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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 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.  
Co-Authors AGUNG WICAKSONO Aji, Mahendra Puji Permana Deni Setiawan Desi Afrianti Diani Nurhajati Herman Herman Khoiriyah Khoiriyah Khoiriyah Mahendra Puji P A Mahendra Puji PA Nurul Meilinasari Ratih Krisnoviani Rika Riwayatiningsih Rika Riwayatiningsih suhartono - Tukiyo Tukiyo Tutiariani Nasution Yessy Triasepta Hudiati Yunik Susanti