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All Journal PREMISE: Journal of English Education and Applied Linguistics Journal of Advanced Multidisciplinary Research Journal of English Language Teaching, Linguistics and Literature (JETLEE) Community Empowerment Journal
Arta, Berli
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Analyzing the Impacts of Implementing Cambridge Curriculum on Students’ English Academic Achievement Nazizah, Mailatun; Lisan, Khusnul Harsul; Arta, Berli
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 2 (2024): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v4i2.2898

Abstract

The Cambridge Curriculum, which is typically implemented in international standard schools, is the primary focus of this investigation. Nevertheless, Assalafiyah Islamic Junior High School, a boarding school, has incorporated the Cambridge Curriculum into its educational program. The purpose of this study is to determine the impact of the implementation of the Cambridge Curriculum on Students' English Academic achievement in VIII Graders of Assalafiyah Islamic Junior High School Mlangi Yogyakarta. The academic performance of eighth-grade students was compared under two distinct curricula: the 2013 Curriculum and the Cambridge Curriculum, using a mixed-methods approach. The grades of 89 students in three classes (A, B, and C) were analyzed to collect quantitative data under both curricula. Further, interviews were conducted with 12 participants from the Islamic Junior High School in Mlangi, Yogyakarta, including 6 male students, 5 female students, and 1 teacher, for the qualitative analysis. The results of this study indicated that the application of the Cambridge Curriculum on Students' English Academic achievement of VIII graders had a very good impact. The students increased in terms of academic scores when learning using Cambridge Curriculum compared to the previous Curriculum. Besides, they were more enthusiastic in participating in the English lessons in class.
Bimtek pembuatan modul ajar dan modul P5-PPRA dalam pelaksanaan Implementasi Kurikulum Merdeka di MTs Hasyim Asy’ari Piyungan Lisan, Khusnul; Arta, Berli; Firyal, Afifah
Community Empowerment Journal Vol. 2 No. 2 (2024)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v2i2.52

Abstract

Penerapan Implementasi Kurikulum Merdeka (IKM) menjadi tantangan besar dalam pelaksanaanya dilevel sekolah maupun Madrasah. Walaupun sudah dilakukan sosialisasi baik secara langsung maupun tidak langsung seperti lewat sosial media, kenyataanya masih banyak sekolah dan guru yang belum sepenuhnya memahami dalam pelaksanaan kurikulum baru ini. Pengalaman serupa juga dialami MTs Hasyim Asy'ari di sekolahnya di Kabupaten Bantul, yang mana masih banyak guru yang belum paham apa itu TP, ATP dan bagaimana menyusun modul ajar ataupun modul P5-PPRA. Oleh karena itu, tujuan dari kegiatan pengabdian masyarakat yang berupa Bimtek ini adalah untuk memberikan pemahaman dan implementasinya kepada satuan pendidikan tersebut khususnya guru agar dapat memahami dan menerapkan IKM secara maksimal dalam berbagai aspeknya khususnya terkait modul ajar dan modul P5-PPRA. Hasil dari kegiatan ini adalah para guru menjadi lebih memahami esensi dari Kurikulum Merdeka, meliputi pemahaman TP-ATP yang menjadi kunci dalam pembuatan modul ajar serta gambaran penerapan pembelajaran berdiferensiasi dalam pembelajaran. Selain itu para guru juga diberikan pemahaman dan juga referensi terkait modul P5-PPRA sebagai bahan acuan untuk dikembangkan dan diterapkan di sekolah MTs tersebut. Kegiatan ini diharapkan mampu memberi manfaat yang maksimal terhadap para guru dan juga bisa diterapkan dalam tahun ajaran baru terkait pelaksanaan IKM di MTs Hasyim Asy’ari. The implementation of Merdeka Curriculum (IKM) poses a significant challenge in its execution at both the school and Madrasah levels. Despite extensive socialization efforts through direct and indirect ways for instance through social media, in fact is that many schools and teachers have not fully grasped or implemented this new curriculum. A similar experience is encountered at MTs Hasyim Asy'ari in Bantul Regency, where numerous teachers still do not comprehend terms such as TP, ATP, and how to develop teaching modules or P5-PPRA modules. Therefore, the objective of this community service activity in the form of Bimtek is to provide understanding and practical application to educational institutions, particularly teachers, enabling them to comprehend and implement IKM optimally in various aspects especially concerning teaching modules and P5-PPRA modules. The result of this activity was that the teachers had a better understanding of the essence of Merdeka Curriculum, including the comprehension of TP-ATP, which is the key in creating teaching modules as well as an overview of differentiated leaning in the classroom. Additionally, the teachers were provided with understanding and references related to P5-PPRA modules as reference materials to be developed and implemented in the school. This activity was expected to provide maximum benefits to the teachers and to be applicable in the new academic year regarding the implementation of IKM at MTs Hasyim Asy’ari.
DEVELOPING AI-BASED SELF-ASSESSMENT METHOD IN THE PROCESS OF OPTIMIZING EFL INCLUSIVE LEARNING ACHIEVEMENT Azmi, Ulul; Arta, Berli
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.13391

