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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia BAHASA DAN SASTRA Lingua Cultura English Review: Journal of English Education Edukasi: Jurnal Pendidikan dan Pengajaran JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture LINGUA: Jurnal Bahasa dan Sastra Journal of English Literacy Education Sriwijaya University Learning and Education International Conference Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching English Community Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian EFL Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) Indonesian Journal of English Language Teaching and Applied Linguistics International Journal of Elementary Education Jurnal Kreativitas PKM JETL (Journal Of Education, Teaching and Learning) Voices of English Language Education Society Journal of English Education and Teaching (JEET) English Language in Focus (ELIF) Indonesian Journal of EFL and Linguistics Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Jurnal Karya Abdi Masyarakat Studies in English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat DIDASCEIN （Journal of English Education）
Ismail Petrus
English Education Study Program Faculty Of Teacher Training And Education, Sriwijaya University
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Higher Education Internationalization and English Language Practices: Academics Perspectives Puspita, Indah Triyana; Silvhiany, Sary; Petrus, Ismail
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/npj84575

Abstract

The process and outcomes of higher education's internationalization have been enhanced in this internet era as the world becomes increasingly connected. The phenomenon of “internationalization of higher education” has emerged over the past 30 years, including in Indonesia. Internationalization refers to the integration of an international perspective into a university or college’s teaching and learning, research, services, and overall operations. This study was conducted at Sriwijaya University and aimed to explore English language practices within the institution, as well as the perspectives of study program coordinators and lecturers regarding the internationalization of higher education. A qualitative method was employed to gather data through semi-structured interviews, and the data were analyzed using thematic analysis. The results showed that English is a vital component of instruction, communication, and institutional development, playing a significant role in promoting the internationalization process. Moreover, the findings indicated that language barriers remain a major obstacle to the globalization of higher education, particularly in integrating international students into classroom environments. However, consistent exposure to English through classes, conversations, and institutional programs, such as international seminars and bilingual academic events, significantly improves students' language engagement and proficiency.
English Reading Needs, Cultural Identity, and Technological readiness: A Need Analysis at an Indonesian State University Eryansyah, Eryansyah -; Fiftinova, Fiftinova; Petrus, Ismail; Jaya, Hariswan Putera
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34165

Abstract

English reading proficiency is a fundamental requirement for university students in EFL contexts, yet reading instruction in Indonesian higher education often lacks alignment with students’ academic needs, cultural identity, and technological realities. This study aimed to investigate students’ needs in English reading instruction through a comprehensive needs analysis covering learning goals, current abilities, learning difficulties, perceptions of local wisdom integration, and technological readiness. A quantitative survey design was employed, involving 67 undergraduate students at a state university in South Sumatra. Data were collected through a structured needs analysis questionnaire and analysed descriptively using percentage distribution. The findings reveal that students perceive English reading as essential for future academic and professional purposes, with reading identified as the most relevant skill for anticipated language use. However, students report moderate current reading proficiency and significant vocabulary-related comprehension difficulties, indicating a clear gap between present ability and expected proficiency. The results further show strong student demand for English reading materials integrating South Sumatran local wisdom i.e., customs and arts, reflecting the importance of culturally responsive pedagogy in higher education EFL contexts. Additionally, while most students possess adequate digital devices, unstable internet connectivity and limited digital literacy present challenges for fully digital reading implementation. These findings suggest that effective English reading instruction in Indonesian universities should incorporate vocabulary-supported reading strategies, culturally contextualized materials, and technology-sensitive delivery. The study provides empirical evidence to support the development of needs-based and culturally responsive English reading curricula in higher education.
Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Pelatihan Penggunaan Culturally Responsive Teaching bagi Guru untuk Penguatan Pembelajaran Literasi Fiftinova Fiftinova; Sofendi Sofendi; Soni Mirizon; Eryansyah Eryansyah; Ismail Petrus; Zuraida Zuraida; Hariswan Putera Jaya; Alhenri Wijaya; Nova Lingga Pitaloka; Lianasari Lianasari; Yentri Anggeraini; Fitria Aprilia
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 8 (2026): Volume 9 Nomor 8 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i8.26927

