Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature FOSTER: Journal of English Language Teaching
Susi Astiantih
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Education Languange, Linguistic, Communication & Media

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Reading Strategies in Narrative Text Comprehension: A Case Study of Indonesian EFL Junior High School Students Fitri; Bimas Reskiawan; Susi Astiantih; Roslina
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.421

Abstract

Low reading interest and comprehension difficulties among EFL junior high school students, particularly in understanding narrative texts, remain significant challenges in Indonesian education, especially in rural settings. This mixed-methods research investigated the reading strategies used by third-grade junior high school students in comprehending narrative texts and how they use those strategies in reading class. A qualitative case study design was employed, supported by quantitative data from a questionnaire. The subjects were 27 third-grade students at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through classroom observations using field notes and a questionnaire based on (Banditvilai, 2020) framework of four reading strategies: skimming, scanning, making predictions, and questioning. Thematic analysis was applied to qualitative data, while descriptive statistics (percentages) were calculated for quantitative data. The findings revealed that students employed all four strategies with distinct patterns. Skimming and scanning functioned as efficiency-oriented strategies: 74.1% of students sometimes skipped small details during reading. Prediction and questioning functioned as depth-oriented strategies: 55.6% often compared predictions with actual information. The integration of questionnaire and observation data through methodological triangulation indicates that students actively combine multiple metacognitive strategies. However, the gap between "Sometimes" and "Often" responses suggests that consistent application remains a challenge requiring explicit instructional support.
Dynamic of Teacher-Student Interaction in Fastering an Engaging Learning Environment Towards Students’ Participation and Happiness Wildatulrahmah; Karimuddin; Syarif Hidayat Nasir; Roslina; Susi Astiantih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9244

Abstract

This study aims to analyze the dynamics of teacher–student interactions and their impact on student engagement and happiness in the learning process at SMA Negeri 1 Tirawuta, Indonesia. In recent years, positive communication and emotional support in classroom settings have become increasingly important in fostering engaging and enjoyable learning environments, particularly at the secondary school level. This study employed a qualitative descriptive design involving seven teachers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns of interaction, instructional strategies, and emotional dynamics influencing students’ participation in learning activities. The findings reveal that positive teacher–student interactions,such as emotional support, the use of open-ended questions, collaborative group discussions, and formative assessment practices play a crucial role in enhancing student participation, emotional comfort, and happiness in the classroom. In this study, qualitative engagement refers to students’ meaningful involvement in learning processes, reflected through active participation, emotional responsiveness, and a sense of psychological safety. However, several challenges were also identified, including differences in students’ academic abilities, limited school facilities, and low levels of student self-confidence, which hinder the effectiveness of interactive learning practices. This study concludes that responsive communication, adaptive instructional strategies, and sustained emotional support are essential components in creating a supportive and engaging learning environment. The findings contribute theoretically by enriching the discourse on teacher–student interactions through an emotional perspective and practically by providing insights for teachers and school stakeholders to integrate emotional aspects into classroom interaction practices to enhance student engagement and well-being.
Co-Authors Bimas Reskiawan Fitri Karimuddin, Karimuddin Roslina Syarif Hidayat Nasir Wildatulrahmah