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All Journal Script Journal: Journal of Linguistic and English Teaching Journal of English Teaching and Applied Linguistics (JETAL) Borneo Educational Journal (Borju)
Sucahyo, Didik
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Storytelling in English Language Learning: Boosting Confidence and Discourse in EFL Contexts Rahmawati, Acce; Suhatmady, Bibit; Sucahyo, Didik; Hermagustiana, Istanti
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1895

Abstract

This study investigates the role of storytelling as a teaching strategy for improving English language abilities among vocational students at SMKN 1 Samarinda. Recognizing a void in the literature on practical approaches for reducing speaking anxiety in EFL contexts, this study analyzes students’ perspectives of how storytelling impacts their confidence, discourse growth, and engagement. Data were acquired using a phenomenological technique via semi-structured interviews with three selected students, with validation provided by insights from their English teacher to increase the study’s credibility. The main findings show that storytelling boosts students’ confidence in speaking, promotes discourse expansion, and encourages active engagement in classroom activities. However, some challenges emerged, such as nervouness when presenting stories and concerns about peer evaluation. These elements occasionally prevented pupils from fully participating. The conclusion indicates that storytelling can be an effective method for creating a more participatory and encouraging language learning environment. Educators are advised to add narrative activities designed to reduce fear and improve confidence, allowing children to practice speaking abilities in a comfortable environment.
Listening Comprehension Challenges: Analyzing EFL Students in the English Teacher Education Program at Universitas Mulawarman Saputri, Alya; Ahada, Ichi; Setiawan, Iwan; Sucahyo, Didik
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1995

Abstract

EFL students still struggle at several points in the listening process, despite the fact listening comprehension is an essential part of improving their listening abilities. The purpose of this study is to determine the listening comprehension challenges EFL students enrolled in Mulawarman University's English teacher education program face. Data were gathered using a descriptive study methodology also a listening comprehension-focused questionnaire. As per the results, pupils struggle greatly in all three stages of listening—perception, parsing, also utilization—with the perception phase exhibiting the most severe problems. These difficulties have a major effect on how well they listen overall. The study's findings are meant to give lecturers important information for creating engaging classes also training methods for listening skills.
Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools Rusmawaty, Desy; Hermagustiana, Istanti; Majewska, Marysia; Ahada, Ichi; Sucahyo, Didik
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i2.1830

Abstract

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions
Demonstration of Code-Mixing in Kasih Aba-Aba by Naykilla, Tenxi, and Jemsii Maulidana, Diva; Rusmawaty, Desy; Sucahyo, Didik; Hermagustiana, Istanti; Setiawan, Iwan
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1964

Abstract

This study aims to examine the phenomenon of code-mixing in the Indonesian pop song 'Kasih Aba-aba' by Naykila, Tenxi, and Jemsii, with a focus on the structural types and linguistic purposes of code-mixing in the lyrics. Employing a qualitative descriptive method and a content analysis approach, this research utilized a purposive sampling strategy to select this specific song as a rich case study due to its prevalent use of English-Indonesian code-mixing and its popularity on digital platforms. Line-by-line analysis of the lyrics was part of the research process, and each instance of code-mixing was categorized using Muysken's (2000) typology of insertion, alternation, and congruent lexicalization and its functions were interpreted using sociolinguistic frameworks (Gumperz, 1982; Hoffman, 1991; Poplack, 1980). Findings indicate that insertion is the most common kind of code mixing, followed by alternation and congruent lexicalization. These are employed to accomplish a variety of sociolinguistic goals, including emphasis, identity expression, prestige, and emotional personalization. English elements used for stylistic purposes represent global influence, young identity, and multilingual proficiency. The purposeful use of Bahasa Indonesia and English enhances the emotional tone of the lyrics and aligns with current linguistic trends in Indonesian youth culture. The results indicate that code-mixing in popular music acts as both a communicative and cultural strategy. This research adds to our knowledge of bilingual language usage in media discourse and has practical implications for discourse-based English training and the development of culturally relevant language curricula. The limitation of the study is that study only focuses on a single song, which limits generalizability. Therefore, future research is recommended to expand into cross-artist comparisons and to investigate audience reception.
Co-Authors Ahada, Ichi Bibit Suhatmady Hermagustiana, Istanti Iwan Setiawan Majewska, Marysia Maulidana, Diva Rahmawati, Acce Rusmawaty, Desy Saputri, Alya