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ELT TEXTBOOK PROS AND CONS IN EFL ENVIRONMENT: HOW TEACHERS SHOULD MAKE A DECISION Lailatul Kodriyah; Angga Taufan Dayu; Arif Rahman Hakim
Intensive Journal Vol 1, No 1 (2018): April
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v1i1.1239

The use of textbook in the EFL classroom play a very crucial role for both teachers and students as textbook is the main source to learn English. In Indonesia, the use of textbook cannot be denied because it provides a resource, a source of activities, a reference, a syllabus, a great support for inexperienced teachers, and serve as a source for self-directed learning or self-access work (Cunningsworth, 1995). Even though textbook has many advantages, still some theorist believe that textbook has more shortcomings that affects the teaching and learning English. The pros and cons on the use of ELT textbook have lead confusion for the teachers in making decision. This paper has a purpose to meticulously review the advantages and disadvantages on the use of textbook in the ELT, the pros and the cons among the experts, and provide suggestions for the teachers in using the textbook for their teaching and learning.

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

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.

English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry Nazar Hasby; Natalina Asi; Indra Perdana; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani; Alna Triskaya Angrum; Lailatun Najmiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15217

This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.

Teacher Speech Style and Student Engagement in ELT: A Systematic Review Nazar Hasby; Maria Arina Luardini; Indra Perdana; Misrita; Pajrian Noor; Lailatul Kodriyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.1918

This systematic review investigated the influence of teacher speech style on student engagement in English language learning. It examined various speech elements, including intonation, speaking speed, use of body language, and teacher-student interaction, to explore how these factors impacted students' participation and motivation. By analyzing studies published between 2020 and 2024, the review highlighted that teachers who adapted their speech styles to students' social characteristics and linguistic abilities fostered a more engaging and interactive learning environment. Intonation variations, appropriate speaking speed, the strategic use of humor, and a democratic speaking style were found to have significantly increased student engagement. This research contributed to understanding how speech style could be used as a pedagogical tool to enhance language learning and suggested that teacher training programs should incorporate techniques to refine these aspects of teaching for greater student involvement.

English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry Nazar Hasby; Natalina Asi; Indra Perdana; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani; Alna Triskaya Angrum; Lailatun Najmiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15217

This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.

The Implementation of Digital Storytelling Applications to Improve Elementary Students’ English-Speaking Skills Lailatul Kodriyah; Radityo Tri Nugroho; Yudha Aprizani
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6274

English-speaking ability is a crucial communication skill that needs to be developed from an early age to enhance students’ competence in the globalized era. However, many elementary school students still struggle to speak English fluently due to the lack of interactive learning media and low self-confidence in expressing ideas. This study aims to analyze the implementation of a digital storytelling application as an innovative learning medium to improve students’ English-speaking skills. The research employed a Classroom Action Research (CAR) design integrating both qualitative and quantitative approaches. The study was carried out through four stages: planning, implementation, observation, and reflection. Data were collected through observations, interviews, and pre- and post-speaking tests to measure students’ improvement in fluency, pronunciation, vocabulary, and confidence. The findings indicate that the use of digital storytelling significantly enhanced students’ speaking performance, motivation, and engagement in learning activities. Furthermore, the interactive features of the application encouraged students to participate actively and creatively in storytelling sessions, creating a more enjoyable and meaningful language learning experience. Therefore, the integration of digital storytelling in English learning is recommended as an effective pedagogical strategy to foster communication competence and learner autonomy among elementary school students.

Optimalisasi Kompetensi Komunikatif Siswa melalui Strategi Pengajaran Berbicara: Studi Kualitatif pada Guru Bahasa Indonesia Nurhasanah Nurhasanah; Raudhatul Haura; Lailatul Kodriyah
Indonesian Language Education and Literature Vol. 11 No. 2 (2026)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ts977812

Pengembangan keterampilan berbicara bahasa Indonesia di sekolah menengah masih menghadapi tantangan yang berdampak pada optimalisasi kompetensi komunikatif siswa. Penelitian ini bertujuan untuk mengeksplorasi perspektif guru mengenai strategi pengajaran berbicara, tantangan yang dihadapi, serta solusi yang diterapkan dalam praktik pembelajaran. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan tiga guru Bahasa Indonesia tingkat sekolah menengah di Kota Banjarmasin yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas, kemudian dianalisis menggunakan analisis tematik dengan triangulasi teknik untuk menjamin kredibilitas temuan. Hasil penelitian menunjukkan tiga strategi utama, yaitu diskusi kelompok terstruktur, presentasi formal, dan simulasi percakapan berbasis konteks autentik. Diskusi meningkatkan partisipasi interaktif, presentasi memperkuat struktur wacana dan penggunaan bahasa baku, sedangkan simulasi mendorong spontanitas dan kompetensi pragmatik. Tantangan utama meliputi keterbatasan waktu dan heterogenitas kemampuan siswa, termasuk kecemasan berbicara. Guru mengatasinya melalui latihan tambahan, umpan balik konstruktif, serta integrasi teknologi melalui Google Meet dan Google Classroom untuk latihan berbasis rekaman video. Penelitian ini menyimpulkan bahwa integrasi strategi komunikatif dan teknologi secara komplementer dapat meningkatkan kualitas pembelajaran berbicara secara adaptif. Temuan ini berimplikasi pada penguatan kompetensi pedagogis guru dan pengembangan pelatihan berbasis praktik reflektif dalam Pendidikan Profesi Guru. Optimizing Students' Communicative Competence through Speaking Teaching Strategies: A Qualitative Study of Indonesian Language Teachers The development of Indonesian-speaking skills in secondary schools still faced challenges that hindered the optimization of students' communicative competence. This study aimed to explore teachers' perspectives on speaking-teaching strategies, the challenges they faced, and the solutions they applied in their learning practices. This study used a descriptive qualitative approach involving three Indonesian language teachers at the secondary school level in Banjarmasin City, selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis with triangulation to ensure the credibility of the findings. The results showed three main strategies: structured group discussions, formal presentations, and conversation simulations grounded in authentic contexts. Discussions increased interactive participation. Presentations reinforced discourse structure and standard language usage. Simulations encouraged spontaneity and pragmatic competence. The main challenges included time constraints and student heterogeneity, including speaking anxiety. Teachers overcame these challenges through additional practice, constructive feedback, and technology integration. They used Google Meet and Google Classroom for video-based exercises. This study concluded that teachers improved the quality of adaptive speaking learning by integrating communicative strategies and technology in complementary ways. These findings imply that educators can strengthen their pedagogical competencies and develop reflective practice-based training in teacher professional education.

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

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.

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