Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal PROGRES PENDIDIKAN ELT Forum: Journal of English Language Teaching
Chodhori, Mutiara
Unknown Affiliation
Education Mathematics Physics Social Sciences Other

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

Found 2 Documents
Search

 1 
EFL TEACHING IN INDONESIA ELEMENTARY SCHOOL: INSIGHTS INTO GENERATION Z Chodhori, Mutiara; Diastama, Imam Musthafa
PROGRES PENDIDIKAN Vol. 5 No. 3 (2024): September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v5i3.1229

Abstract

With an emphasis on the needs of students in Generation Z, this study investigates the English instruction methods used at Elementary School in Indonesia. This study examines the materials and approaches utilized to successfully teach English, which is becoming increasingly important in today's globalized society. To further understand instructional strategies and student involvement, the study incorporates observations from classrooms as well as instructor interviews. The study, which was divided into two stages, featured observations of The teacher's class and an interview with her. The need for more participatory teaching techniques, a lack of resources, and constrained learning time are among the major issues that have been noted. The school uses the Cambridge curriculum, but it also takes Indonesia's Merdeka curriculum into account. It suggests incorporating more interactive exercises, such as games, to maintain students' interest. The results emphasize how crucial it is to modify teaching strategies to fit the demands of contemporary students and provide a welcoming environment where English can be learned successfully.
Social interaction in second language acquisition: A case study at a Semarang kindergarten Chodhori, Mutiara; Hapsari, Christianti Tri
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28310

Abstract

Social interaction plays a critical and foundational role in Second Language Acquisition (SLA), particularly during early childhood when language learning occurs naturally through daily engagement. In multilingual environments such as Indonesia, where children are exposed to more than one language from a young age, the dynamics of social interaction become especially relevant. Despite extensive literature supporting the value of interaction in SLA, limited studies have focused on learners in hybrid, lab school models that combine formal instruction with informal, play-based learning. This study addresses that gap by exploring how social interaction facilitates English language development among children aged 3 to 6 at one kindergarten in the city of Semarang. A qualitative case study approach was adopted, utilizing classroom observations and teacher interviews to gather rich, contextual data. The findings reveal that peer conversations, structured group tasks, and incidental interactions with teachers and visiting foreigners provide essential opportunities for language input, output, and feedback. Teachers’ scaffolding strategies, aligned with Vygotsky’s Zone of Proximal Development, helped students transition from guided participation to independent language use. Nevertheless, challenges such as differing proficiency levels, passive learners, and limited time hindered optimal implementation. The study concludes that fostering interaction-rich environments is essential in early SLA and that effective instructional strategies must be adaptive and inclusive. These insights have important implications for educators, curriculum designers, and policy makers seeking to enhance language development in diverse early education settings, particularly within multilingual and hybrid learning environments.
Co-Authors Diastama, Imam Musthafa Hapsari, Christianti Tri