Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature FOSTER: Journal of English Language Teaching English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Social Sciences and Humanities Reviews
Sahraini
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Bahasa Inggris St. Hartina; Fitria Ningsih, Anjelita; Sahraini
elstic : english language linguistics culture Vol 4 No 1 (2024): Volume 04, Number 01, April 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i1.46277

Abstract

This research aimed to analyze the students’ difficulties and causes in writing descriptive text. It applied a descriptive qualitative research design. The subjects of the research are a class of students in a senior high school in Palopo, South Sulawesi, Indonesia. The data were collected through documentation, interview, and observation. Based on the results of this study, three general difficulties were found for students in writing descriptive text, including 1) difficult to follow the generic structure of descriptive text; 2) difficult to use the linguistic features, and 3) misuse of writing mechanics. These difficulties are caused by several factors, including 1) the students are less in writing practice, 2) lack of writing ideas, 3) lack of vocabulary mastery, 4) lack of motivation in learning English. It is suggested that writing descriptive text should be learned and taught intensively.
Exploring English Teachers' Perception of the Ruang GTK Platform Implementation in Senior High Schools in Palopo Yanti, Lestari; Sahraini; Magfirah Thayyib
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.264

Abstract

This study explores English teachers’ perceptions of the implementation of the Ruang Guru dan Tenaga Kependidikan (Ruang GTK) at SMAN 2 Palopo and SMKN 1 Palopo. As a transformation of PMM, Ruang GTK aims to facilitate teacher professional development, support performance management, and promote innovative teaching aligned with the Merdeka Curriculum. Employing a qualitative descriptive method, the data were collected through interviews, classroom observations, and document analysis involving twelve English teachers. The results indicate that most participants expressed favorable views toward the platform, particularly valuing its ease of access, the practicality of self-directed learning modules such as Pelatihan Mandiri, Diklat, Komunitas, Inspirasi Pembelajaran dan Dokumen Rujukan. These features improved teaching and learning quality. Nevertheless, several underutilized features of the Ruang GTK platform such as Perangkat Ajar, Refleksi Kompetensi, and Sertifikasi Pendidik present key challenges related to relevance, accessibility, and functionality. Teachers noted that the content lacks contextualization for vocational education, some features remain inaccessible, and others offer limited value for non-PPG users. The findings underscore the need for further refinement of the platform to ensure its effectiveness across diverse teaching contexts. This study offers insights into technology-based professional development and highlights the relevance of constructivist learning theory in teaching practice.
Translating Curriculum Reform into Classroom Practice: A Qualitative Evaluation of the Merdeka Curriculum in English Language Teaching Using the CIPP Framework. A. Zainuddin, Andi Husni; Sahraini; Thayyib, Magfirah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.194

Abstract

Background: Curriculum reform has become an important strategy for improving educational quality and promoting student-centered learning in many education systems. In Indonesia, the Merdeka Curriculum was introduced to provide greater flexibility in teaching, encourage learner autonomy, and strengthen twenty-first-century competencies such as collaboration, communication, and critical thinking. However, translating curriculum policy into effective classroom practice remains challenging, particularly in English language teaching where pedagogical approaches, assessment practices, and learning resources must adjust to new instructional orientations. Aims: This study aims to evaluate how the Merdeka Curriculum is implemented in English language classrooms using the Context, Input, Process, and Product (CIPP) evaluation framework. Method: The research employed a qualitative design. Data were collected through semi-structured interviews with English teachers, classroom observations, and analysis of instructional documents related to curriculum implementation. Participants were selected purposively based on their involvement in applying the Merdeka Curriculum. The data were analyzed thematically according to the four dimensions of the CIPP model. Result: The findings indicate that the Merdeka Curriculum aligns conceptually with national education policies and institutional goals. Nevertheless, contextual adaptation remains limited, teacher training often emphasizes policy understanding rather than pedagogical application, and unequal digital resources influence instructional effectiveness. Classroom observations also reveal that teacher-centered practices still partially persist. Conclusion: The study concludes that successful curriculum reform requires sustained teacher professional development that prioritizes practical pedagogical transformation. Stronger institutional support, contextual adaptation, and equitable learning resources are essential to ensure that the principles of the Merdeka Curriculum can be translated into meaningful and student-centered classroom practices.
Junior High School English Teachers’ Challenges in Teaching English at Rural Area Siti Hardiah Nengsi; Sahraini; Thayyib, Magfirah; Wisran
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.5554

Abstract

This study aims to investigate the challenges faced by English teachers in rural junior high schools and the strategies they employ to address these challenges. The research was conducted at SMPN 1 Rongkong using a qualitative case study approach. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal eight major challenges, namely: curriculum implementation, inadequate school infrastructure, limited instructional time and teacher qualifications, students’ lack of vocabulary mastery, low learning motivation, limited teaching resources and internet access, geographical isolation, and lack of parental support. Among these, limited resources and low student motivation were identified as the most dominant challenges. Teachers addressed these issues through adaptive and creative strategies, such as contextualized teaching, the use of local materials, interactive activities, and collaboration with parents. This study highlights the need for greater institutional support, improved infrastructure, and targeted teacher training to enhance English language teaching in rural areas. The findings provide practical implications for policymakers, educators, and stakeholders in improving the quality of rural education in Indonesia.
Co-Authors A. Zainuddin, Andi Husni Magfirah Thayyib Magfirah, Thayyib Sahraini Sahraini, Sahraini Siti Hardiah Nengsi St. Hartina Wisran Yanti, Lestari