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All Journal EXPOSURE JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Education and Human Development Journal Community Development Journal Child Education Journal E-Link Journal Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab International Journal of English Education and Linguistics (IJoEEL) Jurnal Inovasi Penelitian Indonesia Berdaya International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Takuana: Jurnal Pendidikan, Sains, dan Humaniora Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business Jurnal Pendidikan Indonesia (Japendi) BARAKATI: Journal of Community Service Edu Journal Innovation in Learning and Education
Nailul Authar
Universitas Nahdlatul Ulama Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE Nor Weni Zulmi; Nailul Authar; Savira Zaniar; Djuwari Djuwari
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/c9gmxd47

Abstract

This study examines the impact of communicative teaching strategies on learners’ motivation in acquiring English as a foreign language. It seeks to analyze how interactive instructional practices such as role-play activities, group discussions, and game-based learning contribute to enhancing students’ engagement, classroom participation, self-confidence, and overall learning motivation. A qualitative research design was implemented, involving five private English learners with varying levels of proficiency and motivational backgrounds. Data were gathered through semi-structured interviews and classroom observations, and were analyzed thematically to identify recurring patterns related to learner motivation and classroom interaction. The findings indicate that communicative teaching strategies exert a positive effect on students’ motivational development, reflected in increased engagement, more active participation, improved self-confidence, enhanced speaking performance, and reduced language anxiety. Both intrinsic and extrinsic motivational dimensions were strengthened through meaningful communicative tasks, which encouraged learners to become more involved and enthusiastic in the learning process. These results suggest that interactive and student-centered classroom practices play a crucial role in fostering a supportive and motivating learning environment. The implications of this study are applicable to English language instruction, teacher professional development, curriculum design, and classroom management, particularly in efforts to create more dynamic and engaging learning settings. Furthermore, this research enriches the existing body of literature by offering detailed qualitative insights into learners’ lived experiences and small-group interaction dynamics, illustrating how specific communicative activities shape motivation, engagement, and participation in EFL learning contexts.
Analyzing Students’ Feedback on Pre-Service Teachers’ Teaching Strategies in Eenglish as a Foreign Language Classrooms Eca Ayu Nurfadhilah; Novi Rahmania Aquariza; Edi Pujo Basuki; Nailul Authar
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10277

Abstract

The effectiveness of teaching strategies plays a crucial role in facilitating students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms where exposure to English is often limited. As part of their professional preparation, pre-service teachers are expected to implement instructional strategies that support students’ engagement and comprehension during teaching practicum programs. However, previous studies have predominantly focused on quantitative evaluations of teaching performance, providing limited insight into students’ detailed perspectives regarding the teaching strategies employed by pre-service teachers. Therefore, this study aimed to analyze students’ feedback on pre-service teachers’ teaching strategies in EFL classrooms. This study employed a qualitative descriptive design involving senior high school students who attended EFL classes taught by pre-service teachers during their teaching practicum. Participants were selected through purposive sampling. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes influencing students’ perceptions: clarity of material delivery, teacher–student interaction, student engagement techniques, and the use of varied teaching methods. Students generally responded positively to instructional strategies that encouraged active participation, interactive communication, and meaningful learning experiences. Activities such as group discussions, games, and question-and-answer sessions were perceived as effective in enhancing motivation and classroom engagement. Nevertheless, some students reported difficulties in understanding lessons when complex English expressions were used. This study contributes to the field of EFL pedagogy and teacher education by highlighting the importance of student feedback as a valuable source for evaluating and improving teaching practices.
Understanding EFL Students' Reading Comprehension Experiences through Vocabulary Knowledge and Reading Motivation: A Systematic Literature Review Nadziroh Nadziroh; Nailul Authar; Savira Zaniar; Djuwari Djuwari; Tiyas Saputri
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10518

