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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EduStream: Jurnal Pendidikan Dasar
Bardianing Panggalih, Wahyun
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Languange, Linguistic, Communication & Media Other

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Students' Perceptions of Using the Storyboardthat Application in Enhancing Creativity in Narrative Writing Diah Yovita Suryarini; Bardianing Panggalih, Wahyun; Amiruddin Hadi Wibowo; Arba Navalova Budiono
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.7955

Abstract

The need for creativity in language learning has encouraged teachers to integrate digital tools into writing instruction. However, many students still experience difficulties in generating ideas and developing creativity through traditional writing methods. This study aimed to explore students’ perceptions of using the StoryboardThat application to support creativity in narrative writing. A descriptive qualitative research design was employed. The participants were 20 fourth-semester students of the English Education Study Program at Wijaya Kusuma University Surabaya. Data were collected through a 35-item questionnaire focusing on creativity, motivation, confidence, and writing performance, supported by interviews, classroom observation, and document analysis. The data were analyzed qualitatively to identify recurring themes and patterns. The findings revealed that students perceived StoryboardThat as an engaging and helpful tool that stimulated creative thinking, increased motivation, and made narrative writing more enjoyable. The visual features of the application assisted students in developing story ideas, organizing narratives, and expressing individual writing styles. However, only a limited number of students reported improvement in grammatical accuracy and sentence structure. These findings suggest that StoryboardThat is effective in supporting students’ creativity and motivation in narrative writing, although additional instructional support is required to enhance language accuracy.  
How can male not be a teacher of pupils: Assessing stereotypes among teachers in primary school Israel Olaofe, Abayomi; Olayinka Shogbesan, Yusuf; Gboyega Abidogun, Babajide; Frederick, Zozonaebi; Bardianing Panggalih, Wahyun; Kalle Istighfar, Muhammad; Fatasya Aulia, Mira
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p1-18

Abstract

Male teachers remain considerably under-represented in primary education globally due to incessant socio-cultural stereotypes in the system of educating young children. This study assessed stereotypes among teachers regarding male involvement in early-years education. Using a quantitative design, the Early Years Teachers' Stereotype Scale (EYETESS) was administered to n-122 educators and parents. Results revealed that primary school teaching continues to be perceived as a female-oriented profession (77.1% agreement), with men facing social stigma, masculinity doubts, and fear of false accusations (85.3% agreement). Parental attitudes were ambivalent, while expressing general trust in male teachers, parents showed reluctance regarding actual care arrangements. Male educators experience social isolation as gender minorities, inadequate professional support, gendered role expectations (channelling men into physical/disciplinary roles), and barriers to career advancement. The study concludes that institutional prejudices, stereotypes, and the psychological burden of working in suspicion promote a cycle of discouragement debarring male teachers from entry and retention in the sector. The stereotype can be eliminated through social enlightenment campaigns, gender-balanced recruitment policy, and institutional support networks for male teachers.
Co-Authors Amiruddin Hadi Wibowo Arba Navalova Budiono Diah Yovita Suryarini Fatasya Aulia, Mira Frederick, Zozonaebi Gboyega Abidogun, Babajide Israel Olaofe, Abayomi Kalle Istighfar, Muhammad Olayinka Shogbesan, Yusuf