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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Paedagogy International Journal of Educational Best Practices
Hadriana
Universitas Riau
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PEDAGOGICAL CHALLENGES IN TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL) AT AL-ULUM ISLAMIC SCHOOL PEKANBARU Farikha Alifia Ruqoyah; Afrianto Daud; Hadriana
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p60-72

Abstract

This research aimed to investigate the pedagogical challenges faced by English teachers in Teaching English for Young Learners (TEYL) in the context of an Islamic school. Qualitative research was employed with three English teachers from Grades 1, 3, and 6 at Al-Ulum Islamic School, Pekanbaru. Data were collected through semi-structured interviews and classroom observations, and then analyzed thematically. The findings showed that they encountered various challenges, including differences in students’ abilities within a class, limited instructional time, heavy teaching workloads, lack of resources and professional training, difficulty in maintaining students’ motivation alongside participation, as well as curriculum-related obstacles. To address these issues, they adjusted their teaching by differentiating materials and activities, applying varied strategies and media, positioning stronger students as peer models, and modifying assessment practices to suit learners’ abilities. The implications that can be given from this research emphasize the importance of providing professional development opportunities in TEYL and also highlight the need for stronger institutional support for English teaching in Islamic school contexts.
Understanding Instructors’ Perspectives on Differentiated Education: Insight and Practical Approaches from a Comprehensive Literature Review Vinvin Vinola; M. Riskiyadi Siregar; Eliwarti; Hadriana; Afrianto Daud
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20871

Abstract

This study aims to analyze teachers’ perceptions and implementation of differentiated instruction (DI) and to identify the key barriers and implications for improving DI within the Indonesian education system. The study adopted a systematic review approach based on the PRISMA 2020 guidelines. Articles were retrieved from Scopus, Google Scholar, and Semantic Scholar using Boolean search operators. Of the 151 articles initially identified, 15 empirical studies published between 2022 and 2026 met the inclusion criteria. The selected studies were analyzed using thematic analysis. The findings indicate that Indonesian teachers generally hold positive perceptions of differentiated instruction, recognizing its potential to address learner diversity, enhance student engagement, and promote inclusive learning. However, the implementation of DI remains inconsistent and largely superficial. Although content differentiation is widely implemented, process differentiation, product differentiation, and systematic diagnostic assessment receive considerably less attention. Major barriers to effective implementation include limited instructional time, large class sizes, inadequate learning resources, insufficient diagnostic assessment literacy, limited professional development opportunities, and varying levels of teacher readiness. This study contributes to the literature by synthesizing recent empirical evidence on teachers’ perceptions and implementation of differentiated instruction in Indonesia and highlighting priority areas for policy, teacher professional development, and future research.
Developing Liveworksheets as Interactive Instructional Media for Teaching Reading Report Text at Grade X Amanda Eka Suci An Nisa; Indah Tri Purwanti; Hadriana
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/2c408t40

Abstract

Instructional media plays a crucial role in engaging students, especially in English language learning. This research aimed to develop and validate interactive instructional media using Liveworksheets for Teaching Reading Report Text to Grade X students. This development research employed the ADDIE model, encompassing Analyze, Design, Develop, and Validation phases. Need analysis was conducted through interviewing three English teachers, distributing questionnaires to 55 Grade X students, and analyzing documents. The student questionnaire results showed that 90.9% of them struggled with report text comprehension, primarily due to unfamiliar vocabulary (60%) and difficulties in identifying the social function (41.8%). Despite these difficulties, 96.4% of students preferred technology-based learning. These findings served as the empirical basis for developing interactive Liveworksheets media. The three experts validated scores of 3.52 for content, 4.00 for instructional media, and 4.00 for pedagogical aspects, all categorized as "Very Valid." Furthermore, a practicality evaluation involving 20 students of grade X showed positive responses, with students finding the media engaging and easy to use. The conclusions confirm that the developed media is pedagogically sound, technically functional, and aligned with the Merdeka Curriculum's emphasis on technology integration and student-centered learning. This research contributes to digital instructional media development for English language teaching in Indonesian secondary schools, particularly to enhance reading comprehension of factual texts.
Co-Authors Afrianto Daud Amanda Eka Suci An Nisa Eliwarti Farikha Alifia Ruqoyah Indah Tri Purwanti M. Riskiyadi Siregar Vinvin Vinola