kemandirian, yang sejalan dengan tujuan pendidikan karakter di sekolah dasar. Selain itu, novel anak mampu menghadirkan pembelajaran yang lebih kontekstual, menarik, dan bermakna, sehingga memudahkan peserta didik dalam memahami serta menginternalisasi nilai-nilai karakter secara alami. Dengan demikian, sastra anak, khususnya novel anak, memiliki potensi yang signifikan untuk dijadikan sebagai media dan sumber pembelajaran dalam mendukung pelaksanaan pendidikan karakter di sekolah dasar.
Enhancing EFL Students’ Speaking Skills through Digital Storytelling in Podcast Projects Khoirunnisa, Rahma Arsila; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7152

Abstract

Speaking is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL). Many students experience difficulties in expressing their ideas orally due to limited opportunities for practice, anxiety about making mistakes, and a lack of confidence when communicating in English. These challenges often hinder the development of speaking proficiency in language classrooms. Therefore, innovative and engaging teaching strategies are needed to create supportive learning environments that encourage students to practice speaking more actively. This study investigates the use of digital storytelling through podcast projects as a pedagogical approach to enhance EFL students’ speaking proficiency. The research employed a qualitative design involving ten students from the English Education Department at Nahdlatul Ulama University Surabaya. The participants were engaged in a digital storytelling activity in which they created their own podcasts, beginning with the process of selecting a story topic, writing scripts, rehearsing their narration, and finally recording and sharing their storytelling podcasts. Data were collected through semi-structured interviews in order to explore students’ perceptions and experiences during the podcast project. The collected data were then analyzed using thematic analysis to identify key patterns and themes related to students’ speaking development. The findings of the study indicate that the use of digital storytelling in podcast projects contributed positively to students’ speaking abilities. Participants reported increased confidence when speaking English, improved fluency, and better pronunciation as a result of repeated practice during the recording process.
Literature Review of Animated Films to Enhance Narrative Text Comprehension in Indonesian Elementary Students Ningrum, Retno Dwi; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8024

Abstract

Narrative text comprehension is a fundamental skill for Indonesian elementary students learning English as a foreign language. However, many students still face challenges in understanding vocabulary, language features, and story structure. One effective medium to address these difficulties is the use of animated films, which combine visual and auditory elements to create a more engaging and meaningful learning experience. This study aims to review previous literature on the use of animated films to improve narrative text comprehension among Indonesian elementary students, identify effective teaching practices, and highlight existing research gaps. The method employed in this study is a systematic literature review of peer-reviewed journal articles, theses, and academic reports published over the last ten years. The review focuses on studies that examine the integration of animated films in English language learning, particularly in developing narrative comprehension skills. The findings indicate that animated films, when supported by structured learning activities such as pre-viewing preparation, guided discussions during viewing, and post-viewing reflections, can significantly enhance students’ understanding of story elements, improve vocabulary acquisition, and increase classroom participation. Furthermore, animated films support multimodal learning by enabling students to process information through both visual and verbal channels simultaneously, which helps them better grasp the meaning of the text. Despite these benefits, research specifically conducted in Indonesian elementary school settings remains limited. In addition, practical guidelines for teachers on how to effectively integrate animated films into classroom instruction are still insufficient.
Students` Perceptions of YouTube Videos as a Tool for Developing Listening Skills Aqmarina, Amanda Zatil; Authar, Nailul; Afandi, Mujad Didien; Aquariza, Novi Rahmania; Basuki, Edi Pujo
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8040

Abstract

This study explores college students’ perceptions of using YouTube videos as a tool to enhance their listening skills. With the rapid integration of digital media into education, YouTube has become a widely accessible and valuable resource for language learning. The study adopts a qualitative approach by collecting data through semi-structured interviews and focus group discussions involving students who actively use YouTube for English listening practice. The findings, analyzed using thematic analysis, reveal several advantages of YouTube as a learning medium. Students report that it provides exposure to authentic language use, a wide variety of accents, and flexible features such as adjustable playback speed, which help improve comprehension. Additionally, the platform allows learners to access diverse topics that match their interests, increasing engagement and motivation. However, the study also identifies several challenges faced by students. Many participants find it difficult to select appropriate and level-appropriate content due to the vast amount of videos available. Furthermore, distractions from unrelated or entertaining content often reduce learning effectiveness. These issues indicate that while YouTube offers significant potential as a supplementary tool for improving listening skills, its success largely depends on students’ ability to manage their learning process. Overall, the study concludes that YouTube can effectively support listening skill development when used strategically. Therefore, educators are encouraged to guide students in selecting suitable content and developing focused learning habits to maximize the educational benefits of YouTube.
Students’ Perceptions of Intrinsic Factors Influencing Motivation in Speaking Classes Antika, Ruli; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1780

