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All Journal Englisia Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Langkawi: Journal of The Association for Arabic and English Linguistic, English Education and Art (LEEA) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar LEKSIKA PROJECT (Professional Journal of English Education) Journal of English Education Program (JEEP) Jurnal Ilmiah Wahana Pendidikan Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of English Teaching Journal of Multidisciplinary Science: MIKAILALSYS
Fahmy Imaniar
UIN Sunan Ampel Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Secondary School English Teachers’ Viewpoints Towards the Implementation of Kurikulum Merdeka Rakhmawati, Rakhmawati; Imaniar, Fahmy
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.1.89-96

Abstract

The curriculum reform encourages all schools in Indonesia to gradually adapt and try to use Kurikulum Merdeka although many of them are still implementing the 2013 curriculum. This study aims at investigating the secondary school English teachers’ viewpoints toward Kurikulum Merdeka. Through a qualitative approach, this study brings up the urgency of the teacher's voice as the ones implementing the curriculum in the practical field. Drawing upon data collected by means of questionnaires and interviews, this study reveals a multi-dimensional structure of teachers’ viewpoints. There are 13 teachers being involved in this study from 13 different secondary schools. They were purposively chosen as they are partner schools of English Language Education Department UIN Sunan Ampel Surabaya having adequate assets for implementing Kurikulum Merdeka-based learning. There are several main themed viewpoints found through this study which deals with the understanding of the curriculum, the implementation and the barriers encountered and the current needs. First, teachers mostly know the terms related to Kurikulum Merdeka but they do not exactly know the meaning. Another viewpoint is that the teachers whose school have tried to implement Kurikulum Merdeka partly, have issues in designing the Teaching Module and formulating the elements within the Teaching Module. Some of them have actualized the Teaching Module into real practice and issues dealing with it emerged as they implement it. The study leads to the urgency of training on designing and implementing Kurikulum Merdeka for the teachers, especially those from private schools.
Critical Thinking in the Teaching of EFL Academic Writing Imaniar, Fahmy; Pratama, Raga; Lestari, Lies; Munir, Ahmad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5165

Abstract

This study aims at describing critical thinking subskills taught by Indonesian EFL teachers in academic writing and explaining how they taught the subskills. This qualitative study used two Indonesian EFL teachers who taught academic writing at one of state universities in Surabaya. Data were collected using observation checklist and field note. The obtained data were analyzed using interactive model analysis. Results showed that there were three out of forty critical thinking subskills that were not taught by the teachers namely providing and selecting the best examples, using credible sources, and maintaining the consistency of tenses choice. Another finding showed that there were seven ways of teaching critical thinking subskills namely individual consultation and feedback, class explanation, peer-feedback, groupwork of ideas construction and discussion, general class feedback, analysis task, and work review and discussion. This study suggests that EFL teachers can use the forty critical thinking subskills in teaching writing through one of the seven ways of teaching found.
The Factors Behind Spelling Errors Among Students At Islamic-Based School Surabaya Rahmawati, Sustania; Imaniar, Fahmy
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 14 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13751056

Abstract

The article discusses the challenges faced by 7th grade students at an Islamic-based school in Surabaya in learning english spelling. The purpose of the article is to identify the factors behind students' English language learning and to propose effective strategies for improving their motivation and language skills. The article conducted qualitative method through observations to the students and interview one of the English teacher at an Islamic-based school in Surabaya. The article identifies several factors behind students' English language learning, including a lack of motivation, too much vocabulary to be mastered, differences in writing and pronunciation, and a lack of practice. The article concludes that the lack of interest in learning English is the primary factor behind students' language learning, as it can influence other factors. The article emphasizes the importance of consistent practice and the need for teachers to provide innovative and enjoyable strategies to increase students' motivation for learning English.
STUDENTS’ PERCEPTION OF THE USE OF PROBLEM-BASED LEARNING IN ENGLISH LANGUAGE LEARNING IMPLEMENTED BY PROFESSIONAL TEACHERS Ni'ma, Sita Lailatun; Imaniar, Fahmy; Rachmania, Andriani
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100353

