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SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Published by Sensei Journal Publisher
ISSN : -     EISSN : 27753484     DOI : https://doi.org/10.53768/sijel.v3i1
Core Subject : Health, Education, Social,
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other
SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL), is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education, and other related fields which are published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 347 Documents
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THE IMPLEMENTING PROBLEM-BASED LEARNING IN LITERACY-ORIENTED CLASSROOMS TO ENHANCE STUDENTS’ CRITICAL READING AND WRITING ENGAGEMENT Syahrul Riza; Maidar Maidar
Sensei International Journal of Education and Linguistic Vol. 3 No. 2 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i2.185

Abstract

Literacy-oriented classrooms require instructional practices that enable students to read critically, interpret information, negotiate meaning, construct arguments, and communicate ideas through written and oral responses. However, many literacy lessons remain teacher-centered and text-reproduction oriented, limiting students’ opportunities to question, investigate, collaborate, and solve authentic literacy problems. This study examined the implementation of Problem-Based Learning in literacy-oriented classrooms and investigated its effect on students’ critical reading and writing engagement. A mixed-method quasi-experimental embedded design was employed involving 96 senior high school students divided into an experimental group and a control group. The experimental group received literacy instruction through Problem-Based Learning, while the control group received conventional text-based instruction. Data were collected through literacy performance tests, classroom observation, student reflective journals, interviews, and learning artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The findings showed that students in the Problem-Based Learning classroom achieved significantly higher literacy performance than those in the conventional classroom. The strongest improvements occurred in problem identification, evidence-based reading, argument construction, and collaborative discussion. The study concludes that Problem-Based Learning can strengthen literacy-oriented classrooms when authentic problems, rich texts, inquiry scaffolds, collaborative tasks, and reflective writing are systematically integrated.
DIGITAL LITERACY PRACTICES IN ELEMENTARY EDUCATION: CHALLENGES AND OPPORTUNITIES FOR POST-PANDEMIC CLASSROOM LEARNING TRANSFORMATION Rafidhah Hanum; Fakhrul Rijal; Muhammad Zulhairi Zubairi
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.186

Abstract

Digital literacy has become a core competence in elementary education as schools move from emergency remote instruction to more stable post-pandemic learning. Although children are increasingly familiar with digital devices, their everyday use of technology does not automatically develop critical, creative, safe, and academically meaningful literacy. This article aims to synthesize how digital literacy is practiced in elementary classrooms, identify recurring challenges, and formulate opportunities for strengthening post-pandemic classroom learning. The study used a narrative literature review of international peer-reviewed studies on digital literacy, digital competence, technology integration, primary education, and digital pedagogy. The literature was analyzed thematically by focusing on the forms of practice, implementation barriers, and pedagogical possibilities relevant to young learners. The synthesis shows that digital literacy practices in elementary education are reflected in five interrelated areas: digital information searching and evaluation, multimodal content creation, digital communication, technology-supported collaboration, and responsible online behavior. The main challenges include unequal access to devices and connectivity, uneven teacher digital competence, students' limited critical evaluation skills, entertainment-oriented technology habits, and insufficient family mediation. However, post-pandemic classrooms also offer opportunities to integrate digital literacy across subjects, design blended and inquiry-based activities, strengthen teacher professional development, and build school-family partnerships for safe and productive technology use. The article concludes that digital literacy should be positioned not as a technical supplement but as a pedagogical framework for inclusive, ethical, and future-oriented elementary education.
ENHANCING ELEMENTARY STUDENTS' READING COMPREHENSION THROUGH INTERACTIVE STORYTELLING IN ENGLISH LANGUAGE CLASSROOMS: AN INTEGRATIVE REVIEW Dinda Yarshal; Nurmairina Nurmairina
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.187

