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All Journal ENLIT Journal of Innovation and Research in Primary Education Explorations in English Learning Cangkal : Jurnal Ilmu Sosial dan Humaniora
Armin Fani
STKIP Islam Sabilal Muhtadin Banjarmasin
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring Teacher's Identity in EFL Classroom: A Personal Reflection Armin Fani
ENLIT Vol 2 No 1 (2022): ENLIT
Publisher : English Language Education Study Program of STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/enlit.v2i1.1786

Abstract

Abstract The importance of teacher identities catches the interest of many scholars. teacher identities are part teacher development as educator. The priority in education has been shifted to maximize the effectiveness of teacher role through developing their identity. Thus, it is a worth conducting a research which investigates. (1) What identity are constructed by teacher in English teaching learning process? (2) What are the factors that influence teacher’s identity construction? The trajectory of this study was conducted through narrative inquiry research principles. The participants of this study were a teacher of one private university in Banjarmasin. To collect the data, semi-structured interview was administered. The collected data was analyzed through data familiarizing, decoding, and presenting the data. Finally, the result was presented descriptively. The finding of this study reveals type teacher identities in English language teaching. The data show that teacher identities includes language related identity, disciplinary identities, and context related identities. The data also show that the construction of teacher identities determines by teacher experience during teaching career and practiced-knowledge identity. Teacher experience develop through teacher trajectory of teaching. Meanwhile practiced-teaching skill cover language knowledge and pedagogic knowledge that teacher employ to help conducting effective teaching.
Phonological and Vocabulary Acquisition in Early Childhood: An Ethnography of Communication in a River-Based Multidialect Community Novi Suma Setyawati; Armin Fani; Novi Nurdian
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3153

Abstract

This study examines phonological and vocabulary acquisition in early childhood within a multidialectal river-based community in South Kalimantan, Indonesia, where Dayak Bakumpai and Banjar dialects are used concurrently. Employing a qualitative ethnography of communication approach, the research was conducted over six months in Kuripan District, involving 20 children aged 4–6 years, along with 10 parents and 5 teachers selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and audio-visual documentation across home, school, and community contexts. Thematic analysis revealed that children demonstrated phonological flexibility, adjusting pronunciation and prosody according to interlocutor and context, while developing balanced productive vocabularies that expanded substantially across age groups (120/110 words at age four to 280/270 words at age six for Bakumpai/Banjar respectively). Sustained exposure to both dialects across multiple social domains supported concurrent acquisition of dual phonological systems and context-sensitive lexical deployment. Children exhibited early metalinguistic awareness, explicitly recognizing dialectal differences. The findings demonstrate that multidialectal acquisition constitutes a distinct developmental phenomenon requiring theoretical frameworks extending beyond monolingual-bilingual dichotomies. This study contributes to language acquisition theory by highlighting dialectal variation as a meaningful developmental condition and informs culturally responsive language education curricula honoring Indonesia's linguistic diversity.
Pedagogical Gaps and Language Barriers: The Relationship Between Teaching Methods and English Learning Difficulties Muhammad Surya Rifqi; Armin Fani
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.267

Abstract

Language learning success in English as a Foreign Language (EFL) contexts is strongly influenced by instructional practices employed in the classroom. This study aimed to investigate the relationship between teaching methods and students’ English learning difficulties at SMKN 4 Banjarmasin, focusing on areas such as pronunciation, grammar, vocabulary, and comprehension. A quantitative correlational research design was employed. The population consisted of 90 second-grade students, from which 20 students were selected through purposive sampling. Data were collected using a structured questionnaire adapted from previous research and a classroom observation checklist. The questionnaire demonstrated good reliability, with a Cronbach’s Alpha coefficient of 0.82. Descriptive statistics were used to summarize students’ perceptions, while Pearson Product Moment correlation was applied to examine the relationship between variables. The findings revealed that students experienced the greatest difficulties in pronunciation and grammar, while vocabulary posed fewer challenges. Classroom observations indicated that limited instructional variation, inconsistent use of learning media, and insufficient adaptation to students’ proficiency levels contributed to these difficulties. The correlation analysis showed a significant negative relationship between teaching methods and learning difficulties (r = −0.68, p < .01), indicating that improved instructional quality is associated with reduced learning difficulties. These results suggest that clear explanations, varied teaching strategies, interactive activities, and targeted feedback can positively influence students’ English learning outcomes. The study concludes that enhancing teaching methods is essential for reducing learning difficulties and improving English instruction in vocational high school EFL contexts.
BAHASA SLANG INGGRIS DARI YOUTUBE: STUDI DESKRIPTIF TENTANG BAHASA LISAN GENERASI ALPHA M. Renaldy Aditya Pratama; Vebrianti Umar; Armin Fani
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of digital media, especially YouTube, influences the communication patterns of Generation Alpha in using informal English slang. Students who frequently watch English-language content such as gaming, challenge videos, reaction videos, and entertainment tend to imitate the vocabulary used by content creators in their daily conversations. This study aims to describe the use of English slang obtained from YouTube in the spoken language of Generation Alpha students at SMP Sabilal Muhtadin Banjarmasin. This study employed a descriptive qualitative approach involving three seventh-grade students who actively watch YouTube and use slang in everyday communication. The data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model consisting of data reduction, data display, conclusion drawing, and verification. The findings showed that the students used various English slang expressions such as bruh, sus, lit, no cap, ez, and chill in informal conversations with peers, especially during gaming activities and social media communication. The slang expressions were acquired through repeated exposure to YouTube content watched by the students every day. In addition, the use of slang was more dominant in informal situations than in formal interactions at school. This study indicates that YouTube has become one of the influential media affecting the use of English slang in the spoken language of Generation Alpha
Co-Authors M. Renaldy Aditya Pratama Muhammad Surya Rifqi Novi Nurdian Novi Suma Setyawati Vebrianti Umar