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All Journal Journal of Education and Learning (EduLearn) EDUVELOP (Journal of English Education and Development) Klasikal: Journal of Education, Language Teaching and Science English Education Journal (E2J) The Academic: English Language Learning Journal La Parole : Journal of Language Teaching and Pedagogy
Rahman, Ali Wira
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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CURRICULUM NEEDS ANALYSIS FOR ENGLISH EDUCATION STUDENTS: TOWARD A RESPONSIVE AND TECHNOLOGY-INTEGRATED FRAMEWORK Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1385

Abstract

This study investigates the curriculum of the English Education Department at FKIPS Universitas Islam Makassar (UIM) through a comprehensive needs analysis aimed at enhancing its relevance and responsiveness. Using mixed methods, data were collected from 24 students, 4 lecturers, and 8 English teachers through questionnaires and semi-structured interviews. The findings reveal that students prefer kinaesthetic and visual learning styles and show a strong inclination toward technology-enhanced instruction, including video-based and app-supported learning. Teachers and lecturers highlighted challenges such as student motivation, classroom management, and the integration of educational technology. Based on the results, several curriculum recommendations were made: incorporating flexible, tiered modules; expanding interactive, hands-on learning activities; and emphasizing technology integration through frameworks like TPACK. New courses, such as English for Specific Purposes (ESP), and updated assessment methods, including project-based and continuous evaluations, were also proposed. These recommendations aim to align the curriculum with modern teaching trends, national qualification standards, and industry expectations. Ultimately, the revised curriculum is expected to better equip graduates with the skills needed in 21st-century educational and professional environments, ensuring that FKIP UIM remains at the forefront of English language teacher education in Indonesia
Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers Indahyanti, Rizka; Rahman, Ali Wira; Andy Hamzah Fansury
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5160

Abstract

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.
Co-Authors -, Rampeng Alimuddin, Supardi Bin Bustang Bustang Demmanaba, Nopitasari Dinda S, Mawadda Fansury, Andi Hamzah Hamsiah, Andi Indahyanti, Rizka Kuba, Ruslan Maming, Khadijah Nasrullah Nasrullah Patahuddin Patahuuddin Sahril Nur Sianna, Sianna Sri Wahyuni