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All Journal Parole: Journal of Linguistics and Education Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Comment: an International Journal of Community Development Edulangue Jurnal Penelitian EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pengabdian Al-Ikhlas Pioneer: Journal of Language and Literature Intensive Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Studies in English Language and Education OMNICODE Journal (Omnicompetence Community Developement Journal) IJLHE: International Journal of Language, Humanities, and Education LinguaEducare: Journal of English and Linguistic Studies JPEMAS: Jurnal Pengabdian Kepada Masyarakat Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) International Journal of Pedagogy and Learning Community (IJPLC)
Neneng Islamiah
Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin
Aerospace Engineering Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Journal : intensive journal

 1 
THE STUDENTS’ ANXIETY TOWARD ENGLISH LEARNING Siti Rodiah; Neneng Islamiah
Intensive Journal Vol 2, No 2 (2019) : Oktober
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v2i2.2463

Abstract

Nowadays in Indonesia, English has been taught at school from the various levels. English is the first foreign language that becomes one of compulsory subject in Final Examination (UN). MacIntyre & Gardner (1993:284). The result of the highest and the lowest percentage of students’ preference in FLCAS questionnaire. The researcher found that 66, 7% respondents give the highest response “Strongly Agree” to statement number 5 (I start to panic when I have to speak without preparation in language class). While 11, 1% respondents give the lowest response “Strongly Agree” to the statement number 7 (I feel confident when. I speak in foreign language class). The result of this research show that most of the students are at “Anxious” level students. There are 21 (78%) students who experience “Anxious” level, 5 (19%) students are in “Mildly Anxious” level, and only 1 (4%) student from 27 students, is in “Relaxed” level.
The Impact of Interactive Digital Storytelling Apps on English Vocabulary Acquisition for Young English Learners in South Kalimantan, Indonesia Lailatul Kodriyah; Neneng Islamiah; Hengki Hengki
Intensive Journal Vol 8, No 1 (2025): Intensive Journal April
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i1.17973

Abstract

This study investigates the impact of interactive digital storytelling apps on vocabulary acquisition among young English learners in Indonesia. A quasi-experimental design was employed, involving 60 students aged 8-10 years, divided into an experimental group using digital storytelling apps and a control group using traditional storytelling methods. Over a 6-week intervention period, both groups were assessed using pre- and post-tests to measure their vocabulary acquisition. The results demonstrated that the experimental group showed a significant improvement in vocabulary acquisition, with a 30% increase in post-test scores compared to a 15% increase in the control group. T-test analysis confirmed the statistical significance of the differences in vocabulary acquisition between the groups (p < 0.001). The findings suggest that interactive digital storytelling is effective for enhancing vocabulary acquisition and engagement in young English learners. The study underscores the potential benefits of integrating technology into early language education while addressing practical challenges such as teacher training and access to resources. Future research should explore the long-term impacts and broader applications of digital storytelling in language learning. 
Co-Authors Ahmad Faisal Alna Triskaya Angrum Angga Taufan Dayu Dewi Rosaria Fadila, Nur Ahyana Faoyan Agus Furyanto Faoyan Agus Purwanto Fitra Ramadani Furyanto, Faoyan Agus Harum Mustika Hasby, Nazar Hengki Hery Widijanto Indra Perdana Indra Perdana Iwan Perdana Iwansyah Putra Karani, Elanneri Lailatul Kodriyah Lailatun Najmiah Misrita Misrita Muhamad Hasbi, Muhamad Murtiningsih, Tenny Natalina Asi Natalina Asi Nazar Hasby Nazar Hasby Nazar Hasby Novi Anoegrajekti Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurhasanah Radityo Tri Nugroho Rudi Haryadi Rudi Haryadi, Rudi Sabit Tohari Siti Rodiah Sri Ayatina Hayati Yudha Aprizani Zainal Fauzi