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English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry Nazar Hasby; Natalina Asi; Indra Perdana; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani; Alna Triskaya Angrum; Lailatun Najmiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15217

This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.

English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry Nazar Hasby; Natalina Asi; Indra Perdana; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani; Alna Triskaya Angrum; Lailatun Najmiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15217

This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.

TEACHER PERSPECTIVES ON STRATEGIES TO ENHANCE ENGLISH SPEAKING PROFICIENCY IN EFL CLASSROOMS Lailatun Najmiah; Pajrian Noor; Muhammad Fauzi
Linguistik : Jurnal Bahasa dan Sastra Vol 11, No 1 (2026): LINGUISTIK : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v11i1.104-117

This research explores English as a Foreign Language (EFL) teachers' perspectives on strategies to improve students' speaking proficiency in classroom settings. The study specifically examines the approaches used by EFL teachers to enhance speaking skills and the challenges faced in EFL classrooms. A qualitative descriptive approach was adopted, focusing on two experienced EFL teachers from a rural senior high school in South Kalimantan. Data were collected through semi-structured interviews and classroom observations. The results reveal that task-based learning, role-play, and project-based learning are commonly used strategies. However, challenges such as student reluctance, limited class time, and lack of resources persist. The study emphasizes the importance of teacher adaptability and a balanced approach to speaking instruction, while still using traditional tools to maximize student engagement.

The Effectiveness of Learning Platforms on Students' 6C Skills of Elementary School Students Lailatun Najmiah; Fasihah Abidah binti Anoar
LEOTECH: Journal of Learning Education and Technology Vol. 3 No. 1 (2026): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v3i1.339

This study examines the effectiveness of digital learning platforms in supporting the development of elementary school students’ 6C skills, including critical thinking, creativity, collaboration, communication, citizenship, and character. Using a quantitative descriptive approach, data were collected from 382 students through 6C skills tests and questionnaires measuring students’ perceptions of platform effectiveness. The data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA to identify patterns and differences across schools. The results indicate a positive and significant relationship between the use of digital learning platforms and students’ 6C skills, although the correlation strength is relatively low and varies between schools. These findings indicate that digital platforms contribute modestly to the development of students’ 6C skills and that their effectiveness largely depends on pedagogical implementation and school readiness.

Narrative Explorations of EFL Learners’ Engagement with AI Tools in Developing Writing Proficiency Lailatun Najmiah; Alaa Hussein Jafar Al-Anbari
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.222

This study explores the lived experiences of English as a Foreign Language (EFL) learners engaging with Artificial Intelligence (AI) tools to support their academic writing development. Using a narrative inquiry approach, the research investigates how learners describe their interactions with AI technologies such as ChatGPT and Grammarly, and what challenges and opportunities they perceive. Eighteen university-level EFL students participated in in-depth interviews, revealing that AI tools are widely appreciated for enhancing linguistic accuracy, improving efficiency, boosting writing confidence, and supporting idea generation. These benefits align with the Technology Acceptance Model and Sociocultural Theory, suggesting that AI acts as both a facilitator of ease and a scaffold within learners’ Zones of Proximal Development. However, the findings also highlight substantial concerns related to academic integrity, over-reliance, and AI’s limitations in generating culturally nuanced or critically engaging content. This duality reflects the "Paradox of Assistance," where the same features that make AI valuable can also inhibit deeper learning if uncritically used. The study emphasizes the need for intentional, pedagogically guided integration of AI in EFL writing instruction, promoting a balanced Human-AI collaboration that empowers learners as autonomous and reflective writers.

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