Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
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All Journal JEELS (Journal of English Education and Linguistics Studies) Journal of English Teaching and Linguistic Issues (JETLI)
Nuraeningsih
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Education Languange, Linguistic, Communication & Media

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Incorporating Indigenous Content to Develop English Materials for Primary School Levels: The Teachers' Voices Nuraeningsih; Rusiana; Sulistyowati, Titis; Hidayati, Richma
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5025

Abstract

The present research explores primary school teachers’ perceptions of the possibility of integrating indigenous content in English instruction in Indonesia. The current curriculum, Kurikulum Merdeka, allows teachers to develop materials related to essential content. With that image in mind, this research tried to shed light on the opportunities and challenges of incorporating indigenous content, such as local folktales, songs, games, and traditions, to develop English materials. The research employs a qualitative research method. The participants were five teachers from different subdistricts in Kudus, Central Java, Indonesia. They were purposively selected and voluntarily participated in the research. A focus group discussion was carried out to gain the teachers’ insights. The questions address three main points: the objectives of English teaching in primary schools, the incorporation of indigenous content into English materials, and the challenges faced when integrating this content into those materials. The triangulation was conducted by collecting the teachers’ written responses on the same topic with more detailed questions. Thematic analysis was used to analyse the data. The research findings reveal that teachers have a positive view of the inclusion of indigenous content in English instruction, as it is relevant to students’ real-life contexts. The challenges that might emerge are limited resources, insufficient training, and lack of experts and authority.  support. Practically, teachers can introduce indigenous content into the teaching materials. In wider contexts, curriculum designers are recommended to consider addressing indigenous content in the English curriculum for primary school students.
Innovating Language Instruction in Madrasah Diniyah: The Use of English Storytelling to Enhance Speaking Skills and Learner’s Well-Being Farid Noor Romadlon; Rusiana; Nuraeningsih; Agung Dwi Nurcahyo; Abdul Rasheed; Yaqqob, Nur Syafiqah
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 3 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

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Abstract

Madrasah Diniyah institutions often face persistent challenges in language instruction, including low student engagement and limited diversity in teaching methodologies. These issues can hinder both linguistic development and overall learner well-being. To address this concern, this study explores the integration of English storytelling as a pedagogical strategy to (1) promote students’ speaking skills and (2) promote their emotional and psychological well-being during the learning process. Employing a Classroom Action Research (CAR) design, the study was conducted over two instructional cycles involving 52 students from Madrasah Diniyah Kanzul Ulum. Data were collected through both quantitative and qualitative methods. Pre-tests and post-tests assessed improvements in speaking performance, focusing on fluency, vocabulary usage, and overall comprehension. Qualitative data were obtained through classroom observations, student questionnaires, and semi-structured interviews with parents to capture behavioral and emotional responses to the intervention. The findings indicate a significant improvement in students’ speaking abilities, with notable gains in verbal expression, confidence, and classroom engagement. Storytelling sessions fostered a dynamic and enjoyable learning environment, encouraging active participation and reducing student anxiety. Furthermore, students developed a stronger emotional connection to the material, which enhanced motivation and fostered a more positive attitude toward learning English. Parental feedback also revealed increased use of simple English expressions at home and greater enthusiasm for attending classes. These outcomes suggest that English storytelling not only supports language acquisition but also contributes to students’ holistic development. Accordingly, it presents a promising instructional approach for enhancing both linguistic proficiency and well-being in non-formal Islamic educational settings.
Co-Authors Abdul Rasheed Agung Dwi Nurcahyo Farid Noor Romadlon Richma Hidayati Rusiana Titis Sulistyowati Yaqqob, Nur Syafiqah