Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Telaah
Baiq Annisa Shallaita
Universitas Mataram
Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Document Analysis of Literacy Policy and Curriculum Expectations in Primary and Lower Secondary Education in Indonesia Desi Herayana; Hartati Suryaningsih; Sartika Hijriati; Baiq Annisa Shallaita; Sahrul Sahrul
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40605

Abstract

This study examines how literacy is constructed in Indonesian policy, curriculum, assessment, and implementation guidance for primary and lower secondary education. Literacy has become a central indicator of educational quality in Indonesia, but the policy field contains several documents that use related yet not always identical terms, priorities, and implementation expectations. This study uses qualitative content analysis of national literacy policy documents, curriculum regulations, learning and assessment guidelines, Minimum Competency Assessment materials, School Literacy Movement guidelines, and Rapor Pendidikan documents. The analysis focuses on five dimensions: the meaning of literacy, competency domains, progression from primary to lower secondary schooling, assessment expectations, and the role of schools and teachers. The study shows that literacy is framed not only as reading habit but also as comprehension, reasoning, information use, text production, and cross-curricular learning. However, policy coherence still requires clearer vertical progression between school levels and stronger alignment between curriculum expectations, assessment signals, and school-based implementation guidance. The article argues for a more integrated literacy framework that helps schools translate national expectations into systematic learning and assessment practices
Teacher Preparedness and Communicative English Learning Among Young Learners in Central Lombok Desi Herayana; Baiq Annisa Shallaita; Thalia Qaulan Tsaqiila; Nur Madina Ramadhan
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40520

Abstract

This study examines teacher preparedness in primary English language teaching in Central Lombok. It focuses on teachers’ motivation, teaching experience, professional support, classroom practice, and the challenges that shape young learners’ opportunities for communicative English learning. The study adopted an ethnographically informed qualitative design. Data were collected through classroom observations, interviews, and focus group discussions with six primary school English teachers. The data were analyzed thematically through coding, categorization, and triangulation across data sources. The findings show that teachers had strong motivation to teach English because they recognized its value for students’ future learning opportunities. However, classroom practice remained dominated by drilling, vocabulary memorization, direct translation, and textbook-based exercises. Limited teaching experience, lack of sustained professional development, and restricted classroom facilities constrained teachers’ ability to apply communicative activities. The study argues that improving primary English learning in rural school contexts requires practical teacher training, teacher learning communities, instructional media support, and locally responsive education policy.
Co-Authors Desi Herayana Hartati Suryaningsih Nur Madina Ramadhan Sahrul Sahrul Sartika Hijriati Thalia Qaulan Tsaqiila