Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Impresi Indonesia English Education, Linguistics and Literature Journal
Fadilla Oktaviana
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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

Found 2 Documents
Search

 1 
EFL Learning Improvement Through the SAMR Learning Model: A Technology Integration Framework in the Digital Era Siti Wahdatul Alawiah; Yayu Heryatun; Fadilla Oktaviana; Purnama Rika Perdana
Jurnal Impresi Indonesia Vol. 5 No. 2 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i2.7416

Abstract

The rapid development of digital technology has transformed the landscape of English as a Foreign Language (EFL) education, making technology integration not only beneficial but essential. This study examines the application of the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework for enhancing learning outcomes in digital EFL environments. Through a literature review approach, the research synthesizes findings from recent studies to identify effective strategies, pedagogical benefits, and challenges associated with implementing technology using the SAMR model. The analysis indicates that technology integration at the higher levels of SAMR—Modification and Redefinition—enables deeper learning experiences by promoting collaboration, creativity, and communicative competence. Meanwhile, even basic levels of integration, such as Substitution and Augmentation, contribute to improved efficiency and accessibility of EFL learning materials. However, the study also highlights challenges, including limited digital literacy among teachers, inadequate infrastructure, and varying student readiness. Overall, the findings demonstrate that the SAMR model plays a significant role in enhancing student engagement, interactivity, and autonomy, ultimately supporting more meaningful and dynamic EFL learning in the digital era.
The Implementation of The Cambridge Curriculum in Indonesian EFL Contexts: A Systematic Literature Review Dzakiyatun Naqia; Dini Fitriani; Fadilla Oktaviana
English Education, Linguistics, and Literature Journal Vol. 5 No. 2 (2026): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i2.13124

Abstract

This systematic literature review examines the application of the Cambridge curriculum in the context of English as a Foreign Language (EFL) in Indonesia and discusses how to integrate international educational frameworks with local systems to enhance language proficiency and global competencies. Referencing Communicative Language Teaching (CLT) and the 2018-2025 Curriculum Adaptation Theory, this study integrates empirical and theoretical insights to identify processes, challenges, benefits, and outcomes. Using the PRISMA 2020 model, a qualitative systematic review was conducted via PubMed, ScienceDirect, Mendeley, and ResearchGate. After scrutinizing 85 records using keywords such as “Implementation” AND “Cambridge Curriculum” and “Cambridge Curriculum” AND “Indonesian EFL,” 10 studies were extracted. The findings reveal that learner-centered educational strategies, such as project-based learning and the use of digital tools, promote student engagement, confidence, and critical thinking. While particularly evident in private and Islamic schools, challenges exist, including resource constraints, the need for teacher training, and cultural mismatches. The discussion relates this to theoretical frameworks, emphasizing the importance of contextualizing national curricula (such as Merdeka) and effective hybrid models. In conclusion, the Cambridge curriculum holds significant potential to advance EFL education in Indonesia through adaptive implementation. Policy makers are recommended to prioritize professional development and ensure equitable resource allocation to optimize learner outcomes across diverse settings.
Co-Authors Dini Fitriani Dzakiyatun Naqia Heryatun, Yayu Purnama Rika Perdana Siti Wahdatul Alawiah