Article Per Year (5 Year)
p-Index From 2021 - 2026
1.829
P-Index
This Author published in this journals
All Journal IJIET (International Journal of Indonesian Education and Teaching) LEKSIKA Jurnal Pengabdian Masyarakat J-LEE - Journal of Law, English, and Economics JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian kepada Masyarakat (ABDIKEMAS) SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT UNNES International Conference on ELTLT
Pujiani, Tri
Unknown Affiliation
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
R2N Bridging early EFL and eco-literacy: Expert validation of an eco-themed digital storybook series Sukmawati, Ida Dian; Pujiani, Tri
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29849

Abstract

Being in disaster-risk areas frequently affected by floods, landslides, and climate change, schools increasingly seek age-appropriate ways to introduce environmental awareness while sustaining meaningful early English exposure. However, early-grade EFL classrooms often have limited resources to integrate eco-centric themes into instruction. This study aimed to establish expert-based validity evidence for an interactive eco-themed e-storybook series designed for Indonesian Grade 1 EFL learners. Using a two-round modified Delphi approach, 12 experts (teachers, language specialists, and multimedia specialists) evaluated the series through structured questionnaires and open-ended feedback, followed by targeted revisions after Round 1. Quantitative judgments were analyzed using content-validity indices (I-CVI and S-CVI/Ave) and Aiken’s V to estimate item relevance and agreement, while qualitative comments were analyzed thematically to identify revision priorities. After revision, expert judgments converged, indicating that the series is linguistically accessible for beginners, pedagogically feasible for routine-based classroom use, ecologically interpretable through child-friendly actions, and multimodally coherent when audio and interactive features remain purposeful. Qualitative feedback prioritized stronger text–image alignment for key expressions, simplified page layouts to minimize overload, improved replay and accessible glossary supports, and child-safety safeguards (e.g., ad-free, break reminder). Overall, the findings support the series as a validated instructional resource oriented to integrating early EFL learning with eco-literacy meanings.
Local voices, global languages: Teachers’ perspectives on local-based digital narratives and multilingual practices in early EFL learners Pujiani, Tri; Zainuri, Hasan; Sukmawati, Ida Dian
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7325

Abstract

The growing trend towards English-language education at earlier ages in multilingual societies demands a greater need to develop teaching strategies that are both culturally and linguistically responsive and developmentally appropriate. In this mixed-method research, this study aims to understand the perceptions of kindergarten teachers regarding the use of locally-based digital narratives and multilingual practices in EFL classes for early EFL learners. Data were collected through distributing questionnaires to early childhood EFL teachers, followed by semi-structured interviews with nine purposively selected participants. Data analysis was done quantitatively using descriptive statistics and qualitatively using thematic analysis. The findings indicate that teachers found locally-based digital narratives beneficial in increasing engagement and confidence among learners due to their association with real-world contexts. Furthermore, teachers felt that multilingual practices would help reduce anxiety levels and support comprehension and vocabulary learning. But teachers faced issues such as technological inadequacy and teacher training in implementing the above strategies in class. The study concludes that combining culturally grounded digital narratives with multilingual pedagogy holds significant promise for early EFL education and that providing institutional support is strengthened. These findings provide empirical insights into teachers’ perspectives and suggest implications for curriculum development and teacher professional learning in multilingual contexts.
Co-Authors Alfizi, Alfizi Dian Sukmawati, Ida Istifani, Lilia Kafah, Aulia Zilmi Khoiron, Muhammad Pandu Khoirun Nisa Krisbiantoro, Benny Kristanto, Barlian Lilia, Istifani Muhammad, Soali NOVI ANDARI Putri, Diannike Soali, Muhammad Zainuri, Hasan