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Purnawarman, Pupung

Indonesia University Of Education

Author-ID : 498148

Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Bringing Stories to Life: Investigating the Role of Stories in Young EFL Learners’ Reading Comprehension Triulandari, Aisyah; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56413

Young EFL learners, especially in Indonesia, often encounter challenges in reading comprehension due to linguistic limitations and cultural unfamiliarity, which can hinder both understanding and motivation. Although reading comprehension is emphasized in the national curriculum, the need for more effective and contextually relevant instructional strategies remains pressing. This study explores the role of stories in supporting young EFL learners’ reading comprehension. Employing a qualitative approach, data were collected through open-ended questionnaires and semi-structured interviews with 10 primary school English teachers in Indonesia. The findings reveal that each stage of the narrative genre contributes uniquely to reading comprehension. Orientation supports literal understanding through vocabulary exposure and contextual clarity; complication fosters inferential thinking by enabling prediction and causal reasoning; and resolution along with re-orientation promote critical comprehension through reflection on character actions and moral lessons. Additionally, the study, found that teachers implemented various scaffolding strategies, including visual aids, questioning techniques, and pre-reading tasks, to enhance learners' engagement with the text. The study concludes that story-based instruction, when supported by appropriate pedagogical strategies, is highly effective in improving comprehension skills in young EFL learners and should be more widely adopted in early English language education.

Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.

EXPLORING THE IMPACT OF AI TOOLS ON EFL LEARNERS' COMMUNICATION AND AUTONOMY Adrian Adrian; Pupung Purnawarman
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13433

This study examines the impact of AI tools on EFL learners’ communication skills and learner autonomy across varying proficiency levels. Employing an exploratory mixed-methods design that combined a 15-item Likert-scale survey with open-ended questions, data were collected from 16 purposively selected EFL learners enrolled in an undergraduate English program at an Indonesian university. The small sample was deemed appropriate for qualitative exploration rather than statistical generalization. Grammarly was used primarily for writing correction and grammatical feedback; ChatGPT supported conversational practice and essay drafting; and Duolingo provided gamified vocabulary and pronunciation exercises. Participants reported improvements in grammar accuracy, vocabulary range, and writing confidence, with gains most pronounced among beginner and intermediate learners. Advanced learners, however, expressed frustration with idiomatic expressions and cultural nuances, identifying a ceiling effect in the utility of AI tools at higher proficiency levels. Regarding autonomy, participants described using the tools for self-directed error review and goal setting, yet several acknowledged a tendency toward passive dependency, accepting AI corrections without critical reflection. These findings suggest that AI tools can complement traditional instruction but require human oversight, blended feedback strategies, and teacher scaffolding to ensure cultural and linguistic appropriateness. This study contributes to emerging research on AI in EFL by foregrounding learner autonomy and contextual challenges as proficiency-dependent variables that prior single-level studies have not fully addressed.

A Comparative Study on In-Class Assessment Practices by EFL Teachers in Uganda and Indonesia Salama, Wanale; Setyarini, Sri; Purnawarman, Pupung
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.103728

This comparative study investigates in-class assessment practices among secondary school EFL teachers in Uganda and Indonesia, guided by Vygotsky’s Sociocultural Theory of learning. The study explores commonly used assessment strategies, teachers’ perceptions of their effectiveness, and the key implementation challenges in both countries. A quantitative research design was employed, and data were collected from 120 EFL teachers (60 from each country) using structured questionnaires with Likert-scale and multiple-choice items. Descriptive and inferential statistical analyses including means, standard deviations, and independent t-tests were conducted. The findings revealed significant differences in assessment approaches: Ugandan teachers predominantly used traditional techniques such as quizzes and oral questioning, while Indonesian teachers more frequently employed interactive, collaborative methods like peer assessment and project-based learning. Aligned with Vygotsky’s emphasis on social interaction and scaffolding, Indonesian teachers demonstrated higher assessment literacy and greater engagement with formative practices. Nevertheless, educators in both contexts recognized the value of in-class assessment in supporting language development and learner engagement. Shared challenges included large class sizes, limited time, and inadequate resources. Based on the findings, the study recommends culturally responsive professional development, structural policy reforms, increased investment in infrastructure, and cross-national collaboration. These steps aim to foster inclusive, dialogic assessment practices aligned with Vygotsky's principles in diverse EFL classrooms

Co-Authors Abasa, Zulhasmi Adrian Adrian Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani, Ahmad Ai Fatmawati Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Bachrudin Musthafa Basra, Sri Meiweni Berlin, Astri Winandari Cicih Nuraeni Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fatmawati, Ai Felayabi, Hasbie Fitri, Auliana Gusti Viranda Chorena Hayuni R. Widarti Hidayat, M. Fadhil Husain, Balqis Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Léa, Norolalao Hanta Lia Novita Lulu Laela Amalia Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Narovana, Andriamiarana Nenden Sri Lengkanawati Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Salama, Wanale Santoso, Nur Amanah Septiya Yuza Soraya, Kiky Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Surya Aulia Sukarman Susilawati, Susilawati Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Triulandari, Aisyah Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Wahyuni, Emi Nurul Wardiman, Sri Setyarini Wibowo, Enggar Pangesti Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yola Savitri Yudi Lesmana Yuza, Septiya

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