The findings indicate that nearly all students demonstrated enthusiastic behavior and reported an increase in learning motivation, but comprehension outcomes varied; the vast majority of the total students showed varying degrees of difficulty, indicating that visual elements alone were insufficient without an interactive glossary or guided explanations.
Abstract
Primary English education in Indonesia faces challenges in developing learning resources that meet individual student needs. To address this, the Merdeka Belajar policy promotes a tailored learning approach. This study evaluates the use of an Interactive English Story Book that integrates interactive elements, audio, and visuals for fourth-grade students learning English. The evaluation was conducted by the researcher and the English teacher through classroom observations, interviews, and questionnaires over a three-week period, involving a small pilot sample of thirteen students aged nine to ten at Bina Putra School. The measured aspects included the domains of engagement (assessed by visual focus and responses to interactive elements), motivation (assessed by the initiative to start learning activities), and reading comprehension all evaluated against the benchmarks of personalized and student-centered learning principles within the Merdeka Belajar framework. The findings indicate that nearly all students demonstrated enthusiastic behavior and reported an increase in learning motivation. However, comprehension outcomes varied; the vast majority of the total students showed varying degrees of difficulty, indicating that visual elements alone were insufficient without an interactive glossary or guided explanations. To avoid confirmation bias, observations noted variations among students influenced by their prior digital familiarity. Several students who were less familiar with technology experienced navigation barriers and required additional support, which triggered off-task behavior in the form of confusion when operating the interactive features. Meanwhile, the teacher reported that the storybook facilitated personalized learning, but technical improvements in usability are highly required before the medium can be declared fully feasible for widespread independent use.
English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Ni Putu Wulan Dewayanti, L. Artini, I. P. Indra Kusuma· Jurnal Multidisiplin Indones...· 0 citations
The integration of digital learning technologies has become increasingly important in English language education to improve students' reading comprehension and classroom engagement. However, many elementary school students continue to experience difficulties in maintaining attention and actively participating in reading activities, particularly when conventional instructional methods are applied. This study aimed to investigate the potential of Kahoot!-based learning in encouraging close reading and enhancing student engagement during descriptive text learning among sixth-grade elementary school students. A qualitative descriptive approach was employed involving 24 sixth-grade students at Elementary School. Data were collected through classroom observations, semi-structured interviews, and vocabulary reflection sheets. The data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing through triangulation. The findings revealed that Kahoot!-based learning increased students' behavioral, emotional, and cognitive engagement during reading activities. Students actively reread descriptive texts, identified textual evidence before answering questions, and participated enthusiastically throughout the learning process. Furthermore, vocabulary reflection activities enabled students to identify unfamiliar words independently and strengthened their vocabulary development. The study concludes that integrating Kahoot!-based close reading with vocabulary reflection creates a more engaging, interactive, and student-centered learning environment that supports reading comprehension, vocabulary acquisition, and digital literacy development in elementary English classrooms..
This classroom action research had two objectives: (1) to describe the implementation of Suggestopedia integrated with Plotagon, and (2) to explore students' perspectives on the integrated instruction. The population comprised all 20 male students enrolled in the selected fifth-grade class at a private elementary school in Central Java during the 2024-2025 academic year; all students were included through total sampling. Following Kemmis and McTaggart's cycle of planning, action, observation, and reflection, the intervention comprised four 45-minute meetings: two meetings in Cycle 1 and two in Cycle 2. Quantitative data were obtained from pre-test, cycle-level formative assessment, and final post-test scores; while qualitative data from structured classroom observations, questionnaires, and semi-structured interviews were used to explain the implementation process and students' responses. Success was defined as at least 75% of students scoring 70 or above, accompanied by observable improvement in fluency and participation. Cycle 1 implemented vocabulary preparation, repeated animated-dialogue viewing, shadow reading, and scripted role-play; Cycle 2 added simple-past scaffolding, dialogue adaptation, and improvisational performance. The mean score increased from 60.75 on the pre-test to 73 after Cycle 1 (11/20 students, 55%, met the criterion), 80.75 on the Cycle 2 formative assessment (14/20, 70%), and 86 on the final post-test (16/20, 80%). Thus, the mastery criterion was reached at the final post-test. Qualitative evidence indicated greater confidence, participation, vocabulary recall, and fluency, although explicit grammar instruction temporarily reduced enthusiasm for some students. Because only aggregate scores were available, no inferential statistical test was reported.
Gina Afkara Nabila, D. Mulyadi, T. Wijayatiningsih· ETERNAL (English Teaching Jo...· 0 citations
This study aims to explore the experiences of Thai EFL teacher in addressing vocabulary learning challenges within a rural primary school context.. This research employed a qualitative method with a narrative inquiry design. The participant was selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and video recordings as research instruments. The data were analyzed using narrative analysis supported by thematic analysis to identify recurring patterns in the teacher’s experiences. The results show that students’ vocabulary learning difficulties are influenced by limited concentration, short memory span, weak foundational literacy, and minimal exposure to English outside the classroom. To address these challenges, the teacher implemented adaptive instructional strategies, including repetition, multimodal input (games, songs, and visual aids), and contextualized learning. The findings also reveal that teacher–student interaction, emotional support, and continuous reflective practice play a significant role in improving vocabulary learning. Overall, the study highlights that effective vocabulary instruction in under-resourced EFL contexts depends on teacher adaptability and contextual awareness. The findings suggest the importance of strengthening reflective and adaptive competencies in teacher education while promoting flexible curriculum support for rural schools.
It is concluded that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction, and English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Among the essential components of language learning, vocabulary mastery serves as the foundation for developing listening, speaking, reading, and writing skills. Students with insufficient vocabulary knowledge often experience difficulties in expressing ideas and understanding language input. Traditional vocabulary instruction frequently emphasizes memorization and repetition, which may reduce learners' motivation and engagement. This study aims to investigates the effectiveness of storytelling as a pedagogical strategy to improve vocabulary mastery among elementary school students learning English as a foreign language. Vocabulary acquisition remains a significant challenge for young learners due to limited exposure and traditional teaching approaches. Storytelling offers contextualized, meaningful, and engaging language experiences that can facilitate vocabulary development. This classroom action research involved 30 fifth-grade elementary students of SDN 1 Ampenan in academic year 2025/2026 and was conducted in two cycles. Data were collected through vocabulary tests, observations, interviews, and field notes. The findings revealed a substantial improvement in students' vocabulary achievement, classroom participation, motivation, and confidence. The average score increased from 58.4 in the pre-test to 71.2 after Cycle I and 84.6 after Cycle II. The study concludes that storytelling is an effective instructional strategy for improving vocabulary mastery among elementary students.
M. A. Hasby· Journal of English Education...· 0 citations
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