Abstract

This Systematic Literature Review (SLR) investigates how vocabulary knowledge and reading motivation shape English as a Foreign Language (EFL) reading comprehension experiences across secondary and tertiary education levels (Amirah & Wennyta, 2024). Adhering to the PRISMA guidelines, this review synthesizes 20 empirical studies published between 2015 and 2025 sourced from major international databases including Scopus, Web of Science, ERIC, Taylor & Francis, Springer, SAGE, Wiley, and Google Scholar (Amirah & Wennyta, 2024). The synthesis reveals that vocabulary knowledge provides a critical cognitive foundation, acting as a threshold-dependent predictor of text accessibility (Alfiani et al., 2024). Concurrently, reading motivation functions as the primary affective driving force that determines reading engagement and the deployment of self-regulated strategies (Lesiana et al., 2024). The integration of these variables indicates a reciprocal cognitive-affective interaction: rich lexical frameworks enhance task-specific self-efficacy, while high intrinsic motivation prompts sustained engagement with complex vocabulary (Alfiani et al., 2024). Conversely, limitations in these domains lead to cognitive fragmentation, vocabulary constraints, and reading anxiety (Nanda, 2020). This paper identifies critical research gaps, particularly regarding longitudinal moderation dynamics in rural and under-resourced learning environments (Amirah & Wennyta, 2024). It concludes with actionable implications for English Language Teaching (ELT) methodologies, promoting the adoption of balanced, strategy-based instructional designs (Nanda, 2020).
Understanding Individual Differences in English Learning Motivation Nurisma Ilfidzatur Ridza; Tiyas Saputri; Nailul Authar; Novi Rahmania Aquariza
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10817

Abstract

Motivation in English learning plays a crucial role in determining students’ achievement and long-term engagement with the language. Students who are highly motivated tend to participate actively in learning activities, practice language skills more frequently, and demonstrate greater persistence when facing challenges. This study aims to explore the factors that influence motivation in English learning through a conceptual approach based on the synthesis of relevant literature. The study integrates major motivational frameworks, particularly Self-Determination Theory and Social Cognitive Theory, to explain how motivation develops and is maintained in educational settings. Findings from the reviewed literature indicate that motivation is influenced by multiple interconnected factors, including individual learning styles, self-efficacy, personal goals, emotional conditions, social support, teacher-student relationships, and cultural perceptions toward English. In addition, the learning environment plays a significant role in fostering or hindering students’ willingness to learn. Supportive classroom practices, meaningful learning activities, constructive feedback, and opportunities for autonomy are consistently associated with higher levels of motivation. Based on these findings, a theoretical model is proposed to illustrate the dynamic interaction between personal, social, and environmental factors in shaping students’ motivation. The model highlights the importance of designing adaptive and learner-centered educational experiences that accommodate diverse student needs, interests, and backgrounds. By understanding the complex nature of motivation, educators can implement more effective instructional strategies that encourage sustained engagement and language development.
Comprehensive Analysis of Derivational and Inflectional Morphemes for English Language Acquisition Savira Zaniar; Nailul Authar; Novi Rahmania Aquariza; Jauharotur Rihlah; Adelia Ayu Putri Sucita
Jurnal Pendidikan Indonesia Vol. 5 No. 8 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i8.3268

Abstract

Morphology plays a crucial role in students' language acquisition. This study delves into the distinctions between inflectional and derivational morphemes, aiming to enhance comprehension of these concepts. By investigating word creation processes and observed alterations, the study illustrates the profound impact of prefixes and suffixes on words, shedding light on their significance in language learning. Students frequently require clarification when distinguishing between inflectional and derivational morphemes during learning. To enhance comprehension of this subject, this present study initially investigated the definitions and subcategories of these two terms outlined in various literary sources. Next, it provided a concise overview of the critical distinctions between inflectional and derivational morphemes. These analyses aim to determine the word created by derivational morphemes, the word formed by inflectional morphemes, the process by which the specified word is formed, and the types of observed alterations. The author implements the descriptive qualitative approach. It will discover that each morpheme possesses its function and influences the base word's meaning, word class, or grammatical function. This study illustrates the impact of prefixes and suffixes on words.
ROLE-PLAY IN ENGLISH COURSE CLASSROOMS: OPPORTUNITIES AND CONSTRAINTS FOR SPEAKING PRACTICE Yunus, Adibatul Asna; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Mujad Didien Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43921

