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All Journal Jurnal Penelitian Ilmu Pendidikan Indonesia Jurnal Cendekia Ilmiah
Pauzan Pauzan
Universitas Islam Negeri Mataram
Humanities Education Mathematics Social Sciences Other

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English Language Teaching: Approaches, Challenges, and Pedagogical Implications in Modern Education Pauzan Pauzan
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.1130

Abstract

English language teaching (ELT) continues to develop in response to globalization, technological advancement, and evolving educational demands. This study aims to explore major approaches in ELT, examine challenges faced by educators and learners, and identify pedagogical implications for improving instructional practices. The study employs a qualitative literature review design by analyzing recent scholarly publications from 2022 to 2024 obtained from reputable academic databases. The findings indicate that Communicative Language Teaching, Task-Based Language Teaching, and Technology-Enhanced Language Learning play significant roles in promoting communicative competence, learner engagement, and autonomy. In addition, learner-centered instruction and the integration of digital technology provide broader opportunities for meaningful interaction and access to authentic learning resources. However, the effectiveness of these approaches is influenced by several challenges, including large class sizes, limited resources, diverse learner proficiency levels, and unequal access to technology. The study concludes that effective ELT requires the balanced integration of appropriate pedagogical approaches, technological support, and adaptive teaching strategies to address contextual classroom conditions and enhance overall learning outcomes. Keywords: English language teaching, communicative competence, language pedagogy, digital learning, language education
Teaching English Based on the Application of the Merdeka Curriculum at the MAN 1 Praya Pauzan Pauzan
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 3: April 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i3.16077

Abstract

This study seeks to explain how English instruction is implemented through the Merdeka Curriculum at MAN 1 Praya, Central Lombok. The participants included an English teacher, students, and the school principal. The research utilized both primary and secondary data gathered from three main sources: an English teacher who taught classes under the Merdeka Curriculum, students who experienced learning through this curriculum, and the principal. The researcher acted as the primary research instrument. The findings reveal several important points. First, to prepare for the implementation of the Merdeka Curriculum, English teachers participated in training sessions, workshops, and professional guidance programs. They also designed instructional materials aligned with the principles of the Merdeka Curriculum. Second, in classroom practice, teaching activities were organized into three stages: opening activities, core learning activities, and closing activities. Third, teachers conducted assessments based on the Merdeka Curriculum framework. However, challenges emerged, particularly in adapting their mindset due to the coexistence of two curricula, which led to differentiated instruction and additional administrative demands. As a solution, teachers attended workshops and engaged in collaborative knowledge-sharing to strengthen their understanding of the Merdeka Curriculum.
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