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All Journal Jurnal Ilmiah pesona PAUD LET: Linguistics, Literature and English Teaching Journal English Language Teaching Journal Jurnal Pendidikan Geografi Unpatti Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia Engagement: Jurnal Pengabdian Kepada Masyarakat Jurnal Audit, Pajak, Akuntansi Publik TA’AWUN: Jurnal Pengabdian PUDAK: Local Wisdom Community Journal Amaliyatu Tadris (AMYTA) JETS: Jounal of English Teaching Strategies
Rinda, Rinda
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Religion Arts Humanities Astronomy Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Transportation Other

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Optimizing English Language Learning at the BIF Foundation Special Needs School through the Merdeka Curriculum Rinda, Rinda
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17711

Abstract

The implementation of the Merdeka Curriculum has introduced greater flexibility and autonomy in instructional practices, including in special education contexts. This study aims to examine how the Merdeka Curriculum is implemented in English language instruction at Sekolah Luar Biasa (SLB) under the Bina Insani Firaas Foundation in Mojokerto, East Java. Using a qualitative descriptive research design, data were collected through semi-structured interviews, classroom observations, and document analysis involving English teachers, school principals, and a foundation leader. The findings indicate that curriculum flexibility enables teachers to adapt English instruction to students’ diverse learning needs by simplifying materials, adjusting learning pace, and employing visual, multimodal, and experiential teaching strategies. These practices support student engagement, participation, and confidence in English learning activities. However, the study also identifies challenges related to limited inclusive learning materials, insufficient access to assistive technology, and a lack of targeted professional development for English teachers in SLB settings. Institutional support and teacher collaboration emerge as important factors that facilitate the implementation of inclusive English language instruction. This study highlights that the Merdeka Curriculum holds strong potential to support inclusive English language teaching when accompanied by adequate resources, professional support, and collaborative efforts among educational stakeholders. The findings contribute empirical insights into curriculum implementation in special education contexts and offer practical implications for the development of inclusive English language teaching practices.
Pembelajaran Digital Berbasis Quizizz dan Implikasinya terhadap Kenyamanan Belajar Siswa Berkebutuhan Khusus” Rinda, Rinda
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/s5hqsp25

Abstract

Perkembangan pembelajaran digital menghadirkan peluang baru dalam menciptakan proses belajar yang lebih humanis dan inklusif, khususnya bagi siswa berkebutuhan khusus. Kenyamanan belajar menjadi aspek penting dalam pendidikan khusus karena sangat memengaruhi keterlibatan, motivasi, dan keberlanjutan proses belajar. Namun, sebagian besar kajian tentang pembelajaran digital masih berfokus pada aspek efektivitas atau hasil belajar, sementara implikasinya terhadap kenyamanan belajar siswa berkebutuhan khusus belum banyak dikaji secara mendalam. Artikel ini bertujuan untuk mengkaji implikasi pembelajaran digital berbasis Quizizz terhadap kenyamanan belajar siswa berkebutuhan khusus. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan menitikberatkan pada praktik pembelajaran dan pengalaman belajar siswa dalam konteks pendidikan khusus. Data diperoleh melalui observasi pembelajaran, dokumentasi, serta refleksi pendidik terhadap proses penggunaan Quizizz dalam kegiatan belajar. Hasil kajian menunjukkan bahwa pembelajaran digital berbasis Quizizz berimplikasi positif terhadap kenyamanan belajar siswa berkebutuhan khusus. Penggunaan media digital yang interaktif, visual, dan fleksibel membantu menciptakan suasana belajar lebih aman, menyenangkan, serta mengurangi tekanan emosional dalam proses pembelajaran. Selain itu, peran pendidik dalam mengelola pembelajaran secara adaptif menjadi faktor kunci dalam memaksimalkan nilai humanis dari pembelajaran digital. Temuan ini menegaskan bahwa pembelajaran digital tidak hanya berfungsi sebagai sarana teknis, tetapi juga sebagai pendekatan pedagogis yang mendukung kenyamanan dan kebermaknaan belajar siswa berkebutuhan khusus.
Enhancing Students’ Secondary School Speaking Skill Through Storytelling Afrita, Roni; Rinda, Rinda; Zen, Aida Fitrianah
JETS: Journal of English Teaching Strategies Vol. 1 No. 2 (2022): JETS 2022 Vol 1 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

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Abstract

The aims of the of this study is to find empirical evidence that storytelling technique can enhance students’ speaking ability at tenth grade of MA Bidayatul Hidayah. The total sample was 40 students. The method used of the research was quasi-experimental. The researcher chose the method because she wanted to know the effectiveness of storytelling technique in enhancing student’s speaking skill. The method used was quantitative. It means the method and instrument involved numerical measurement and then statistical quantification. the students’ speaking skill in experimental class that were given by the treatment through storytelling were improved more effectively than the control group. The conclusion storytelling is effective to be applied in teaching speaking skill. It can develop confidence, vocabulary, grammar, and comprehension.
Teaching English for students with special needs requires supportive and adaptive instructional strategies that consider learners’ emotional and cognitive conditions. In special education contexts, conventional teaching approaches often limit student engagement and learning comfort. This study aimed to explore the use of Quizizz as a supportive digital strategy in teaching English for students with special needs.This research employed a qualitative descriptive approach. The study was conducted i Rinda, Rinda
JETS: Journal of English Teaching Strategies Vol. 2 No. 2 (2023): JETS 2023 Vol 2 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/ejcgtm14

Abstract

Teaching English for students with special needs requires supportive and adaptive instructional strategies that consider learners’ emotional and cognitive conditions. In special education contexts, conventional teaching approaches often limit student engagement and learning comfort. This study aimed to explore the use of Quizizz as a supportive digital strategy in teaching English for students with special needs. This research employed a qualitative descriptive approach. The study was conducted in a special school involving students with special needs and an English teacher. Data were collected through classroom observations, documentation, and teacher reflections during the implementation of Quizizz in English learning activities. The data were analyzed qualitatively to identify patterns related to student engagement, learning comfort, and instructional adaptation. The findings show that the use of Quizizz created a more supportive and engaging learning atmosphere. Students demonstrated higher participation and enthusiasm during English lessons, while the interactive features of Quizizz helped reduce learning anxiety. In addition, Quizizz allowed the teacher to adjust instructional strategies according to students’ abilities, supporting inclusive and student-centered learning. Therefore, Quizizz can be considered an effective supportive digital strategy in teaching English for students with special needs.
Co-Authors Ade Rahma Safira Maryam Afrita, Roni Amelia, Devi Amir Syarifuddin, Achmad Fatimatuz Zahro Ferdinand Salomo Leuwol Hari Prastyo, Hari Imam Wahyudi Indrawan, Imam Wahyudi Iqbal Muzakk, Ach. Rifqy Jazilah, Khoirul Kanan, Priska Wilda Lince, Lince Melianus Salakory, Melianus Mutoharoh, Mutoharoh Nasikhah, Roudlotun Nur Lailatul Fatikhul Izzah Nursita, Dwi Indah Patulak, Hanastasya Ravitilova, Ravitilova Robingatin Robingatin Saputra, Ilham Tangko, Yuliana Erna Umi Faridatur Rofiqoh Utomo, Oqi Trimilanda Wildan Saugi Zen, Aida Fitrianah