Abstract

ABSTRAK Literasi merupakan kemampuan penting bagi siswa yang dapat menunjang keberhasilan belajar, pertumbuhan individu dan berkomunikasi. Sekolah berperan penting untuk berkontribusi pada upaya peningkatan kemampuan literasi siswa, dan salah satu caranya adalah dengan menerapkan pendekatan Culturally Responsive Teaching (CRT). Pelatihan ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan CRT pada pembelajaran literasi serta memfasilitasi guru mengembangkan materi berbasis budaya. Metode pelaksanaan adalah pendampingan teknis (Participatory Action Research), dengan 7 sesi luring/daring, evaluasi pre dan post survey, observasi dan dokumentasi tugas. Sebanyak 81,25% guru menunjukkan peningkatan kompetensi; seluruh materi ajar yang dihasilkan berada pada kategori baik hingga sangat baik. Pelatihan CRT berhasil meningkatkan pemahaman konseptual, keterampilan literasi berbasis budaya, dan kemampuan merancang materi ajar kontekstual bagi guru di Desa Tanjung Baru, Ogan Ilir. Kata Kunci: Literasi, Kemampuan Literasi, Pengajaran Literasi, Culturally Responsive Teaching.  ABSTRACT Literacy is an important skill that can support students’ learning success, personal growth, and communication. Schools, alongside homes, play an important role in improving students’ literacy skills, and one way to do this is by implementing Culturally Responsive Teaching (CRT). This training aims to improve teachers’ understanding and skills in integrating CRT into literacy learning and facilitate teachers in developing culture-based materials. The implementation method is technical assistance (Participatory Action Research) with 7 face-to-face/online sessions, pre and post surveys, observation, and task documentation. 81.25% of teachers showed improved competence; all teaching materials produced were rated as good to excellent. CRT training successfully improved conceptual understanding, culture-based literacy skills, and contextual teaching material design abilities for teachers in Tanjung Baru Village, Ogan Ilir. Keywords: Training, Literacy Skills, Literacy Teaching, Culturally Responsive Teaching.
Differentiated Learning Approach for Improving Report Text Learning Outcomes for Tenth Graders Yossi Stefani; Rudi Anton Simanjuntak; Ismail Petrus
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.186

Abstract

The use of differentiated learning approaches to learning has become a trend in the MERDEKA Curriculum. This study aimed to improve English learning outcomes of report text through the differentiated learning approach based on students' readiness. This study utilized Classroom Action Research conducted in class XB at SMAN 4 Palembang with 34 students. Data for this research were obtained from tests, observations, tasks, and documentation. The data were analyzed qualitatively and quantitatively. Qualitative analysis involved data processing, reading, classifying, and interpreting, while quantitative data were analyzed using percentage analysis. This study consisted of two cycles, starting with the pre-cycle. Initially, 12 students (35.3%) passed, while 22 students (64.7%) did not reach the Minimum Learning Mastery Standard (KKM) with an average score of 63.82. After Cycle I, the number of students who successfully completed the tasks increased to 15 (44.1%), with 19 students (55.9%) not reaching the target, and the average score improved to 71.17. In Cycle II, a significant improvement was observed, with 33 students (97%) reaching the KKM, and only 1 student (3%) did not pass, resulting in an average score of 89.11. The differentiated learning approach effectively enhances English learning outcomes. Teachers should employ differentiated learning for enhanced results and create engaging classrooms.
Co-Authors Aghni, Luluk Aulia Alhenri Wijaya Amrullah Anita Aprilianti Arko Nica AYU LESTARI Ayu Lestari Ayu Ulivia Az-Zahra, Vahra Dilla Badriyah Ulfah Chuzaimah D. Diem Daniel Parulian Sipahutar Dara Novitasari Dedi Kurniawan Dedi Kurniawan Dedi Kurniawan DIAN KHAIRANI DIEMROH IHSAN DINAR SITINJAK Dita Rizki Anggraini Eka Septiani Erlina Erlina Ernalida Ernalida Eryansayah Eryansayah Eryansayah, Eryansayah ERYANSYAH, ERYANSYAH Eryansyah, Eryansyah - Farahdina, Nuria Fiftinova Fiftinova, Fiftinova Firma Pradesta Amanah Fitria Aprilia Fransiska Prihatiningsih Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Harli Zadtyi Hartini Agustiawati Hesti Wahyuni Anggraini Hesti Wahyuni Anggraini, Hesti Wahyuni Hotna Sari Siregar Indah Pratiwi Hrp Ira Septiana IRFAN IRFAN Irnansyah Irnansyah Jopalina, Praisa Kananda Agustina Checaria Lazy, Sofendi Lesia, Eza Septy Lianasari Lianasari Lianasari Lingga A Suganda LINGGA AGUSTINA SUGANDA Lingga Agustina Suganda Lingga Agustina Suganda Lingga Suganda Lusiana Dian Retnowati M Yunus Machdalena Vianty Machdalena Vianty Machdalena Vianty Malinda, Cindy Margaretha Dinar Sitinjak Mbarep Wicaksono Meilinda Meilinda Merta Septiani Merta Septiani Muhammad Yazir Muhammad Yunus Muhammad Yunus Muslih Hambali Nova Lingga Pitaloka Nurhayati Nurhayati Puspita, Indah Triyana Resty Wiranda Retno Indri Yustika Ria Karina Putri Rita Hayati Rita Hayati Rita Inderawati Rizki Fadhliyah Rudi Anton Simanjuntak Sary Silvhiany Selly Septiandini Septiana, Ira Septiani, Merta Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Soni Mirizon Sopian Sopian Sri Indrawati Sugianto Tifano, Fanny Tita Ratna Wulan Dari Utri Fitria Wardah Zahra Yeni Oktarina Yeni Oktarina Yentri anggeraini Yossi Stefani Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida