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All Journal Script Journal: Journal of Linguistic and English Teaching REGISTER JOURNAL
Balinas, Elvira S.
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Innovative Approaches to English Language Teaching in Indonesian Public Islamic Schools: Insights and Challenges Saefurrohman; Balinas, Elvira S.; Rosadi, Abas; Nafisah, Shofia Lina; Pascarina, Hanifa
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i1.1611

Abstract

Background: In Indonesia's public Islamic secondary schools, English Language Policy and Planning (ELPP) faces challenges such as resource limitations, a lack of qualified educators, and a non-standardized curriculum. However, despite these challenges, compared to ASEAN peers like the Philippines, Indonesia's approach lacks focus on student-centered learning, underscoring the need for enhanced ELPP strategies. Methodology: Four English language teachers and one headmaster participated as respondents in this research to provide comprehensive data findings. Data were collected through interviews conducted over the course of one month, employing guided questions. Subsequently, descriptive analysis was utilized to analyze the data. Findings: English's mandatory integration in secondary education, especially in Madrasah Tsanawiyah, highlights its crucial academic role. Analyzing educational policies and curricular shifts, from competency-based to the Merdeka curriculum, showcases Indonesia's deliberate push for English proficiency. Interviews stress the Merdeka Curriculum's CEFR alignment, prioritizing student empowerment through learner-centered methods and technology. Despite efforts, challenges remain in public Islamic schools, with teachers advocating for supportive environments due to limited exposure and resources. Conclusion: The complex nature of these challenges necessitates the cooperation of politicians, educators, and administrators to establish an atmosphere that promotes successful English language acquisition while also honoring Indonesia's distinct cultural and linguistic diversity. Originality: This study uniquely explores ELPP in Indonesia's public Islamic secondary schools, highlighting the balance between English proficiency and cultural preservation, offering fresh insights into the ELPP discourse in a multicultural and multilingual context.
Gamified Flipped Classroom for Teaching EFL Productive Skills: Exploring Teachers’ Practices and Challenges in an Islamic University Wardani, Niasisca Agustia; Saefurrohman, Saefurrohman; Balinas, Elvira S.
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.286-318

Abstract

This study explores the implementation of a gamified flipped classroom model by English as a Foreign Language (EFL) teachers at an Islamic university to teach productive skills, specifically speaking and writing. The research aimed to explore the practical application of this model as well as the challenges and opportunities encountered by teachers and students. A qualitative case study design was employed, focusing on a university language enrichment program. Data collection involved preliminary and semi-structured interviews with two EFL teachers and four undergraduate students, in addition to non-participant classroom observations. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to analyze the data. The findings indicate that teachers utilized familiar digital platforms, such as WhatsApp and a Learning Management System (LMS), to deliver pre-class flipped content, allowing classroom time to be dedicated to collaborative, gamified activities. This approach fostered student engagement, motivation, and confidence, particularly in group tasks. Despite the presence of challenges such as technological limitations and varied learner readiness, the model effectively transformed teachers into facilitators and created a student-centered environment that supports productive language development. The study concludes that the success of a gamified flipped classroom is dependent on thoughtful planning, accessibility to digital resources, and differentiated instruction. Furthermore, it contributes to the understanding of blended pedagogical models in higher education EFL settings.
Co-Authors Hanifa Pascarina Nafisah, Shofia Lina Rosadi, Abas Saefurrohman Wardani, Niasisca Agustia