Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Voices of English Language Education Society JEELS (Journal of English Education and Linguistics Studies) Journal of English Teaching and Linguistic Issues (JETLI) Simple: International Journal of English Education
Nuraeningsih
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Persepsi Mahasiswa terhadap Penggunaan Platform Readlang Berbasis Web untuk Pembelajaran Kosakata pada Mahasiswa Pendidikan Bahasa Inggris Semester Pertama di Universitas Muria Kudus Al Zidan, Ahmad Abdul Ghofar; ANGGITA, IKA WIDYA; Mustofa, Muhammad Taufik Ali; Mardiah, Alyatul; Nuraeningsih
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.17073

Abstract

This study investigated students’ perceptions of the use of the web-based Readlang platform for vocabulary learning among first-semester English Education students at Universitas Muria Kudus. A descriptive quantitative research design was employed using a close-ended questionnaire consisting of 20 items based on four indicators: perceived usefulness, perceived ease of use, engagement, and vocabulary learning support. The participants were 33 students selected through purposive sampling, and the data were analyzed using descriptive statistical techniques, including mean and percentage scores. The findings revealed that students generally had positive perceptions toward the use of Readlang for vocabulary learning, with all indicators falling within positive perception categories. Engagement and vocabulary learning support obtained the highest scores, while perceived usefulness showed the lowest score but remained within a positive category. Overall, the results suggest that Readlang is perceived as an engaging, easy-to-use, and supportive platform for vocabulary learning and has the potential to be integrated into vocabulary learning activities in higher education contexts.
Transforming Reading into Digital Performance: Instagram-Based Oral Retelling for EFL Reading Comprehension Nuraeningsih; Rusiana; Syafei, Muh.; Nkomo, Sibhekinkosi Anna; Taspinar, Kurt Havva
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32967

Abstract

Reading comprehension in EFL contexts requires students to move beyond locating explicit information toward actively reconstructing and communicating textual meaning. This study investigated the effectiveness of Instagram-based oral retelling in improving EFL students’ reading comprehension and explored students’ perceptions of the learning experience. Using a mixed-methods design, the study employed a pre-experimental one-group pre-test and post-test design supported by open-ended reflective questionnaire responses. The participants were 32 second-semester EFL undergraduate students from a private university in Kudus, Central Java, Indonesia. During a five-week intervention, students read narrative texts, prepared oral retellings, recorded videos, posted them on Instagram, and received feedback from the lecturer. Quantitative data from the reading comprehension pre-test and post-test were analyzed using a paired-sample t-test, while qualitative responses were analyzed thematically. The results showed a significant improvement in students’ reading comprehension, with the mean score increasing from 71.25 in the pre-test to 82.66 in the post-test. The paired-sample t-test confirmed a statistically significant difference, t(31) = -9.397, p < .001. Students’ reflective responses indicated that Instagram-based oral retelling made reading more engaging, purposeful, and interactive. The activity encouraged repeated reading, vocabulary awareness, pronunciation practice, confidence building, creativity, and peer interaction. However, students also reported challenges, including unstable internet connections, long video-uploading times, unfamiliar vocabulary, pronunciation difficulties, and initial embarrassment when posting videos publicly. These findings suggest that Instagram-based oral retelling can transform reading comprehension practice into a more active, multimodal, and audience-oriented learning experience when supported by clear guidance, technical flexibility, and appropriate linguistic scaffolding.
Co-Authors Abdul Rasheed Agung Dwi Nurcahyo Al Zidan, Ahmad Abdul Ghofar ANGGITA, IKA WIDYA Farid Noor Romadlon Mardiah, Alyatul Muh Syafei Mustofa, Muhammad Taufik Ali Nkomo, Sibhekinkosi Anna Richma Hidayati Rusiana Taspinar, Kurt Havva Titis Sulistyowati Yaqqob, Nur Syafiqah