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All Journal Journal of Teaching and Learning in Elementary Education Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Pengabdian Al-Ikhlas Intensive Journal Ethical Lingua: Journal of Language Teaching and Literature Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Agro Nusantara International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Multidisciplinary Indonesian Center Journal Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) International Journal of Pedagogy and Learning Community (IJPLC) KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan dan Sastra Inggris
Fitra Ramadani
University Of Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Cross-Cultural Comparisons of Folktales: Implications for Teaching English Language and Cultural Awareness Nazar Hasby; Ahmad Faisal; Misrita Misrita; Novi Anoegrajekti; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 2 No. 2 (2025): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v2i2.23

Abstract

This research explored cross-cultural comparisons of three folk tales, Cinderella (Europe), Malin Kundang (Indonesia), and Momotaro (Japan), with a focus on their application in English language teaching. The research aimed to analyze these tales' narrative structures, themes, and moral messages and examine their pedagogical value in fostering cultural awareness and enhancing language proficiency among students. Using a qualitative descriptive approach, the research applied Vladimir Propp's narrative structure theory to analyze the common patterns and functions across the folk tales. The findings revealed that, despite their cultural differences, the stories shared similar narrative frameworks, such as the hero's journey, confrontation with evil, and the restoration of justice. Furthermore, the thematic analysis highlighted universal moral messages, such as the consequences of wrongdoing, the importance of filial duty, and the values of teamwork and courage. This research demonstrated that folk tales were valuable tools for enhancing English language instruction, offering students linguistic skills and a deeper understanding of global cultural values. The implications for teaching suggested that folk tales could improve cross-cultural communication, promote critical thinking, and provide an engaging method for language learning, making them a practical pedagogical resource.
The Impact of English Cartoon Movies on Vocabulary Acquisition Among EFL Learners Fitra Ramadani; M Arbain; Hartatya Novika
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1882

Abstract

This study investigates the impact of English cartoon movies on vocabulary acquisition among EFL learners, with a focus on both receptive and productive vocabulary knowledge. It also explores retention and the influence of mediating variables such as proficiency level and captioning. Employing a one-group pretest-posttest design, the study involved 25 purposively selected junior high school EFL students with limited English exposure outside the classroom. Participants first completed a vocabulary pretest, then received treatment through guided exposure to an English cartoon movie (e.g., Dora the Explorer), and finally took a posttest. The results revealed a significant improvement in vocabulary scores, with the mean increasing from 75.16 (pretest) to 87.92 (posttest), yielding a mean gain of 12.76 points. Statistical analysis using a paired sample t-test produced a t-value of 5.21 (p < 0.05), indicating that the difference was statistically significant. These findings support Dual Coding Theory and Constructivist learning principles, emphasizing the role of multimedia input in enhancing vocabulary learning. The use of cartoon-based audiovisual media proved effective across varying proficiency levels, narrowing learning gaps and promoting contextual vocabulary retention.
Co-Authors Ahmad Faisal Ahmad Maulana Alna Triskaya Angrum Andika Isma Andini Septama Sari Andrea Revas Ari Tri Fitrianto Arya Perdana Dwi Astuti Dzulfikri, Dzulfikri Guswenda, Nuan Ifga Halim, Rahman Hanifah, Rahmi Ami Hartatya Novika Harum Mustika Hasbi, Maulana Haura, Raudatul Imam Wahyudi Karimullah Indra Perdana Iwan Perdana Kartini Kartini Lailatul Kodriyah Lailatun Najmiah M. Arbain M. Khairani Maulana Hasbi Maulana, M. Lingga Misrita Misrita Natalina Asi Natalina Asi Nazar Hasby Nazar Hasby Nazar Hasby Neneng Islamiah Novi Anoegrajekti Nur Azmi Alwi Perdana, Arya Radityo Tri Nugroho Rahayu, Alyah Rahayu, Wa Rehan, Muhammad Sultan Reza Pratama Rika Nurdini riyansyah, Muhammad Saralee, Adelweiss Saralee, Adeweissa subarjo, Subarjo Wahab, Raflyanda Zihni Yudha Aprizani