Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar English Education and Applied Linguistics Journal (EEAL Journal) Journal of Advances in Linguistics and English Teaching (JALET)
Nur Fajriah, Yustika
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
EVALUATING THE EFFECTIVENESS OF PICTURE BOOKS IN INTRODUCING ENGLISH TO EARLY CHILDHOOD LEARNERS: A CASE STUDY IN SOUTH GARUT Ratnasari , Resty; Nur Fajriah, Yustika; Rahim , Norani Abd
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1762

Abstract

This study explores the effectiveness of using picture books as a medium to introduce English to early childhood learners at an Early Childhood Education School in South Garut, West Java, Indonesia. This qualitative research employed a case study approach, involving four sessions conducted over two weeks, with a focus on assessing the impact of picture books on English language acquisition among 20 students aged 5-6 years. The research involved a systematic introduction of English through picture books depicting various fruits. Initial observations indicated limited student engagement, but participation increased significantly in subsequent sessions, with nearly 90% of the children actively involved by the third and fourth meetings. The study highlights that picture books, as a novel and age-appropriate tool, can effectively enhance early language learning by capturing children's interest and facilitating their understanding of new vocabulary. Findings suggest that picture books not only improve language skills but also foster a positive learning environment by aligning with children's preferences for visual stimuli. The successful implementation of this method underscores the potential of picture books in early childhood education, advocating for their use in introducing English and possibly other subjects.
VIOLATION OF GRICE’S MAXIMS IN ONLINE CLASSROOM DISCUSSION: IMPLICATIONS FOR STUDENT-LECTURER INTERACTION DYNAMICS Dewi, Sinta; Dwi Aurora, Xena; Yuliani, Citra; Nur Fajriah, Yustika
Journal of Advances in Linguistics and English Teaching (JALET) Vol. 1 No. 2 (2025): July-December 2025
Publisher : Perkumpulan Madani Publisher Indonesia

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

Abstract

This study explores the violation of Grice’s Maxims in a sophomore online academic writing class and examines their implications for student–lecturer interaction dynamics. In the context of online learning, miscommunication is more likely due to the absence of physical cues and asynchronous communication patterns. Using a qualitative descriptive approach, data were collected through classroom observation and semi-structured interviews with one lecturer and three students selected via purposive sampling. Instances of maxim violations were identified and analyzed using thematic analysis based on Grice’s theoretical framework. The findings revealed that the most frequently violated maxims were Quantity and Manner, often due to vague, minimal, or hesitant student responses. Violations of Relevance and Quality also occurred, especially when responses were off-topic or lacked evidential support. Factors contributing to these violations included linguistic insecurity, abstract question formulation, technical disruptions, and limited non-verbal interaction. Interestingly, the lecturer sometimes intentionally flouted maxims to reduce student anxiety and facilitate participation. These findings highlight the complexity of digital communication and the importance of pragmatic awareness in virtual classrooms. The study underscores the need for adaptive pedagogical strategies that foster clarity, engagement, and mutual understanding. It also contributes to the broader discourse on online pragmatics by illustrating how maxim violations, while seemingly disruptive, can serve functional and pedagogical roles in shaping effective communication within digital academic environments.
TEACHERS' PERCEPTIONS IN IMPLEMENTING A GENRE-BASED APPROACH TO ENCOURAGE DEEP LEARNING Salsabilah, Putri; Muljanto, Setia; Nur Fajriah, Yustika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48176

Abstract

This study examines the implementation of the Genre-Based Approach (GBA) in fostering deep learning within the Merdeka Curriculum, a crucial topic because although the GBA is formally recommended, many teachers still face challenges in effectively applying it to achieve depth of understanding in the classroom. This study aims to explore teachers’ perceptions and challenges regarding the integration of these two concepts through a qualitative case study design, in which data were collected via semi-structured interviews and observations of two English teachers at the junior high and senior high school levels in Garut. The findings reveal that teachers hold positive perceptions and view GBA as a systematic framework capable of supporting students’ deep understanding through a learning process that is meaningful, mindful, and joyful. Teachers believe that the GBA cycle stages are highly effective in helping students master the material progressively. However, the main challenges identified relate to time management and the diversity of students’ abilities, which hinder the implementation of all GBA stages in their entirety within a single class session. In conclusion, GBA holds great potential for supporting deep learning, but its effectiveness is highly dependent on practical classroom conditions and on-the-ground implementation support.
Co-Authors Dwi Aurora, Xena Rahim , Norani Abd Ratnasari , Resty Salsabilah, Putri Setia Muljanto Sinta Dewi Yuliani, Citra