Abstract

Reading comprehension remains one of the most essential yet challenging skills for elementary students learning English as a foreign language. Many students can recognize words and answer literal questions, but they often experience difficulties in constructing meaning, making inferences, understanding vocabulary in context, and connecting story events with prior knowledge. Conventional reading instruction frequently emphasizes translation, repetition, and factual exercises, while young learners need more interactive, multimodal, and meaningful literacy experiences. This article aims to examine how interactive storytelling can enhance elementary students' reading comprehension in English language learning classrooms. This study employed an integrative literature review by synthesizing international peer-reviewed studies related to storytelling, digital storytelling, multimedia learning, reading comprehension, and English language teaching. The findings indicate that interactive storytelling supports reading comprehension through four main mechanisms: activating prior knowledge, scaffolding vocabulary and narrative structure, promoting inferential thinking, and increasing students' engagement through dialogic participation. The article proposes an Interactive Storytelling Reading Cycle consisting of pre-story engagement, guided story encounter, interactive meaning negotiation, collaborative story reconstruction, and reflective comprehension assessment. The discussion emphasizes that interactive storytelling should not be treated merely as entertainment or digital decoration. Instead, it should be positioned as a structured literacy pedagogy that integrates narrative, interaction, multimodal support, and comprehension strategy instruction. The article concludes that interactive storytelling has strong potential to make English reading instruction more active, contextual, communicative, and developmentally appropriate for elementary learners.
DIGITAL STORYTELLING IN ENGLISH LANGUAGE LEARNING: EFFECTS ON SPEAKING FLUENCY, NARRATIVE COMPETENCE, AND STUDENTS' ENGAGEMENT Zaki Al Fuad; Helminsyah Helminsyah
Sensei International Journal of Education and Linguistic Vol. 3 No. 2 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i2.189

Abstract

Speaking instruction in English as a foreign language classrooms often provides insufficient opportunities for sustained oral production, narrative organization, rehearsal, and audience-oriented communication. Digital storytelling combines spoken narration with images, text, music, and video, potentially creating a meaningful environment for developing oral language and multimodal communication. This study examined the effects of digital storytelling on students' speaking fluency, narrative competence, and classroom engagement. A mixed-method quasi-experimental design involved 88 tenth-grade students assigned to an experimental group and a control group. The experimental group completed an eight-session digital storytelling project involving story mapping, script development, oral rehearsal, multimedia production, peer feedback, revision, and public presentation. The control group received conventional spoken-narrative instruction using textbook modelling, individual practice, and classroom presentation. Data were collected through speaking performance tests, narrative competence rubrics, engagement questionnaires, observations, interviews, reflective journals, and digital story artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample and independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The experimental group significantly outperformed the control group in speaking performance, narrative competence, and engagement. Improvements were strongest in fluency, narrative sequencing, audience awareness, and social engagement. The study concludes that digital storytelling can strengthen oral English learning when multimedia production is integrated with explicit narrative instruction, repeated rehearsal, formative feedback, and equitable access to digital tools.
TEACHERS’ PEDAGOGICAL STRATEGIES FOR INTEGRATING LOCAL WISDOM INTO LANGUAGE EDUCATION IN INDONESIAN MULTILINGUAL CLASSROOMS Dyoty Auliya Vilda Ghasya; Helminsyah Helminsyah; Nurul Fatehah Binti Norhazaruddin
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.193