Abstract

This research aims to develop AI-based self-assessment method to optimize EFL inclusive learning. This study employed a Research and Development (R&D) approach using ADDIE model consisting of analysis, design, development, implementation, and evaluation. AI based self-assessment module was created to allow students to reflect on their own learning and receive simple feedback that fits their needs. The sample of this study involved 20 university students. AI-based self-assessment module was designed with user-friendly explanations, self-check questions, reflection activities, and AI-generated feedback. The data were validated by material experts with an average score of 3.5, categorized as very good. Therefore, it can be concluded that developing AI-based self-assessment method is appropriate to be implemented in inclusive learning. The result shows that the module is helpful and suitable to be used in EFL inclusive classrooms. It made learning more flexible, helped students to understand the material better, and supported them to learn more independently. This implies that lecturers can start using AI-based self-assessment modules as practical tools to support every student’s learning needs. By giving students simple feedback and space to reflect on their progress, this approach can help them become more confident, independent, and actively involved in their own learning.
Looking for Insights: A Comparison of Secondary Education English Curricula in Indonesia and Estonia Arta, Berli; Kholis, Adhan; Rahayu, Rahayu; Azmi, Ulul; Lisan, Khusnul Harsul
Journal of Advanced Multidisciplinary Research Vol 4, No 2 (2023): December 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.4.2.76-89

Abstract

Both Indonesia and Estonia have similar contexts of learning English as a foreign language.  The learning achievements reveal a considerable disparity when considering the worldwide assessment of English proficiency, with Indonesia ranking 79th and Estonia securing the 23rd position according to the (EF English Proficiency Index in 2023). This study compares English curricula in Indonesia and Estonia, examining the differences between them despite similar conditions for teaching English as a foreign language. The fundamental goal of the study was to identify the factors that influence diverse learning outcomes in various countries. The study used content analysis to compare curricular papers from both countries on six critical criteria including: (1) stakeholders involved in English curriculum development, (2) stakeholders' reactions to the English curriculum, (3) stated purposes of the curriculum, (4) educational philosophies underlying the English curricula, (5) unstated purposes of the curricula, and (6) influential factors shaping the curricula. The analysis suggested that the key drivers to the discrepancy in learning results in both countries were national policy, pedagogy, and assessment implementations. The results showed that the main result of the mentioned alterations underscored the need for an enhanced approach to the instruction and acquisition of English. Allocating sufficient time for English learning allows students to maximize their opportunities for developing language skills. Moreover, integrating speaking and writing elements into final evaluations and embracing a communicative language strategy can inspire both educators and learners to participate in more genuine learning experiences.
Co-Authors Adhan Kholis Firyal, Afifah Lisan, Khusnul Lisan, Khusnul Harsul Nazizah, Mailatun Rahayu Rahayu Ulul Azmi