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All Journal JELLT (Journal of English Language and Language Teaching) Tamansiswa International Journal in Education and Science (TIJES) Interdisciplinary International Journal of Conservation and Culture
Rozanah Katrina Herda
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Agriculture, Biological Sciences & Forestry Arts Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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The Effectiveness of Implementing Personal Storytelling on Students' Academic Achievement and Learning Motivation Krisna Wijaya; Rozanah Katrina Herda; Sheika Majid
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i1.18202

Abstract

In language learning contexts, conventional methods frequently fail to engage students meaningfully, making it difficult to improve their academic achievement and learning motivation. Addressing this issue, teachers' personal storytelling in learning various languages has the potential to make the learning environment more approachable and motivational. This study looks into the impact of using the teacher's personal storytelling in learning other languages on students' academic achievement and motivation. A quasi-experimental approach was adopted, with a single experimental group comprising 36 senior high school students from Indonesia. The findings show that personal storytelling greatly enhanced both academic achievement and learning motivation. Students found the strategy engaging, unique, and contextually relevant, which improved their grasp of the topics covered. Furthermore, students noted that the strategy helped them reflect on their personal language learning journeys, inspiring them to better understand English and thereby improving their academic achievement. Overall, this approach made language learning more enjoyable and vivacious. The findings indicate that personal storytelling is an excellent teaching strategy that provides a contextual, engaging, interactive, and unique approach to language acquisition. It is recommended for teachers who want to create an engaging and relevant classroom learning experience.
The interplay of culture and language in Indonesian EFL classrooms: Reframing Liddicoat and Scarino’s Concept Rozanah Katrina Herda; Dalwinder Kaur
Interdisciplinary International Journal of Conservation and Culture Vol 3 No 1 (2025): April 2025
Publisher : Badan Kemitraan Inovasi dan Kewirausahaan Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/iijcc.v3i1.4821

Abstract

The conceptual framework for combining culture and language training proposed by Liddicoat and Scarino (2013) comprising 1) Structural Understandings of Content, 2) Communicative Understanding of Content, 2) Content-Based Language Teaching, 4) Concept-Based Understandings of Content, and 5) Content for Intercultural Language Teaching and Learning is reinterpreted in this paper. It delves into how students' comprehension of the connection between language and culture can be improved via the use of a systematic method for organizing course material. The framework lays the groundwork for successful engagement with both cultural and linguistic components by stressing the methodical presentation of such content. To further emphasize the significance of language forms and their practical use in genuine communication, the authors also present communicative understandings of content. More meaningful language interactions are made possible by this method, which emphasizes the interdependence of cultural knowledge and linguistic abilities. Furthermore, the article delves further into the topic of content-based language training, which uses authentic cultural settings to improve both language learning and cross-cultural competency. It promotes a more in-depth investigation of cultural notions and their influence on language acquisition by integrating concept-based understandings of culture. With an emphasis on helping students become fluent communicators and adept at navigating cultural differences, this article presents the concept of content for intercultural language learning. This paper stresses the need for inclusive pedagogy that welcomes Indonesian EFL students of all backgrounds, encourages the growth of language skills and intercultural understanding, and ultimately equips students to participate actively in communities around the world.
The Effectiveness of Implementing Personal Storytelling on Students' Academic Achievement and Learning Motivation Krisna Wijaya; Rozanah Katrina Herda; Sheikha Majid
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i1.18202

Abstract

In language learning contexts, conventional methods frequently fail to engage students meaningfully, making it difficult to improve their academic achievement and learning motivation. Addressing this issue, teachers' personal storytelling in learning various languages has the potential to make the learning environment more approachable and motivational. This study looks into the impact of using the teacher's personal storytelling in learning other languages on students' academic achievement and motivation. A quasi-experimental approach was adopted, with a single experimental group comprising 36 senior high school students from Indonesia. The findings show that personal storytelling greatly enhanced both academic achievement and learning motivation. Students found the strategy engaging, unique, and contextually relevant, which improved their grasp of the topics covered. Furthermore, students noted that the strategy helped them reflect on their personal language learning journeys, inspiring them to better understand English and thereby improving their academic achievement. Overall, this approach made language learning more enjoyable and vivacious. The findings indicate that personal storytelling is an excellent teaching strategy that provides a contextual, engaging, interactive, and unique approach to language acquisition. It is recommended for teachers who want to create an engaging and relevant classroom learning experience.
A Study on the Key Factors Affecting Speaking Fluency in Indonesian Higher Education Settings Abdullah Kafabih; Rozanah Katrina Herda; Leong Jin Jee
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.18977

Abstract

English speaking fluency plays a crucial role in supporting students’ academic achievement and global employability. However, many learners continue to struggle with spoken English despite years of formal instruction. This study investigates key factors influencing speaking fluency among university students in the Indonesian higher education context, focusing on personal attributes, cultural and social influences, and pedagogical practices. A mixed-methods approach was used, with data collected through questionnaires from 105 students and semi-structured interviews with 10 participants. The findings indicate that psychological barriers, such as anxiety and lack of confidence, are significant obstacles to speaking fluency. Additionally, limited exposure to authentic English practice and teacher-centered pedagogical approaches contribute to the challenges faced by students. However, the study also highlights positive factors that enhance fluency, such as interactive teaching strategies, vocabulary development, and the provision of constructive feedback. These elements were found to significantly improve students’ fluency and boost their confidence in speaking. Furthermore, the study emphasizes the importance of peer interaction, supportive learning environments, and the integration of technological tools in promoting speaking proficiency. The results suggest that these factors play a critical role in developing students’ communicative competence. Based on these findings, the study offers practical recommendations for educators and policymakers, emphasizing the need for tailored interventions to address students’ specific challenges and improve their English speaking skills in the context of Indonesian higher education. Keywords: speaking fluency, psychological barriers, interactive teaching, higher education, language learning strategies.
Co-Authors Dalwinder Kaur Kafabih, Abdullah Krisna Wijaya Leong Jin Jee Sheika Majid Sheikha Majid