Abstract

Local wisdom has become an important pedagogical resource in language education because it connects language learning with students’ cultural identity, community knowledge, and everyday communicative practices. However, language classrooms are often dominated by textbook-based instruction and standardized linguistic targets that provide limited space for students’ local cultural experiences. This study aims to examine teachers’ pedagogical strategies for integrating local wisdom into language education and to analyze how these strategies support students’ classroom engagement and intercultural awareness. The study employed a mixed-method design involving 48 language teachers, 192 students, 12 teacher interviews, 8 classroom observations, and 24 teaching documents. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were examined through thematic analysis. The findings indicate that teachers integrated local wisdom through contextualized materials, local narratives, cultural resource mapping, translanguaging practices, community-based tasks, and reflective intercultural assessment. Contextualized teaching materials were the most frequently used strategy (M = 4.32; SD = 0.51), followed by local narratives and oral traditions (M = 4.15; SD = 0.57). Reflective intercultural assessment was least frequently implemented (M = 3.08; SD = 0.79), although it showed the strongest correlation with intercultural awareness (r = 0.62; p < .01). The study concludes that local wisdom should be positioned as a pedagogical foundation for culturally responsive, multilingual, and reflective language education.
THE ROLE OF MULTIMODAL LEARNING MATERIALS IN IMPROVING STUDENTS’ VOCABULARY MASTERY IN EFL CLASSROOMS Treesly Yumiardi Normin Adoe; Vera Rosalina Bulu
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.194

Abstract

Vocabulary mastery is a fundamental component of English language learning because it supports students’ reading comprehension, listening comprehension, speaking fluency, and writing accuracy. However, many students still experience difficulties in understanding, remembering, and using English vocabulary because vocabulary is often taught through memorization, translation, and isolated word lists. This study aims to examine the role of multimodal learning materials in improving students’ vocabulary mastery in English as a foreign language classrooms. The study employed a mixed-method design by combining a quasi-experimental pretest-posttest control group design with qualitative interviews and classroom observations. The participants consisted of 64 seventh-grade students divided into an experimental group and a control group. The experimental group learned vocabulary through multimodal materials integrating text, images, audio, short videos, pronunciation models, and contextual tasks, while the control group received conventional vocabulary instruction. Quantitative data were collected through vocabulary mastery tests and analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and effect size analysis. Qualitative data were obtained from student interviews, teacher interviews, classroom observations, and learning documents. The findings showed that students in the experimental group achieved significantly higher vocabulary gains than those in the control group. Qualitative findings revealed that multimodal materials supported vocabulary learning through visual anchoring, auditory reinforcement, contextual meaning-making, repeated exposure, and increased engagement. The study concludes that multimodal learning materials can improve students’ vocabulary mastery when they are pedagogically structured and aligned with vocabulary learning objectives.
INTEGRATING FOLKLORE INTO LITERACY INSTRUCTION TO PROMOTE STUDENTS' CULTURAL AWARENESS IN INDONESIAN SECONDARY SCHOOLS Tina Sheba Cornelia Sitompul; Ulfah Sari Rezeki
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.200

Abstract

Cultural awareness is an essential component of literacy education because students need to understand texts not only as linguistic products but also as cultural expressions that contain values, identities, beliefs, and social meanings. However, literacy instruction in many classrooms still emphasizes decoding, vocabulary, literal comprehension, and written exercises, while students' local cultural knowledge is rarely used as a meaningful resource for reading and interpretation. This study aims to examine the effectiveness of integrating folklore into literacy instruction to promote students' cultural awareness and to explore how students experience folklore-based literacy activities. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 84 Grade VIII students divided into an experimental group and a control group. The experimental group received folklore-based literacy instruction through reading, cultural inquiry, narrative analysis, value reflection, group discussion, and creative response tasks. The control group received conventional literacy instruction using general narrative texts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that folklore-based literacy instruction significantly improved students' cultural awareness. Students developed stronger cultural knowledge, appreciation of local values, perspective-taking, and identity reflection. The study concludes that folklore can become a powerful literacy resource when cultural meanings are explicitly connected to reading, discussion, reflection, and student response.
EXPLORING STUDENTS' MOTIVATION IN LEARNING ENGLISH THROUGH DIGITAL-BASED INSTRUCTION IN INDONESIAN EFL SCHOOL CONTEXTS Cempa Huzaimah; Inayatul Muntaqiyah
Sensei International Journal of Education and Linguistic Vol. 3 No. 3 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i3.202

