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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-journal) English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Development Research Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini BASIS (BAHASA DAN SASTRA INGGRIS) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pengabdian Dharma Laksana Journal of English Education and Teaching (JEET) Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Prospective-Education, Langguage and Literature Journal
Sulistyani Sulistyani
Universitas Nusantara PGRI Kediri
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The IMPLEMENTATION OF STORY CHAIN ACTIVITIES TO ENHANCE YOUNG LEARNERS’ SPEAKING PERFORMANCE AND CREATIVITY Nurul Meilinasari; Sulistyani; Khoiriyah
Pro-ELLitera Vol. 2 No. 2 (2025): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i2.1638

Abstract

This study investigates the implementation of Story Chain activities focusing to see its potential in enhancing students’ speaking performance and creativity of young learners in English as a Foreign Language (EFL) contexts. Utilizing a qualitative research approach, the data were collected through interviews and direct observations. The findings reveal that Story Chain activities significantly improve students' speaking proficiency, creativity, and confidence. Students demonstrated enhanced vocabulary usage, pronunciation, and the ability to construct coherent narratives. Additionally, the collaborative nature of the activities fostered social interaction and an inclusive classroom environment. However, challenges were identified, including difficulties faced by students with lower English proficiency and those who were initially reluctant to participate. Despite these challenges, the research underscores the effectiveness of Story Chain activities in creating an engaging and supportive learning environment. Suggestions for teachers and future researchers are to optimize the application of this method in diverse educational settings.
CORRECTIVE FEEDBACK AND REPAIR STRATEGIES IN MEANING-FOCUSED LANGUAGE CLASSROOM -, SULISTYANI; -, suhartono
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 1 No 2 (2014)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (91.178 KB) | DOI: 10.29407/nor.v1i2.49

Abstract

Abstract:The practice of corrective feedback in communicative language classroom has become a debate among applied linguists. Some consider it obstructs students’ fluent speech and some assert it is vital to show students their linguistic gaps. This study aims to describe the practice of oral corrective feedback in meaning-focused instruction specifically to answer the questions 1) what is to correct, 2) how it is corrected, and 3) how repair is constructed. The data are in the forms of teacher’s and students’ utterances obtained through video recording during meaning-focused instruction in a secondary school.  The result shows that in meaning-focused instruction, the ESL teacher mainly corrects semantic errors and among six types of corrective feedback (explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition), the teacher mostly uses elicitation and recast while the repair strategies that occur in this class takes the pattern of other initiation-self repair. So, it can be concluded that in a meaning-focused instruction the teacher does not relatively interrupt the students’ fluent speech and that the communicative activity is maintained. And with self-repair, students notice their linguistic gaps. Therefore corrective feedback is still worth practicing in meaning-focused language classrooms.  
Fostering Narrative Writing Skills through Storyboarding: Evidence from High School Students Arwin Tannuary; Arni Wulandari Sinaga; Yanti Kristina Sinaga; Sulistyani Sulistyani; Isry Laila Syathroh; Herman Herman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8520

Abstract

Developing narrative writing skills remains a challenge for EFL learners, particularly in secondary education. This study investigated the effectiveness of storyboarding as an instructional medium to improve narrative writing among tenth-grade students at SMA Swasta Kampus Nommensen Pematangsiantar. A quasi-experimental design with non-equivalent control groups was employed. Forty students were purposively assigned to either an experimental group, which received instruction using storyboard-based activities, or a control group, which received conventional instruction. Narrative writing performance was measured before and after the intervention using a rubric assessing content, organization, vocabulary, grammar, and mechanics. Analysis of covariance (ANCOVA) was used to analyze posttest scores while controlling for pretest performance. The ANCOVA results indicated a statistically significant effect of storyboarding on narrative writing outcomes, F(1,37) = 24.57, p .001, partial η² = 0.40. Adjusted posttest means showed that students in the experimental group outperformed those in the control group (M = 78.3 vs. M = 67.9). The effect size was large, with Hedges’ g = 1.12, 95% CI [0.62, 1.62]. These findings suggest that integrating storyboards as visual-verbal planning tools significantly enhances students’ narrative writing, particularly in content development and organization. This study underscores the pedagogical value of interactive media in EFL writing instruction and recommends further research across diverse genres and educational contexts to generalize these results.
Co-Authors AGUNG WICAKSONO Aji, Mahendra Puji Permana Arni Wulandari Sinaga Arwin Tannuary Deni Setiawan Desi Afrianti Diani Nurhajati Herman Herman Herman Herman Isry Laila Syathroh Khoiriyah Khoiriyah Mahendra Puji P A Mahendra Puji PA Nurul Meilinasari Ratih Krisnoviani Rika Riwayatiningsih Rika Riwayatiningsih suhartono - Tukiyo Tukiyo Tutiariani Nasution Yanti Kristina Sinaga Yessy Triasepta Hudiati Yunik Susanti