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All Journal EDUVELOP (Journal of English Education and Development) AIJER: Algazali International Journal Of Educational Research DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat English Education Journal (E2J) Dikdimas : Jurnal Pengabdian Kepada Masyarakat The Academic: English Language Learning Journal ASH-SHAHABAH : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan LITERA ABDI: Jurnal Pengabdian Masyarakat VERBA: Journal of English Language Issues, Trends and Studies
Indahyanti, Rizka
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Journal : The Academic: English Language Learning Journal

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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 THEORY AND LEARNING: PEDAGOGICAL CHALLENGES IN AN EFL PSYCHOLINGUISTICS COURSE Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1706

Abstract

Psycholinguistics is a core theoretical course in English Language Teaching (ELT) programmes, yet it is often perceived as challenging by EFL undergraduates due to its abstract concepts and cognitive demands. This study explores pedagogical challenges in bridging psycholinguistic theory and student learning in an EFL higher education context. Adopting a classroom-based qualitative case study design, the research was conducted in an undergraduate psycholinguistics course within an English education programme. Data were collected through classroom observations, student reflective journals, focus group discussions, and document analysis. Thematic analysis revealed several key challenges, including the abstract nature of theoretical concepts, difficulties in mediating theory through pedagogical practices, reduced student engagement during explanation-dominated instruction, and the linguistic demands of learning theory in English. The findings highlight the central role of pedagogical mediation in supporting students’ conceptual understanding and engagement in theory-oriented courses. Rather than viewing students’ difficulties as individual deficits, the study underscores the importance of examining pedagogy as a situated and relational practice shaped by teacher cognition and classroom context. The study offers pedagogical implications for EFL lecturers and teacher education programmes seeking to make psycholinguistics and other theory-based courses more accessible and meaningful for undergraduate learners
Co-Authors Adawiah, Mujahidah Ahmad Fadhillah, Awal Anatasya Dita, Chikyta Andi Muh Akbar Saputra Anugrah, Rijal Ayumi, Masuji Belatu, Amina Booy, Tania Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Faizal, Andi Fansury, Andi Hamzah Faried, Rifka Hairullah, Nurul Ilmi Hukmi, Arif Ikbal Ikbal Imran, Muhammad Chairil Jusmaniar, Jusmaniar Muhammad Chairil Imran Muhammad Chairil Imran Mujahidah Mujahidah Mursidin, Muthmainnah Nonci, Jusmaniar Nur Yolanda Alamri Nurfadilah, Suci Adriana Nurjannah, Sitti Nurul Hasanah Rahman, Ali Wira Rahmatillah, Sri Fatimah Ramadhani, Amalia Riskal Fitri S, Sardiansa Sahril Nur Sulistiana Sulistiana, Sulistiana Sulviana, Sulviana Supriadi Supriadi Syahputri, Andi Anggi Aprilia