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All Journal Pedagogia: Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching PEDAGOGIA International Assulta of Research and Engagement EDUJAVARE: International Journal of Educational Research
Waham, Jihad Jaafar
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The Significance of Teaching English literature in Schools in Iraq: Pentingnya Pengajaran Sastra Inggris di Sekolah-sekolah di Irak Waham, Jihad Jaafar
Pedagogia : Jurnal Pendidikan Vol. 13 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v13i1.1583

Abstract

The teaching of English literature in schools in Iraq has been a topic of debate for a long time. While some believe that teaching English literature is not important, others argue that it is crucial for the development of students' language skills, critical thinking abilities, and cultural awareness. This article presents an analysis of the importance of teaching English literature in schools in Iraq, highlighting the benefits that students can derive from the study of literary works in English. The article also discusses the challenges that teachers face in teaching English literature in Iraq and suggests possible solutions to address these challenges. English literature is a valuable field of study that plays an important role in the development of language and communication skills. Despite its significance, English literature is often overlooked in the Iraqi education system. This article aims to highlight the importance of teaching English literature in schools in Iraq, and the benefits that it can offer students. The article presents a problem statement, objectives, findings, and a conclusion based on a thorough analysis of relevant literature and studies.
Enhancing English Communication Teaching Skill In Iraqi Schools Waham, Jihad Jaafar
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.67400

Abstract

This study investigates the effectiveness of English language teaching methods in enhancing communication skills among students in Iraqi schools. Recognizing English as a crucial global language, the study underscores the need to shift from traditional rote-based teaching methods, which emphasize grammar and memorization, to approaches that foster practical communication skills. A mixed-methods approach is employed, combining quantitative surveys and qualitative interviews with English language teachers to examine their practices and challenges. Preliminary findings reveal that traditional methods fail to adequately support the development of communication skills. Conversely, the adoption of communicative language teaching (CLT) methods significantly enhances students' speaking and listening abilities. Nevertheless, the study identifies several barriers to the implementation of CLT, including insufficient resources, large class sizes, and resistance to pedagogical change. The findings underscore the importance of integrating interactive and student-centered communicative strategies into English language instruction. By emphasizing real-life communication, students can achieve greater fluency, confidence, and intercultural competence. In conclusion, while traditional methods have some merit, a balanced approach that incorporates communicative activities is essential for effective English language teaching in Iraqi schools.
LONELINESS AND LACK OF COMMUNICATION IN ABSURD PLAYS Waham, Jihad Jaafar
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 1: June 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i1.6972

Abstract

Loneliness and lack of communication are common themes in absurd drama. This paper explores the portrayal of loneliness and lack of communication in absurd drama through an analysis of selected works of Samuel Beckett, Harold Pinter, and Eugène Ionesco. The method employed in this research is a qualitative analysis of the texts, examining the characters, settings, and language used to convey the themes of loneliness and lack of communication. The findings reach that these themes are central to absurd drama, reflecting the existential condition of modernity. The conclusion proposes that the portrayal of loneliness and lack of communication in absurd drama is a critique of the modern world, highlighting the need for connection and communication in a fragmented and isolated society. Through a close examination of the characters and their interactions, the article argues that these plays offer a critique of modern society's tendency towards isolation and lack of meaningful communication. The article also explores how the techniques of absurdism, such as non-linear plot structures and exaggerated, nonsensical dialogue; this research can contribute to the portrayal of these themes in the selected works. Overall, the article demonstrates the enduring relevance of these plays in illuminating the human condition and the challenges of social interaction in a modern world.
Blended Learning in Post-Pandemic Classrooms: Challenges and Innovations Afriani, Gusma; Niamah, Miftaku; Azizah, Suci Midsyahri; Waham, Jihad Jaafar; Pandey, Digvijay; El-Farra, Samar A.
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.795

Abstract

The COVID-19 pandemic significantly altered educational practices, leading to the widespread adoption of blended learning, which integrates face-to-face and online instruction. As schools transition into the post-pandemic era, blended learning has evolved from a crisis-response tool into a lasting pedagogical approach. This study aimed to investigate the challenges and innovations in implementing blended learning within post-pandemic classrooms in Indonesia. Using a qualitative research method, the study was conducted from January to March 2025 in three secondary schools and two higher education institutions representing diverse socio-economic and technological backgrounds. Data were collected through semi-structured interviews, focus group discussions, and classroom observations involving 25 participants, including teachers, students, and administrators. The findings revealed significant challenges, such as unequal access to technology, difficulties in maintaining student engagement, and the need for pedagogical adaptation and professional development. However, the study also highlighted innovative practices, including the use of collaborative platforms, multimedia resources, and student-centered learning models that enhanced engagement and independent learning. Teachers reported a transformation in their roles, shifting from content deliverers to learning facilitators. Despite progress, both students and educators expressed the need for stronger support systems to navigate hybrid learning effectively. The study concludes that while blended learning offers flexibility and digital engagement opportunities, its sustainability depends on addressing technological, pedagogical, and human-centered challenges.
Virtual Reality in Education: Immersive Learning for Deeper Understanding Iqbal, Khurshed; Mokoena, Oratilwe Penwell; Tesema, Ayenew Kassie; Waham, Jihad Jaafar
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.801

