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All Journal JEE (Journal of English Education) Journal of English Language and Education
Masintan Masintan
Universitas Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Other

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TEACHERS’ PERSPECTIVES ON USING LITERARY TEXTS IN TEACHING ENGLISH TO EFL LEARNERS Masintan Masintan; Ira Maisarah
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4638

Abstract

Current studies have emphasised the benefits of using literary texts in teaching English in the ESL/EFL context across all educational levels. However, little research has examined teachers’ perspectives on the implementation of literary works in their English classrooms. Therefore, this study seeks to investigate English teachers’ perspectives on the implementation of literary works in English teaching at a favourite school in Bengkulu City, Indonesia. This study adopted a descriptive qualitative method that involved three English teachers from a favourite school in Bengkulu City, Indonesia. The data were obtained by conducting semi-structured interviews. Their responses to the interviews were analysed qualitatively using an interactive model proposed by Miles and Huberman. The analysis processes included data reduction, data display, and conclusion-drawing. The results show that teachers’ perspectives on incorporating literary texts in English language teaching were positive. The literary texts could enhance students' linguistic (e.g., reading skills, vocabulary mastery, grammar accuracy) and non-linguistic competences (e.g., cultural awareness and critical thinking). However, obstacles such as students' poor language skills, time constraints, and difficulty in choosing suitable literature were also noted. Despite these obstacles, the teachers used a variety of techniques to maximise the effectiveness of literature-based instruction, such as text simplification, vocabulary pre-teaching, and interactive exercises. To conclude, when combined with suitable teaching techniques and contextual modification, literary texts have significant pedagogical potential in EFL environments.
Cognitive Levels in English Summative Assessment Items Under the Merdeka Curriculum Masintan Masintan; Ira Maisarah
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2710

Abstract

Summative assessment in the Merdeka Curriculum is carried out as a basis to ensure the overall achievement of learning objectives. This study examines the cognitive levels in English summative assessment constructed by teachers under the Merdeka Curriculum. This study employed a descriptive analysis with 30 test items for Grade X and 30 test items for Grade XI, which were constructed by two English teachers at Senior High School Kota Bengkulu. Each test item was examined and classified according to the cognitive process levels of the Revised Bloom's Taxonomy to identify the distribution of Lower-Order Thinking Skills (LOTS) and Higher-Order Thinking Skills (HOTS) in the assessments. The study found that English summative assessment test items developed by teachers are still dominated by lower-order thinking skills (LOTS). Most of the questions are at the Remembering level (C1), while questions that measure higher-order thinking skills (HOTS) are only found at the Analyzing (C4), Evaluating (C5) levels, and Creating (C6) levels, with relatively fewer numbers. Overall, HOTS elements have appeared in the analyzed assessments, but their proportion is still lower compared to LOTS. Therefore, English teachers need to increase the use of HOTS-based questions in summative assessments so that they are more in line with the objectives of the Independent Curriculum in developing students’ critical and higher-order thinking skills.
Co-Authors Ira Maisarah Ira Maisarah