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All Journal Jurnal Pendidikan Humaniora International Journal of Language Teaching and Education
Iasya, Lydia Kusdyanti
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Analysis of PPG English Teachers' Knowledge in Implementing Genre-Based Approach in Schools Iasya, Lydia Kusdyanti; Lengkanawati, Nenden Sri; Yusuf, Fazri Nur
Jurnal Pendidikan Humaniora Vol 13, No 1: MARCH 2025
Publisher : Pascasarjana UM

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Abstract

This study examines the effectiveness of the Platform of Emancipated Curriculum (PMM) in supporting professional and pedagogical competencies among English teachers participating in the Piloting 2 batch of the Program of Teachers Professional Education (PPG), which notably removed facilitator-led Zoom meetings. Using a survey research design with data collected via Google Forms from 30 English teachers, the study assessed their understanding of genre-based approaches—particularly those informed by systemic functional linguistics and the Derewianka model. Quantitative findings indicate a moderate grasp of these approaches, while qualitative responses reveal significant challenges in their practical application. Participants also expressed a need for enhanced professional development and better instructional materials. The results offer insights for refining the PPG process and underscore the potential benefits of expanding future research to include larger, more diverse samples and to investigate the impact of targeted programs on teachers’ mastery of genre-based strategies.
The English Literacy Subtest in Indonesia College Entrance Examination: A Bridge or a Barrier to Academic Reading? Nurizqia, Rifania; Fitri, Auliana; Iasya, Lydia Kusdyanti; Wirza, Yanty
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55904

Abstract

English literacy is one of the components of the National College Entrance Examination in Indonesia (SNBT), as it assesses students’ reading comprehension skills needed for academic study. This study explores students’ voices of the English literacy subtest, focusing on the difficulties they experience and their reflections on school-based English learning. A qualitative approach was employed, using questionnaires and semi-structured interviews with 32 first and second year students from a public university in Indonesia who had previously taken the SNBT. The findings show that students experienced different levels of difficulty across reading components. Linguistically, complex sentence structures required greater processing effort than vocabulary or grammatical features. At the comprehension level, identifying main ideas, understanding text organization, and restating information were perceived as more demanding than locating explicit details. Students also reported test-taking challenges, particularly post-review hesitation, confusing distractors, and lengthy reading passages. In reflecting on their school learning, students indicated that English instruction supported general reading comprehension and text understanding, but provided limited emphasis on strategic engagement with multiple-choice questions and inferential reading under test conditions. The study highlighted the need for alignment between classroom instruction and national assessment requirements for educators, curriculum developers, and policymakers in Indonesia.
Co-Authors Fazri Nur Yusuf Fitri, Auliana Nenden Sri Lengkanawati Nurizqia, Rifania Yanty Wirza