Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of English Language Studies EDUVELOP (Journal of English Education and Development)
Sukmalasari, Ristha
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Digital storytelling to enhance English language students’ understanding of climate change mitigation: A linguistic evidence Perdana, Purnama Rika; Sukmalasari, Ristha; Suharsih, Siti; Yusop, Siti Aishah Md
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.31333

Abstract

Digital Storytelling (DS) is an innovative learning approach that integrates technology and digital narratives to enhance students’ engagement, critical thinking, and environmental awareness. The study explores the role of Digital Storytelling (DS) in fostering students’ ability to connect real-world issues with academic learning, particularly in language education.  This study employs an exploratory approach using qualitative research. Data is collected through classroom observation, semi-structured interviews, and analysis of students' narratives. The findings reveal that DS effectively enhances students' engagement and cognitive processing by incorporating collaborative storytelling, multimedia elements, and interactive learning experiences. DS encourages students to participate in discussions actively, express their perspectives through digital media, and build deeper connections with complex global issues beyond traditional learning approaches. This study concludes that DS is a powerful educational tool that supports independent learning, fosters meaningful engagement, and aligns with the Merdeka Curriculum’s vision of equipping students with competencies relevant to 21st-century education.
Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training Sukmalasari, Ristha; Fadilla Oktaviana; Yayu Heryatun
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6104

Abstract

The demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training.
Co-Authors Fadilla Oktaviana Heryatun, Yayu Perdana, Purnama Rika Suharsih, Siti Yusop, Siti Aishah Md