Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics SITTAH: Journal of Primary Education Indonesian Journal of English Language Teaching and Applied Linguistics
Nisa, Thaibatun
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Education Languange, Linguistic, Communication & Media

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Embracing the Unexpected: Novice English Teacher's Narrative of Challenges and Joy in Teaching Young Learners Ardila, Istiqamah; Nisa, Thaibatun
SITTAH: Journal of Primary Education Vol. 6 No. 2 (2025): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v6i2.6816

Abstract

Teaching English to young learners presents unique challenges, especially for beginning teachers still developing their professional identity. Many new teachers face emotional and instructional difficulties transitioning from theory to real-life classroom practice. This study explores the lived experiences of a new English teacher in her first year of teaching in an elementary school. The study aims to showcase the teacher's lived experiences using a narrative inquiry approach to uncover unexpected challenges and moments of joy, and to understand how these experiences impact her professional identity. A recent graduate assigned to a public school in Balangan Regency participated in the study, answering interview questions and a narrative framework. Data were analyzed using thematic analysis. The findings revealed three interrelated themes: entering the world of young learners, navigating emotional and instructional turmoil, and maturing alongside the learners. Her journey was filled with feelings of loss and frustration, particularly in managing the classroom and managing emotions. However, there were also moments when she made tangible progress and felt proud of herself. This study recommends that teacher education programs integrate emotional preparation and reflective practice into the curriculum. Furthermore, the findings emphasize the importance of institutional mentoring and ongoing professional development for beginning English teachers in elementary schools. These findings contribute to the broader field of English language teaching by deepening understanding of the emotional and professional characteristics of beginning teachers' experiences and guiding teacher preparation and retention practices.
Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Irlina, Andi; Nor, Hidayah; Nisa, Thaibatun
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 11, No 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

Abstract

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.
Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Irlina, Andi; Nor, Hidayah; Nisa, Thaibatun
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 11, No 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

Abstract

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.
Co-Authors Ardila, Istiqamah Hidayah Nor, Hidayah Irlina, Andi