Abstract

This study explores students’ perceptions of intrinsic motivational factors that influence their participation in English speaking classes at an Indonesian junior high school. Based on Self-Determination Theory and self-concept in language learning, the study focuses on competence, autonomy, and self-concept as key factors affecting students’ willingness to speak. Using a descriptive qualitative design, this research involved 48 students at a junior high school in Ponorogo, East Java, Indonesia, with 25 students selected for semi-structured interviews after data saturation was reached. Data were collected through classroom observations and interviews over four weeks and analyzed using thematic analysis. The findings show that competence was the most dominant factor, reported by 21 students, or 84%, as students felt more motivated when they completed speaking tasks successfully and received constructive feedback. Autonomy was reported by 18 students, or 72%, showing that topic and peer selection increased engagement. Self-concept was identified by 15 students, or 60%, indicating that students’ positive image of themselves as future English speakers reduced anxiety and encouraged participation. This study concludes that competence, autonomy, and self-concept interact as a motivational triad that strengthens students’ intrinsic motivation in speaking classes.
A SYSTEMATIC LITERATURE REVIEW ON THE ROLE OF ENGLISH EXPOSURE IN DEVELOPING JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS: English Niken Ayu Pramudita; Nailul Authar; Novi Rahmania Aquariza; Savira Zaniar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45977

Abstract

Speaking is considered one of the most important language skills in English as a Foreign Language (EFL) learning because it enables students to express ideas and communicate effectively. However, many junior high school students still experience difficulties in developing speaking skills due to limited opportunities to use English in their learning environment. One important factor that supports language development is exposure to the target language. Therefore, this study aims to identify the types of English exposure used in speaking learning and examine how English exposure contributes to the development of junior high school students’ speaking skills. This study employed a Systematic Literature Review (SLR) to analyze relevant previous studies related to English exposure and speaking skills. A total of 10 studies published between 2017 and 2026 were selected and analyzed based on specific inclusion criteria. The findings reveal that English exposure in speaking learning occurs through several instructional approaches, including role-play activities, technology-based learning media, and interactive classroom activities such as picture-based tasks and problem-based learning. These forms of exposure provide students with meaningful opportunities to practice speaking, increase their confidence, and improve their communication performance. Overall, the results indicate that English exposure plays a significant role in supporting the development of junior high school students’ speaking skills. Providing varied and meaningful exposure to English can help students develop greater confidence, fluency, and communicative competence in speaking.
Enhancing EFL Students’ Speaking Confidence through Collaborative Learning Annida Nur Akfany; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.473

Abstract

This study examines the role of collaborative learning in enhancing EFL students’ speaking confidence through a qualitative literature review with a systematic approach. The study addresses the issue that many EFL learners experience difficulties in speaking due to affective factors such as anxiety and low self-confidence. Data were collected from academic databases, including Google Scholar, ERIC, and Scopus, focusing on articles published between 2021 and 2026. The selection process followed a structured screening procedure, resulting in a subset of relevant studies for in-depth analysis. The data were analyzed using thematic analysis. The findings indicate that collaborative learning enhances speaking confidence through three interconnected mechanisms: increased social interaction, reduced speaking anxiety, and the creation of a supportive learning environment. However, the effectiveness of this approach may vary depending on contextual factors such as group dynamics and instructional practices. This study suggests that collaborative learning should be implemented with appropriate facilitation to maximize its impact on students’ speaking confidence.
Co-Authors Achda, Imam Afandi, Mujad Didien Afib Rulyansah Afib Rulyansyah Agista Putri Setianingsih Ahmad Samingan Alfiyah Nurahmada Anita Majidha Annida Nur Akfany Antika, Ruli Anzar Aquil Aqmarina, Amanda Zatil Asmaul Lutfauziah Authar, Nailul Basuki, Edi Pujo BERDA ASMARA Destita Shari Destita Shari Dewi Widiana Rahayu Djuwari Djuwari Faela Nur Oktaviani Fajrina, Luthfiah Nur Faridah, Fita Halimatus Sakdiyah Hartono, Rudi Imam Achda IRENE ROSALINA Jauharotur Rihlah Jauharotur Rihlah Khoirunnisa, Rahma Arsila Machmudah Machmudah Machmudah, Machmudah Majidha, Anita Muflihah, Tatik Muhammad Syaikhon Mujad Didien Afandi Mujad Didien Afandi Nailul Authar Nailur Authar Niken Ayu Pramudita Niken Ayu Pramudita Ningrum, Retno Dwi Nur Azizah A.S. Oktania, Nesia Pramudita, Niken Ayu Pratiwi Retnaningdyah Rahayu, Dewi Widiana Riryn Fatmawaty Rudi Hartono Rudi Umar Susanto Rudi Umar Susanto Saputri , Tiyas Savira Zaniar Silvi Nur Hidayati Sucita, Adelia Ayu Putri Suhono Sulistiono, Agus Susanto, Rudi Umar Susesti, Dina Anggraeni Sya'diyah, Halimatu Syafi'ul Anam Syafiul Anam Syamsul Ghufron Tatik Muflihah Tatik Muflihah Tiyas Saputri unusa, tiyas Wibowo, Rifky Adli Sulistyo Yuniwati, Eny Dyah Yusfiah Yasmin Ziyada Wulan Wulidha