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All Journal Hemera Zoa Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Kebijakan dan Pengembangan Pendidikan Tell : Teaching of English Language and Literature Journal REiD (Research and Evaluation in Education) Journal of Education Technology Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Language and Literature JOLLT Journal of Languages and Language Teaching Transformatif: Jurnal Pengabdian Masyarakat Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Journal of Educational Studies
Estu Widodo
Universitas Muhammadiyah Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Physics Public Health Social Sciences Other

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Teaching English to Young Learners: Professional development trainings for primary school teachers in implementing Kurikulum Merdeka Estu Widodo; Khoiriyah Khoiriyah
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 2 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i2.1466

Abstract

Kurikulum Merdeka, which is the latest educational curriculum, includes English as one of the subjects given at the elementary school level. This community service initiative was conducted in response to the challenges faced by elementary schools in implementing the Merdeka Curriculum, particularly concerning English language instruction. At SD Negeri Tunggulwulung 2, English is currently offered only once a week as an extracurricular activity, which has been deemed insufficient and ineffective in achieving the curriculum's goals. Several issues were identified through initial observations and focus group discussions with school principals and teachers, including the limited teaching techniques employed by homeroom teachers, the lack of appropriate English learning resources in classrooms, and the need to enhance the overall quality of English instruction for young learners. The objectives of this community service are addressing these issues by providing professional development training and creating a guidebook for teachers regarding teaching techniques for teaching English to young learners. The study implied a notable improvement in teachers’ knowledge of techniques for teaching English to Young Learners. Thus, after the PD series, several objectives were achieved based on the evaluation including: 1) Increased teacher competence and knowledge of English language teaching techniques appropriate for young learners, 2) Enhanced teaching confidence; many teachers reported greater confidence in planning and delivering English lessons, and the use of teaching EYL manual book, and 3) The specially developed teacher guidebook was effectively utilized as a practical reference.
The Challenges and Opportunities of Implementing a Cambridge Primary Curriculum in Local Schools: A Qualitative Case Study of Linguistic and Cultural Negotiation at SD Muhammadiyah 3 ICP Sumberrejo Muryanti; Estu Widodo; Santi Prastiyowati
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2875

Abstract

This study explores the implementation of the Cambridge Primary Curriculum in a faith-based primary school context at SD Muhammadiyah 3 ICP Sumberrejo, Bojonegoro, Indonesia. The research focuses on how international curriculum standards are negotiated within local linguistic, cultural, and religious realities, particularly through English-Medium Instruction (EMI). Employing a qualitative approach with a critical ethnographic design, data were collected through four techniques: in-depth interviews, classroom observations, document analysis, and focus group discussions involving teachers, students, parents, and school administrators. The findings reveal that the integration of the Cambridge curriculum with Muhammadiyah Islamic values and Javanese local wisdom has produced a hybrid educational model that is both adaptive and contextually grounded. The study further shows that EMI functions as a dynamic site of linguistic and cultural negotiation. Teachers play a central role as mediators by employing strategic code-switching, bilingual scaffolding, contextual translation, and localized material adaptation to support students’ conceptual understanding. These practices enable students to engage with global knowledge while maintaining cultural and religious rootedness. This study contributes theoretically to discussions on curriculum internationalization by emphasizing the importance of linguistic negotiation within curriculum hybridity. The findings highlight that successful international curriculum implementation in local faith-based schools depends not only on structural integration but also on culturally and linguistically responsive pedagogical practices
Cultivating Critical Thinking of EFL Secondary School Through Podcasts in MA Terpadu Al Hidayah Sumenep Yusroni Farlan; Estu Widodo; Santi Prastiyowati
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2917

Abstract

This study is grounded in the growing urgency to utilize podcasts as a promising digital medium in English as a Foreign Language (EFL) instruction in Indonesia, particularly for fostering students’ critical thinking skills. The study aims to explore the experiences of students at MA Terpadu Al Hidayah Sumenep in using podcasts and to identify the supporting and inhibiting factors in the development of critical thinking through this activity. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, focus group discussions, participant observation, and document analysis. Thematic analysis revealed that podcasts contributed to three major dimensions of critical thinking: more structured argument construction, more selective evaluation of evidence and information, and deeper metacognitive reflection. Although the extent of development varied among students, podcasts proved to be an effective medium for encouraging participation, collaboration, and critical awareness in EFL learning. These findings affirm that the integration of digital media can bridge religious-based educational traditions with the demands of 21st-century skills, while also offering practical implications for English teachers in designing more participatory and reflective learning experiences.
Students' Difficulties in Comprehending Narrative Text Aulia Khoirunnisa; Estu Widodo
Tell : Teaching of English Language and Literature Journal Vol 7 No 2 (2019): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v7i2.3441

Abstract

Reading skill has been found to be one of difficult skills to achieve for many learners of English as a Foreign Language (EFL). Importantly, based on the preliminary study, narrative texts  are deemed to be difficult.  This study was conducted to investigate the students’ difficulties in reading text at a private primary school in Batu, involving 29 ninth grade students in the academic year of 2018-2019 as the samples. Employing the purposive sampling method by which the best class was selected, the researcher used10-items of a closed-ended questionnaire to collect the data. In the analysis, some aspects of the narrative text such as words, structure, language feature, character, setting, plot, moral value, and point of view were highlighted. Consistently, narrative texts were found to be the most difficult text faced by students at school. According to the English teacher, students got the difficulties because of lack of vocabulary, the use of simple past tense, and the instruction to make sense of the moral values. Further, difficulties pertain to the effort to comprehend the structure, point of view, and the words.
Empowering Early Childhood EFL Teachers: A Service-Learning Model for TEYL Professional Development in Indonesia Khoiriyah Khoiriyah; Estu Widodo
Transformatif: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tranformatif.v7i1.14648

Abstract

TEYL in pre-primary education has received increasing attention for its contributions to children’s early language development, cognitive growth, and future global communication skills. In the Indonesian EFL context, however, implementation remains limited by teachers’ insufficient English proficiency, lack of pedagogical training, low confidence, and minimal access to structured materials and exposure. This community service program employed a service-learning approach, defined as applying knowledge and expertise through active engagement with the community. In this context, the community service program is objected to address the teachers’ challenges in teaching English to very young learners as well as enhancing their teaching competence. The framework followed four sequential stages including concentrated experience, reflective observation, abstract conceptualization, and active experimentation. Overall, the program was designed carefully based on the need analysis, and successfully enrich the teachers’ competence. This result of the survey also consistently indicate that teachers perceived the professional development workshop as highly effective in enhancing their understanding and readiness to apply the knowledge into their day-to-day teaching practice. Hence, this community service was expected to enhance the teachers’ competence especially in teaching English to very young learners.
Co-Authors . Hariah . Yuriati Abidah, Lailatul Asih, Ria Arista Aulia Khoirunnisa Bayu Hendro Wicaksono Dharmala, Bayu Eka Putri Kurniatiningsih Franciscus Xaverius Sudarsono Hattahin Hattahin Innayatul Robania In’am, Akhsanul Khoiriyah, Khoiriyah Muryanti Nurul Chojimah Puji Sumarsono Santi Prastiyowati Thea Karuni Respati Theresia Elisvita Yusroni Farlan