Abstract

Students' motivation remains a central issue in English as a foreign language learning because it influences their willingness to participate, persist, communicate, and develop autonomous learning habits. In many classroom contexts, students still perceive English as difficult, distant from daily communication, and strongly associated with examination pressure. Digital-based instruction offers opportunities to increase motivation by providing multimodal input, interactive tasks, immediate feedback, flexible access, and more authentic exposure to English. However, the motivational role of digital instruction depends on how students experience the learning process, not merely on the presence of technology. This study aims to explore students' motivation in learning English through digital-based instruction in Indonesian EFL school contexts. A qualitative case study design was employed. Data were collected through semi-structured interviews, focus group discussions, classroom observations, students' reflective journals, and learning document analysis. The participants consisted of 36 junior secondary students and two English teachers. The data were analyzed thematically. The findings revealed four major themes: digital-based instruction increased situational interest, supported learner autonomy, strengthened confidence through feedback and peer interaction, and created motivational tensions related to distraction, access, fatigue, and English anxiety. The study concludes that digital-based instruction can enhance students' motivation when digital tools are pedagogically structured, emotionally supportive, interactive, and aligned with students' language needs. Technology should therefore be treated as a motivational mediator rather than as an automatic solution for English learning.
PROJECT-BASED LEARNING IN SECONDARY LANGUAGE CLASSROOMS: IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH COLLABORATIVE ORAL PROJECTS Juliati Juliati; Helminsyah Helminsyah
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.203

Abstract

Speaking remains one of the most challenging skills for secondary school students learning English as a foreign language because it requires fluency, accuracy, pronunciation, vocabulary control, confidence, and interactional competence. Conventional speaking instruction often relies on dialogue memorization, teacher-led questioning, and short oral drills, which provide limited opportunities for authentic communication. This study aims to examine the effectiveness of project-based learning in improving students’ speaking skills in secondary language classrooms and to explore students’ learning experiences during project implementation. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group design supported by classroom observations, interviews, and reflective journals. The participants were 70 Grade IX students divided into an experimental group and a control group. The experimental group learned speaking through project-based activities involving topic selection, group investigation, script development, rehearsal, oral presentation, peer feedback, and reflection. The control group received conventional speaking instruction. Quantitative data were collected through speaking performance tests and analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher speaking improvement than the control group. Students’ fluency, vocabulary use, interaction, and confidence improved through repeated practice, collaborative preparation, authentic project tasks, and peer-supported feedback. The study concludes that project-based learning can improve secondary students’ speaking skills when projects are structured, language-focused, collaborative, and supported by clear assessment criteria.
THE USE OF EDUCATIONAL TECHNOLOGY TO SUPPORT DIFFERENTIATED INSTRUCTION IN PRIMARY SCHOOL CLASSROOMS IN INDONESIA Ulvah Sari Rezeki; Gemala Widiyarti
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.204

Abstract

Differentiated instruction is increasingly needed in primary schools because students enter classrooms with diverse readiness levels, learning interests, learning profiles, digital familiarity, and academic needs. However, many teachers still experience difficulty implementing differentiation because of limited time, large class size, assessment demands, and the complexity of providing varied learning pathways. Educational technology offers practical support for differentiated instruction by enabling diagnostic assessment, flexible grouping, multimodal content delivery, adaptive tasks, formative feedback, and student-paced learning. This study aims to examine how educational technology supports differentiated instruction in primary schools and how it affects students’ learning engagement and academic achievement. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, teacher interviews, student interviews, and document analysis. The participants were 124 Grade V students and eight primary school teachers. The experimental group received technology-supported differentiated instruction for eight weeks, while the control group received conventional instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that technology-supported differentiated instruction improved students’ achievement and engagement more substantially than conventional instruction. Qualitative findings revealed that educational technology helped teachers identify students’ needs, provide tiered materials, monitor learning progress, and give timely feedback. The study concludes that educational technology can strengthen differentiated instruction when it is pedagogically guided, assessment-informed, inclusive, and aligned with primary students’ developmental characteristics.

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