Abstract

Integrating Virtual Reality (VR) in education presents a promising opportunity to enhance immersive learning and deepen student understanding of complex subjects. Despite its potential, the widespread adoption of VR in classrooms remains limited due to challenges such as high costs, inadequate teacher training, and the difficulty in aligning VR with existing curricula. This study aims to explore the impact of VR on student engagement, conceptual understanding, and learning outcomes across diverse educational settings. A qualitative approach was employed, involving semi-structured interviews, participant observations, and document analysis with students, teachers, and curriculum developers at two secondary schools and one university in Jakarta, Indonesia. The findings reveal that VR significantly enhances student engagement, promotes deeper conceptual understanding, and fosters emotional connections to learning materials. However, challenges related to technological infrastructure, teacher readiness, and curriculum integration were also identified. The study concludes that while VR has substantial educational benefits, its successful implementation requires overcoming these barriers through targeted training, improved content design, and a more systematic approach to curriculum integration. This research contributes to the growing knowledge of educational technologies, offering practical insights into how VR can effectively transform teaching and learning practices. 
Assisting Prospective Teachers in Learning Indonesian for Elementary School Children Abdurahman, Ayi; Khattak, Ahmed Waseem; Waham, Jihad Jaafar
International Assulta of Research and Engagement (IARE) Vol. 3 No. 2 (2025): International Assulta of Research and Engagement (IARE)
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/iare.v3i2.1027

Abstract

This community service program was designed to address the limited pedagogical readiness of prospective teachers in teaching Indonesian language to elementary school students by applying the Asset-Based Community Development (ABCD) model. The program aimed to strengthen pre-service teachers’ competence and creativity while improving students’ engagement and literacy through culturally grounded learning practices. Conducted over three months at SD Negeri 2 Nanga Jetak, Sintang Regency, the activity involved prospective teachers from Universitas Nusa Putra and local educators through stages of discovery, dream, design, and destiny. Data were collected using observation, interviews, documentation, and questionnaires, then analyzed both quantitatively (including correlation analysis) and qualitatively (thematic analysis). The results showed a significant improvement in students’ vocabulary and reading comprehension, as well as increased confidence and reflective awareness among prospective teachers. The program demonstrated that utilizing local linguistic and cultural assets can effectively enhance language learning outcomes. In conclusion, this community engagement not only empowered schools and teacher candidates but also contributed to the sustainable development of context-based Indonesian language education. 
LOVE AND BETRAYAL IN THE SHADOW OF WAR: PAT BARKER'S REGENERATION TRILOGY Waham, Jihad Jaafar
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.11947

Abstract

This study examines the interconnected themes of love and betrayal within the psychological and moral framework of Pat Barker’s esteemed Regeneration Trilogy: Regeneration (1991), The Eye in the Door (1993), and The Ghost Road (1995). The objectives are threefold: first, to analyze the dual role of love as a therapeutic and disruptive force among individuals traumatized by war; second, to examine betrayal as a complex motif involving personal relationships, institutional authority, and ideological allegiance; and third, to evaluate how these emotional dynamics mirror the broader psychological disintegration and ethical ambiguity of wartime society. The methodology utilizes a qualitative literary analysis informed by psychoanalytic and historical frameworks, using trauma theory and war studies to elucidate the psychological complexity of Barker’s characters. Detailed textual analyses are enhanced by secondary critical sources that examine trauma, gender identity, and the politics of memory. The results demonstrate that Barker deconstructs traditional war narratives by highlighting psychological authenticity and emotional intricacy. Betrayal functions as a social and psychological mechanism that reveals the fissures within individuals, institutions, and the moral structure of wartime Britain. The discourse indicates that Barker's feminist and humanist viewpoints contest dominant notions of masculinity, loyalty, and patriotism. Through her intricate depiction of love and treachery, she examines the morality of survival and the vulnerability of human integrity in difficult circumstances. In conclusion, the study posits that Barker’s trilogy surpasses conventional war literature by converting personal feeling into a medium for historical and ethical contemplation.
Co-Authors Afriani, Gusma Ayi Abdurahman Azizah, Suci Midsyahri El-Farra, Samar A. Iqbal, Khurshed Khattak, Ahmed Waseem Mokoena, Oratilwe Penwell Niamah, Miftaku Pandey, Digvijay Tesema, Ayenew Kassie