Abstract

This study investigates how students view the use of Problem-Based Learning (PBL) in learning English, especially when taught by teachers who have followed training. PBL is considered a student centered learning method that can increase motivation, cooperation, and critical thinking skills. But, the success of this method depends not only on the teacher's ability but also on how students experience and view PBL in practice. The purpose of this study is to describe students' views on PBL in English classes and to identify the aspects that are considered positive and negative. This study used a quantitative descriptive method involving 111 students from three high school classes. Data were obtained through a questionnaire consisting of 20 questions, divided into three indicators: student interest, teacher guidance quality, and the impact of training. To analyze the data, descriptive statistical methods were used to calculate the average value of each indicator. Based on the results of the study, it shows that in general students like PBL. The average score ranges from 3.18 to 3.97. The highest aspect is teacher professional development, while the lowest aspect is student preference for PBL. These results indicate that although PBL is effective in increasing participation, critical thinking skills, and teaching quality, there is an additional need to improve students' confidence in communicating and make them more fond of this method. In conclusion, this study emphasizes the importance of teacher training and qualifications in the successful implementation of PBL.
STUDENTS’ AUTONOMOUS LEARNING IN VOCABULARY ACQUISITION OF 7TH GRADE AT SMPN 35 SURABAYA Attaroqiya, Nailal Himmah; Imaniar, Fahmy; Oktaviani, Ita Eka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38544

Abstract

Vocabulary acquisition is a crucial aspect of English language learning, especially for seventh-grade students at SMPN 35 Surabaya. This study aims to examine the level of learning autonomy demonstrated by seventh-grade students in acquiring English vocabulary and to identify the autonomous vocabulary-learning strategies. The study used a mixed method with a descriptive quantitative-qualitative approach. Data were collected through a questionnaire consisting of Likert-scale and open-ended questions, completed by 52 seventh-grade students at SMPN 35 Surabaya. The data were analyzed descriptively to describe the level of autonomy based on the aspects of initiation, monitoring, and evaluation, as well as the comprehension acquisition strategies applied by students. The result showed that most students had a high level of autonomy, as evidenced by their ability to initiate learning, master comprehension, and assess learning outcome. Frequently used strategies included the use of learning applications, audiovisual media, social interaction, and individual techniques such as note-taking and memorization. These findings confirm that strengthening all three aspects of autonomy is crucial to support more effective and sustainable comprehension acquisition.
Exploring Students’ Perspectives on Efclusda Program in Enhancing Speaking Skill Zuhroh, Nur Elvinatuz; Imaniar, Fahmy; Susanti, Effi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This research explores students’ views on EFCLUSDA (English Fun Club Matsanisda), an extracurricular English program at MTsN 1 Sidoarjo, and its contribution to improving their speaking skills. The study used a qualitative approach, with data collected through semi-structured interviews involving active participants of the program. The findings show that students consider EFCLUSDA effective when it provides practical, interactive, and student-centered activities within a supportive environment. They also highlighted the importance of varied tasks, the use of technology, and guidance from mentors to make speaking practice more meaningful. These insights indicate that EFCLUSDA plays an important role in helping students build fluency and confidence, while also giving schools direction in designing programs that respond to students’ needs. The study further suggests that integrating students’ perspectives into program design is essential for the success of English learning. In addition, practical recommendations such as increasing opportunities for speaking practice, using diverse themes, and inviting guest speakers can strengthen the program’s impact.
Pre-Service English Teachers’ Insights on Using Zep Quiz as a Learning Tool in EFL Classrooms Tiodora, Lucia; Imaniar, Fahmy; Susanti, Effi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates the perspectives of pre-service English teachers on the use of Zep Quiz in the context of EFL (English as a Foreign Language) instruction. Along with the development towards the digital era, integrating technology in educational settings is crucial, especially for future educators looking to employ technology based methods to create engaging and appealing lessons. Employing a qualitative approach with exploratory descriptive methods, this study examines English education students at UIN Sunan Ampel Surabaya who implemented Zep Quiz during their internship teaching practice. Data collection involved semi-structured interviews, observations, and documentation, followed by thematic analysis. Findings reveal that Zep Quiz was user friendly and effective in enhancing student motivation and engagement. Gamification features such as scoring and leaderboards fostered a competitive and enjoyable learning environment. However, challenges related to technological limitations were also found, such as connectivity issues and device limitations among students. The study highlights the importance of teacher education focusing on technology mastery and classroom management skills to address such challenges. The results are anticipated to influence pre-service English teacher education programs, particularly in the integration of technology in EFL instruction.
Co-Authors Afrida Safriani AHMAD MUNIR Anam, Syafi'ul Attaroqiya, Nailal Himmah Diva Nada Maulidya Jati, Sigit Pramono Khamalia, Novi Aghata Nur LIES AMIN LESTARI Lies Lestari Maulidya, Diva Nada Mufidah, Nur Lailatul Ni'ma, Sita Lailatun Oktaviani, Ita Eka Pratama, Raga Pratama, Raga Driyan Rachmania, Andriani Rahmawati, Sustania Rakhmawati Rakhmawati Rakhmawati Rakhmawati Rakhmawati, R Rochmawati, Laila Rohmah, Riza Mi’rotul Safriani, Afrida Sigit Pramono Jati Susanti, Effi Tiodora, Lucia Zuhroh, Nur Elvinatuz