PANYONARA: Journal of English Education

Developing Interactive Digital Comic Media for Teaching Speaking Skills in Elementary School

Rini Syamsiah Nur Alifah, Meiliana Nurfitriani, Anggia Suci Pratiwi — Tue, 31 Mar 2026 00:00:00 +0700

Mastering English at an early stage is considered crucial in equipping younger generations to face international competition. Among the four essential language abilities, speaking is regarded as the most fundamental and therefore requires consistent and structured development. Nevertheless, the oral proficiency of Indonesian elementary school learners remains relatively low, creating a demand for more engaging and innovative teaching strategies. This research was conducted to design interactive learning resources in the form of a digital comic, intended to support fifth-grade pupils in studying English as a second language (ESL). The study adopted a research and development (R&D) framework to construct instructional media that are tangible, visually oriented, and aligned with the developmental characteristics of children in their early learning stages. The validation process yielded a mean score of 3.7 out of 4, which fell into the “very good” category. Moreover, effectiveness for the concern and the result was investigated by comparing pre-test and post-test differences, yielding an N-Gain score of 0.87, which is classified as “high.” These results prove that the interactive digital comic not only is user-friendly but is also effective in developing students' speaking skills. The implications extend beyond classroom practice, where teachers can utilize the media as an engaging instructional resource. Additionally, curriculum developers may consider the findings as input in designing syllabi that integrate interactive media, while educational media producers can adopt the principles demonstrated in this study to create child-friendly learning content that supports language acquisition.

Practices and Challenges: Riau Islands EFL Teachers’ View on Differentiated Instructions in Kurikulum Merdeka

Theodesia Lady Pratiwi, Nurhayati Balqis, Pandu Prasodjo — Tue, 31 Mar 2026 00:00:00 +0700

Kurikulum Merdeka has been implemented since 2020; one of its characteristics is the implementation of differentiated instruction. Differentiated instruction is an old strategy; however, it is a quite new strategy for most current teachers in Indonesia. Thus, this study aims to examine the perceptions of high school English teachers in the Riau Islands regarding the implementation of differentiated instruction within the Kurikulum Merdeka framework. This study employed a mixed-methods research approach, combining quantitative and qualitative data. The research instruments are a questionnaire and an interview to get a deeper analysis. This study found that EFL teachers in Riau Islands Province showed positive perceptions of the implementation of differentiated instruction. The teachers also admitted the importance of adapting to students’ diverse needs, abilities, and learning styles. However, the teachers also face several challenges during the implementation of differentiated instruction, such as limited time and resources to prepare, as well as difficulties in adapting the instruction to large class sizes. Despite those challenges, EFL teachers still perceive the usefulness and effectiveness of differentiated instruction to develop English language skills. In a nutshell, differentiated instruction can significantly improve the learning outcomes, but adequate professional training and resources are necessary for better implementation.

Uncovering The Needs for Local Culture-Based Audiovisual Media in EFL Teaching to Promote Students’ Cultural Awareness

Raudhatul Jannah, Machdalena Vianty, Eryansyah Eryansyah — Tue, 31 Mar 2026 00:00:00 +0700

Abstract : Local culture holds a crucial position in English as a Foreign Language (EFL) learning, particularly in fostering students’ cultural awareness and supporting meaningful language use. However, English instructional materials at the junior high school level often provide limited integration of students’ local cultural contexts, which may reduce learners’ engagement and comprehension. This study aims to conduct a needs analysis on the integration of local culture–based audiovisual media in EFL teaching as a foundation for designing appropriate instructional media for seventh-grade students who are beginning formal English learning. Specifically, the study investigates the needs and preferences of seventh-grade students and English teachers at SMP IT Harapan Mulia Palembang regarding the use of audiovisual media to support reading comprehension and promote cultural awareness. A mixed-methods approach was employed in this study. Questionnaires were administered to 130 seventh-grade students, while semi-structured interviews were conducted with two English teachers. The findings reveal that students prefer audiovisual media over text-based materials and show higher motivation in English learning when local cultural content is incorporated. Students also experience difficulties in understanding main ideas and detailed information in reading texts, which are associated with low engagement with culturally unfamiliar topics. Teachers support the integration of local culture–based audiovisual media but report limited availability of suitable instructional resources. In conclusion, the study highlights the need to develop local culture–based audiovisual media to support EFL instruction, enhance reading comprehension, and foster students’ cultural awareness at the junior high school level.

Language Learning Strategies for Managing Speaking Anxiety among English Students: A Narrative Inquiry

Mon, 30 Mar 2026 00:00:00 +0700

Speaking anxiety is one of the most prominent obstacles for EFL students in improving their speaking skills. Successful students use more language learning strategies to overcome their speaking anxiety. This study aims to portray the experiences of an English education department student in dealing with speaking anxiety. More specifically, this study focuses on student’s speaking anxiety experience and the utilisation of language learning strategies. To achieve the objective of the study, a narrative inquiry is employed. The data collection methods are semi-structured interviews and photo elicitation. The interview data was translated into English, re-examined, and analysed using narrative analysis (Labov, 1972). The findings of this study indicate that a student experience speaking anxiety due to several factors, and utilising language learning strategies helped in reducing speaking anxiety itself. The findings of this study are presented in the narrative analysis framework proposed by Labov (1972): (1) Abstract: “The Early Motivation”, (2) Orientation: “A Supportive Environment as the Starting Line”, (3) Complicating action: “Facing Fear in English Speaking”, (4) Resolution: “Strategy Adoption as Emotional Regulation”, (5) Evaluation: “From Avoidance to Agency”, (6) Coda: “Rediscovering Joy in Speaking”. This study suggests applying language learning strategies as it can assist students in coping with speaking anxiety.

Enhancing Speaking Skills through English Mini Drama Contest on Narrative Text for Junior High School

Aurelifa Haninta, Lilia Indriani, Sri Sarwanti — Mon, 30 Mar 2026 00:00:00 +0700

Abstract: Speaking skill mastery is a key component of Indonesia’s English curriculum, yet many junior high school students continue to face difficulties in speaking skills. This study aimed to improve students’ speaking skills through the implementation of English Mini Drama Contest (EMDC) using Classroom Action Research (CAR) among 31 third-year students at a junior high school in Yogyakarta, Indonesia. The data were collected through speaking tests, interviews, and observations. The speaking test rubric was validated through expert judgement involving two English education lecturers and an English teacher, while the trustworthiness of the qualitative findings was ensured through method triangulation. The results show that students’ speaking scores improve from Cycle 1 to Cycle 2. Observations also indicate increase students’ participation. Moreover, interviews with the students revealed that EMDC fostered interest, creativity, and emotional responses. The findings suggest that EMDC is a suitable classroom innovation strategy for improving students’ speaking skills, as it provides scaffolding and classroom management that create sufficient opportunities to practice the language. Future studies may investigate different types of scaffolding and classroom management practices in EMDC to further support students’ speaking development.