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All Journal Tell : Teaching of English Language and Literature Journal Langkawi: Journal of The Association for Arabic and English SeLEC
Abdul Halim
Institut Agama Islam Negeri Kendari
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Facilitating EFL Students in Maintaining Flow of Talks Using Mind Mapping Abdul Halim
Langkawi: Journal of The Association for Arabic and English Vol 8, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3579

Abstract

This case study discussed the use of mind mapping in sustaining the EFL students’ flow of talks. Mind mapping was utilized to assist the participants in generating ideas, retaining vocabulary, making notes and tasks, and providing clear progress for presentations or talks. After mind mapping was introduced, the participants were asked to talk. They were also interviewed to obtain their general sense of how much mind mapping has contributed to maintaining the flow of their talks. These data were then analyzed qualitatively through the following stages: familiarizing with the data; generating initial codes; searching for themes; reviewing themes; defining and naming themes, and producing the report. The findings revealed that participants could sustain the entire talk, particularly the introduction and body as opposed to the conclusion. As for the conclusion, one did not use it at all in the first and second talks. This was primarily because such a student has a poor cognition process. Since mind mapping has had profound benefits to the target learners and the teachers, such as it could aid the desire to read, and uplift the competence of generating and organizing ideas. Explore its application in the teaching and learning process to maintain the flow of the talks is highly recommended.
A contextual digital comic-based approach (DCBA) for enhancing multimodal literacy in a rural EFL context Addienul Haq; Maulina Maulina; Titin Rahmiatin Rahim; Abdul Halim; Mark Ren D. Villaflor
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.30981

Abstract

\ Research on digital media in English literacy has largely emphasized technological effectiveness while overlooking the role of learners’ sociocultural context, particularly in non-urban settings. This study develops and evaluates a contextual Digital Comic-Based Approach (DCBA) designed for junior high school students in a rural coastal area of Southeast Sulawesi. Using a mixed-methods explanatory sequential design, the study involved 13 eighth-grade students and combined pre- and post-tests with semi-structured interviews. Quantitative analysis indicated an increase in students’ mean literacy scores from 33.08 to 41.54, with a mean difference of 8.46 points. A paired-samples t-test showed that the improvement approached statistical significance, t(12) = –2.13, p = .055, with a moderate effect size (d = 0.59). Qualitative findings revealed that students relied primarily on visual elements such as images, layout, and character expressions as central semiotic resources for constructing meaning, enabling them to compensate for limited linguistic proficiency. Engagement emerged from the coordinated orchestration of visual and textual modes grounded in students’ coastal lived experiences, which reduced cognitive barriers and supported vocabulary and pronunciation development through contextualized input. These findings suggest that the pedagogical value of digital comics in under-resourced EFL contexts lies less in immediate statistical gains and more in their capacity to mediate meaning-making through contextual multimodal design. The study contributes to multimodal literacy research by demonstrating how socially situated visual orchestration can expand textual accessibility for beginner learners and offers a context-responsive model for digital material development in rural EFL education.
Emotional Experiences on Teacher Identity Construction of EFL Novice Teachers Fika Nurul Fadillah; Abdul Halim
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.445

Abstract

The objective of this study is to portray novice teachers’ emotional experiences contributing to their teacher identity construction during their first years of teaching at school. This narrative study focuses on three EFL novice teachers’ narratives of the negative and positive emotional experiences they encountered as new teachers. Using a narrative framework in analyzing the data, three main themes emerge from the narrative, i.e., emotional experiences during being pre-service teachers, emotional experiences after being novice teachers, and the contrast before and after being novice teachers. This study implies that teacher educators should raise the student teachers’ awareness of their teacher identity construction before the new teachers enter the real teaching field.
Co-Authors Addienul Haq Fika Nurul Fadillah Mark Ren D. Villaflor Maulina, Maulina Rahmiatin, Titin