Abstract

This study explores the opportunities and constraints of implementing role-play as a speaking practice technique in a non-formal English course “EEC” in Sidoarjo city, Indonesia. Using a descriptive qualitative design, the study focuses on beginner level learners who initially demonstrated low motivation and limited confidence when speaking English. Data were collected through classroom observation during a role-play session and short post-activity interviews. Findings indicate that role-play created opportunities for (1) increased willingness to speak, (2) more expressive and spontaneous interaction, and (3) improved learning engagement because students experienced speaking as a meaningful social task rather than a test of grammatical accuracy. At the same time, constraints emerged, including limited vocabulary, frequent pauses before speaking, short speaking turns (approximately 15 seconds per role), uneven participation (dominant versus passive learners), and ongoing grammar and pronunciation issues. The study argues that role-play can function as a supportive bridge from controlled speaking to more authentic communication for beginners, but it requires deliberate scaffolding such as pre-task vocabulary support, clear role cards, confidence-building routines, and teacher feedback that prioritize intelligibility and interaction. Practical implications are offered for course teachers who aim to maximize speaking time, balance participation, and reduce anxiety during communicative practice.
PRE-SERVICE TEACHER PERSPECTIVES ON MANAGING SPEAKING ANXIETY IN TEACHING EFL CLASSROOM Muthohharoh, Makhmudatul; Nailul Authar; Novi Rahmania Aquariza; Didien Afendi; Edi Pujo Basuki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43947

Abstract

Speaking anxiety is a significant challenge for pre-service teachers in English as a Foreign Language (EFL) classrooms. This study explores the causes of speaking anxiety as well as the coping management art utilized by pre-service teachers during their teaching practicum. Using a descriptive inquiry approach, data was collected from ten participants through an open-ended general inquiry. Findings indicated that the causes of anxiety included lack of confidence, fear of being wrong, student judgment, cultural disparities, and classroom management. To reduce anxiety, participants used cognitive, metacognitive, and social tactics, such as speech preparation, relaxation, peer support, and self-reflection. This research highlights the importance of integrating the management art of anxiety management into teacher education programs to improve teaching effectiveness as well as self-efficacy among future educators.
Co-Authors Adelia Ayu Putri Sucita Afib Rulyansah Ahmadah, Nur Hubba Alfan Afifi Kurniawan Alfiah Alfiah Alya Azhara Amri Rasyid, Reizano Annida Nur Akfany Aquariza, Novi Rahmania Arsy Aqilah Ramadanis Aryani Firiana Bahrul Ilmi Basuki, Edi Pujo Budiarti, Rizqi Putri Nourma Choirun Nisa Afidatus Zahro Destita Shari Didien Afendi Djuwari Djuwari Eca Ayu Nurfadhilah Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Jauharotur Rihlah Jauharotur Rihlah Likdanawati Lisa Dwi Yana M Adrian Amien Anshari M. Dhava Sa’dit Daroiny Muhammad Safiudin Muhammad Zarkasih Noer Mujad Didien Afandi Mujad Didien Afandi Muthohharoh, Makhmudatul Nadziroh Nadziroh Niken Ayu Pramudita Niken Ayu Pramudita Nor Weni Zulmi Novi Rahmania Aquariza Nurisma Ilfidzatur Ridza Putri, Ni Made Ardita Arya Putri, Tarisa Adelia Rachma Rizqina Mardhotillah Rahmanita, Meiga Rifka Putri Wardhani Rizqi Febrian Pramudita Safrina Saidah Mardliyah Savira Zaniar Surnia Maulida Azzahra Sya'diyah, Halimatu Tatik Muflihah Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Wildana Wargadinata Yasmin Afra Firdhausyah Yunus, Adibatul Asna Yusfiah Yasmin Yusuf Muhammad