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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of Innovative and Creativity
Hesty Widiastuty
UIN Palangka Raya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role Of Effective Introduction In Enhancing Audience Engagement Nisrina Farida Ramadhanti; Hesty Widiastuty; Cahaya Ningrum; Nur Lutfiah
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4433

Abstract

Openness in public speaking has an important role in determining how well the message is conveyed and how deeply the audience engages. An effective opening not only makes a positive first impression but also builds credibility and creates an emotional connection with the listener. However, many previous studies have placed more emphasis on speaking ability in general without specifically analyzing how opening components such as attention-grabbing, relevance, credibility, and summary systematically affect audience engagement. Therefore, this study aims to conceptually examine the role of effective openings in increasing audience engagement through the Conceptual Literature Review (CLR) approach. This analysis integrates perspectives from communication studies, applied linguistics, and educational psychology to develop a comprehensive understanding of how openness affects the cognitive, emotional, and behavioral dimensions of engagement. This review identified that a well-crafted introduction can grab the audience's attention, build empathy, and encourage responses throughout the presentation. These findings emphasize that an introduction is not just a structural element but a strategic tool that determines the success of communication. Furthermore, this study demonstrates pedagogical implications for public speaking teaching, suggesting that teachers guide students in designing openings that are cognitively and emotionally connected to their audiences. Overall, effective openings serve as a driving force that turns passive listeners into active participants, underscoring that engagement in communication begins from the moment the speaker begins speaking.
Toward an Integrated Authentic Material Design Model for EFL Skill Development and Communicative Competence Nur Annisa Fitri; Nayla Sa'adah; Irma Irma; Safarina Hidayati; Faradila Faradila; Hesty Widiastuty
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4169

Abstract

This study integrates theoretical and empirical approaches to the design of instructional materials for teaching English as a Foreign Language (EFL) that cover the four skills of listening, speaking, reading and writing. This research, using the qualitative, library-based synthesis method, systematically compiles and reviews published scholarly books, journal articles, and empirical studies (2010 to 2025) and applies qualitative content analysis, coding and thematic synthesis. The analysis has surfaced three core tenets of effective material design for EFL: authenticity, systematically integrated scaffolding, and learner-centred integration. These tenets assert that EFL instruction, even when framed as a series of discrete lessons, contextually taught and integrated with other skills, results in improved communicative competence and enhanced language transfer. This research study affords EFL teaching, curriculum development, and material design practitioners for face-to-face and online modalities the opportunity to expand their paradigms. The research is unique with the proposal of the Integrated Authentic Material Design Model (IAMDM) that brings together authenticity, scaffolding, and learner centredness as a single theoretical construct that serves to bridge theory and practice while enhancing the pedagogical knowledge of EFL teachers and material developers.
Co-Authors Cahaya Ningrum Faradila Faradila Irma Irma Nayla Sa'adah Nisrina Farida Ramadhanti Nur Annisa Fitri Nur Lutfiah Safarina Hidayati