cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Angga Taufan Dayu
Contact Email
journalintensive@gmail.com
Phone
+6281349634634
Journal Mail Official
anggauniska@yahoo.com
Editorial Address
https://ojs.uniska-bjm.ac.id/index.php/EJB/about/editorialTeam
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
Intensive Journal
Published by Universitas Islam Kalimantan Muhammad Arsyad Al Banjari
ISSN : -     EISSN : 26204746     DOI : DOI: http://dx.doi.org/10.31602/intensive.v3i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Intensive Journal [e-ISSN: 2620-4746] is a peer-reviewed journal which is published by Universitas Islam Kalimantan Muhammad Arsyad Al Banjari published in April and October. Intensive Journal embodies research articles including: English Language Teaching and Learning, English Language and Linguistics, and English Literature.
Arjuna Subject : Umum - Umum
Articles 114 Documents
 8   9   10   11   12 
Exploring an English Teacher's Experience of Addressing Speaking Challenges in an Indonesian EFL Senior High School Classroom Dhinar - Sari
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23045

Abstract

This study investigates the challenges English teachers face in developing students' speaking skills in EFL classrooms in Indonesia, as well as how teachers respond to these challenges through classroom teaching practices. In general, speaking skills are perceived as the hardest one for EFL students to acquire, particularly when their vocabulary knowledge is limited, their self-confidence is low, and they have few opportunities to use English ‍‌‍‍‌actively. On the other hand, curriculum requirements emphasize the importance of communicative competence, which does not always align with actual classroom conditions. This study used a descriptive qualitative approach, with data obtained through semi-structured, in-depth interviews with an English teacher at the high school English teacher. The data were analyzed using reflective thematic analysis to explore the teacher’s experiences, perceptions, and instructional strategies in addressing speaking-related difficulties. The analysis revealed three main themes: challenges in teaching speaking skills, strategies used to improve students' speaking abilities, and teaching practices responsive to students' needs. The results of the study reveal that low student motivation, limited vocabulary, and limited supporting facilities, especially related to the use of digital media, are the main obstacles in speaking learning. To address this, teachers use strategies tailored to the classroom context, such as project-based speaking assignments, routine activities to enrich vocabulary, and selecting learning topics close to students' interests. In addition, teachers also give personal attention to students, especially those who experience learning difficulties or have emotional barriers, thus creating a safer and more supportive learning environment. These findings highlight the importance of reflective, flexible, and student-centered teaching practices in improving speaking instruction in EFL classrooms.
Investigating Teacher Practices in Oral Language Assessment in an Indonesian EFL Classroom Nurismi -; Nur Hidayanto Pancoro Setyo Putro
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23059

Abstract

This study investigates teacher practices in conducting oral language assessment in an English as a Foreign Language (EFL) classroom at a senior high school in Yogyakarta, Indonesia, during 2024/2025 academic year. Speaking skills play a crucial role in EFL learning as they require the integration of grammar, vocabulary, pronunciation, fluency, and communicative competence. However, assessing students’ oral performance remains a challenge for teacher due to time constraints and varying student proficiency levels. This study employed a qualitative case study design to gain an in-depth understanding of how oral assessment is conducted in a real classroom context. Date was collected through teacher interviews, classroom observations, and document analysis, and were analysed using thematic analysis. Findings indicate that the teacher primarily used role-lying dialogues and group discussions as oral assessment strategies. These strategies allowed students to practice meaningful communication while enabling the teacher to assess multiple aspects of speaking skills. The study also highlights the importance of clear and adaptable assessment criteria in ensuring fairness and effectiveness in oral language assessment. Despite limitations related to the study’s scope, the findings contribute to a better understanding of oral assessment practices in EFL classrooms and highlight the need to strengthen teachers’ assessment literacy. 
English Teachers’ Perceptions of Game-Based Learning for Students with Intellectual Disabilities: Types, Benefits, and Implementation Challenges Dini Anindita Kireina Pratama
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23068

Abstract

Game-based learning (GBL) offers opportunities for English instruction that incorporates interaction, repetition, and visual support, which may be relevant in special education contexts. This study explored English teachers’ perceptions of GBL for students with intellectual disabilities, focusing on the types of games used, perceived benefits, and implementation challenges. A qualitative case study was conducted with three English teachers at a public special school in Yogyakarta, Indonesia. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. The findings showed that the teachers used guessing, matching, and labeling games, supported by pictures, flashcards, real objects, and videos. Teachers perceived these activities as supporting student participation, motivation, vocabulary learning, social interaction, and inclusive classroom participation. At the same time, they reported challenges involving limited instructional time, students’ motor and attentional difficulties, memory retention, cognitive processing, and limited instructional resources. The study suggests that the classroom value of GBL depends on teachers’ ability to adapt game procedures, materials, and guidance to students’ learning characteristics and classroom conditions.  
Teacher Strategies for Addressing EFL Students Speaking Difficulties: A Qualitative Descriptive Study Hafizah Khaira; Ashadi
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23077

Abstract

Speaking is another important language skill for learning, especially for EFL students. This study investigates the typical speaking challenges that EFL students at a senior high school in Yogyakarta encounter and how teachers address them. Using qualitative descriptive research, data were collected through semi-structured interviews with two experienced English teachers and analyzed thematically. The study shows that learners often face insufficient confidence, limited vocabulary, poor pronunciation, and difficulty constructing sentences. Teachers respond by using speaking practice, group discussions, vocabulary building, and ICT tools such as Zoom, Google Classroom, YouTube, and the Cambridge Dictionary. The study highlights interactive tasks, the use of technology, and a willingness-demonstrating classroom.  

Page 12 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia Vol 8 No 2 (2025): Voices of Emerging Researchers: Empirical Studies in English Language Teaching Vol 8, No 2 (2025): Intensive Journal October Vol 8, No 1 (2025): Intensive Journal April Vol 7, No 2 (2024): Intensive Journal October Vol 7, No 1 (2024): Intensive Journal April Vol 6, No 2 (2023): Volume 6 Issue 2 October 2023 Vol 6, No 1 (2023): April Vol 5, No 2 (2022): October Vol 5, No 1 (2022): April Vol 4, No 2 (2021): October Vol 4, No 1 (2021): APRIL Vol 3, No 2 (2020): October Vol 3, No 1 (2020): April Vol 2, No 2 (2019) : Oktober Vol 2, No 1 (2019) : April Vol 1, No 2 (2018): October Vol 1, No 1 (2018): April More Issue