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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching Jurnal SOLMA Journal of Advanced English Studies Wiralodra English Journal (WEJ) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Journal of English Language and Pedagogy IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of English Language Teaching and Learning (JETLE) JOLLT Journal of Languages and Language Teaching TRANS-KATA: Journal of Language, Literature, Culture, and Education Social Engagement: Jurnal Pengabdian Kepada Masyarakat Indonesian Review of English Education, Linguistics, and Literature
Pratiwi, Theodesia Lady
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
EFL Teachers’ Best Practices of Merdeka Curriculum Implementation in Batam Senior High Schools: Challenges and Opportunities Zaki, Leil Badrah; Wiwit, Jennifer; Marsevani, Maya; Pratiwi, Theodesia Lady
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14031

Abstract

The Merdeka Curriculum was introduced to address the need for a more flexible and responsive education system, which is crucial in a diverse country like Indonesia. Educational challenges vary significantly between urban and rural areas and public and private schools. This study investigates the factors that hinder the implementation of the Merdeka Curriculum and examines how English teachers apply it in senior high schools located in inland and hinterland areas of the Riau Islands region.. The methodology used a mixed-method approach. The research involved 30 English teachers—23 from island schools and 7 from hinterland schools. Data were gathered through questionnaires and semi-structured interviews, with 5 teachers providing in-depth insights during interviews. The results reveal significant gaps in implementation, particularly among hinterland teachers, where 42.9% reported limited adaptability. The finding shows that each teacher faces unique challenges, which include: 1) administrative costs, 2) adjustments to new curricular components, and 3) a lack of government support, all of which hinder successful integration of the curriculum. To successfully implement the Merdeka curriculum, the following are essential: 1) involvement and support from all parties, 2) comprehensive teacher training, and 3) teachers' readiness. This study emphasizes that the successful implementation of the Merdeka Curriculum depends on the active participation of every school, ensuring that there is readiness, support, and adaptation to the new educational framework.
EFL Teachers’ Best Practices of Merdeka Curriculum Implementation in Batam Senior High Schools: Challenges and Opportunities Zaki, Leil Badrah; Wiwit, Jennifer; Marsevani, Maya; Pratiwi, Theodesia Lady
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14031

Abstract

The Merdeka Curriculum was introduced to address the need for a more flexible and responsive education system, which is crucial in a diverse country like Indonesia. Educational challenges vary significantly between urban and rural areas and public and private schools. This study investigates the factors that hinder the implementation of the Merdeka Curriculum and examines how English teachers apply it in senior high schools located in inland and hinterland areas of the Riau Islands region.. The methodology used a mixed-method approach. The research involved 30 English teachers—23 from island schools and 7 from hinterland schools. Data were gathered through questionnaires and semi-structured interviews, with 5 teachers providing in-depth insights during interviews. The results reveal significant gaps in implementation, particularly among hinterland teachers, where 42.9% reported limited adaptability. The finding shows that each teacher faces unique challenges, which include: 1) administrative costs, 2) adjustments to new curricular components, and 3) a lack of government support, all of which hinder successful integration of the curriculum. To successfully implement the Merdeka curriculum, the following are essential: 1) involvement and support from all parties, 2) comprehensive teacher training, and 3) teachers' readiness. This study emphasizes that the successful implementation of the Merdeka Curriculum depends on the active participation of every school, ensuring that there is readiness, support, and adaptation to the new educational framework.
One Goal, Many Roads: Investigating Individual Differences in L2 Willingness to Communicate Among University Freshmen Purba, Hilarius Raditya Priambada; Togatorop, Sarah Ayuandri; Pratiwi, Theodesia Lady; Prasodjo, Pandu; Zaki , Leil Badrah
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.17081

Abstract

This study examines the influence of Individual Differences (ID) on freshmen’s L2 Willingness to Communicate (WTC) in English as a Foreign Language (EFL) learning context. The study you provided explores the role of ID in determining WTC in EFL learners, emphasizing how these differences affect language proficiency and communicative competence. The main gap addressed in this study is the lack of focus on personalized language learning strategies that take into account individual differences in WTC and proficiency among EFL learners The study employs a qualitative method, data were collected through questionnaires for selective the participants by using the purposive sampling and semi-structured interviews were driven with the selected participants. The result has showed that factors such as self-confidence, motivation, language anxiety, classroom atmosphere, and peer support significantly shaped students’ WTC. Students with positive self-perception and supportive environment were likely have the L2 willingness to communicate in English. On the other hand, anxiety, fear of making mistakes, and unsupportive settings hindered participation. An effective strategy identified was personal preparation that gradually facilitated the students to the speaking opportunities and fostering a supportive and non-judgmental classroom environment. The research highlights the importance of considering individual learning characteristics in designing communicative language learning strategies to improve students speaking confidence and language acquisition outcomes. The further implications of teaching and learning process should be more open to facilitate student’s IDs and to be more personalized.
Co-Authors Akbar, Malik Alima, Naida Aisyah Angelo, Michael Anisa, Qkhoirin Badrah Zaki, Leil Balqish, Nurhayati Charlie Charlie, Charlie Criestina, Lilis Deyani, Christine Ferstephanie, Jenni Fibiyani, Fibiyani Gukguk, Vriskila Piolawanti Raja Hendro Hendro, Hendro Ilmayana, Annisa Gina Mamusung, Zico Kevin Marsevani, Maya Melyarisman, Tasya Nugraha, Hendra Nugroho, Shabrina Shalma Patricia, Adinda Wulan Pondalos, Ezra Christina Prasodjo, Pandu Purba, Hilarius Raditya Priambada Purba, Sharon Maria Magdalena Purnama, Jenny Putri, Andien Aisyah Raswita Ricky Wibowo Rusman Rusman Samuel Samuel Saputri, Novi Ernia Sayow, Eirene Lady Marchela Simorangkir, Angel Rosinta Uli Suhartono, Gracia Vania Tambunan, Irwan Palar Hasudungan Tan Surya, Feby Sintia Togatorop, Sarah Ayuandri Wiwit, Jennifer Yulia Nur Azizah, Yulia Nur Zaki , Leil Badrah Zaki, Leil Badrah