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All Journal JOURNAL OF ENGLISH FOR ACADEMIC IALLTEACH (Issues In Applied Linguistics & Language Teaching)
Sianturi, Betty
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Contribution of Linguistics Knowledge to the Field of English Language Teaching Pramusita, Santa Maya; Kustanti, Eni; Sianturi, Betty
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 1 No 2 (2018)
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

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Abstract

This paper attempts to examine the correlation among linguistics and English language teaching in non-english speaking countries. Since it is a library research, the researchers gathered the information by using secondary sources. This paper generally consists of three parts. The first part defines general review of linguistics and language teaching. In general review of linguistics, the researchers describe the elements of linguistics, whereas in language teaching review, the skills of language are elaborated. The second part is about the historical connection between linguistics and language teaching. Menwhile, the last part discusses about the contribution of linguistics theories elements, and branches to language teaching. The result of this research discovers that linguistics theory, elements, and branches have an immense contribution to language teaching, and becomes an indispensable part of language learning.
Teachers' Perceptions and Challenges in Implementing Differentiated Learning in Kurikulum Merdeka Sianturi, Betty
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

This study investigates teachers' perceptions of implementing differentiated learning in the context of the Kurikulum Merdeka, focusing on how it impacts teaching and learning. Through a qualitative case study approach, the research involved in-depth interviews with five teachers from Balikpapan City, East Kalimantan, who have between three to twenty-two years of teaching experience. The study explores teachers' preparedness to apply differentiated learning, their beliefs regarding its benefits, and the challenges they face in its implementation. While teachers recognize that differentiated learning fosters student engagement and accommodates diverse learning needs, they also encounter significant obstacles such as limited resources, time constraints, and the complexity of managing diverse student abilities and moods. Despite these difficulties, teachers commit to overcoming challenges by adopting creative strategies and continuous adaptation. The findings emphasize the need for institutional support, including training and resources, to enable teachers to implement differentiated learning effectively. This research contributes to how differentiated instruction can be more successfully integrated into classrooms under the Kurikulum Merdeka.
Co-Authors Eni Kustanti Pramusita, Santa Maya