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All Journal Lingua Cultura IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature AL ISHLAH Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching IRJE (Indonesian Research Journal in Education) VISION Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Child Education Journal Scope: Journal of English Language Teaching English Education: English Journal for Teaching and Learning Didaktika: Jurnal Kependidikan ELTALL: English Language Teaching, Applied Linguistic and Literature Journal Of Human And Education (JAHE) Frasa: English Education and Literature Journal TELL - US JOURNAL English Education: English Journal for Teaching and Learning
Utami Dewi
Universitas Islam Negeri Sumatera Utara
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Navigating EFL Teachers' Challenges with Digital Technologies in Project-Based Learning in the English Classroom Diah Khoirunnisa Harahap; Daulay, Sholihatul Hamidah; Dewi, Utami
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.7813

Abstract

This study aims to explore the challenges experienced by EFL teachers in utilizing digital technologies in implementing Project–Based Learning in English classrooms. This study employed a qualitative descriptive research design to explore the challenges faced by EFL teachers in utilizing digital technologies within the implementation of Project-Based Learning (PjBL) in English classrooms. The participants consisted of two EFL teachers from North Sumatera, Indonesia, who have implemented PjBL and integrated digital technologies in their English language teaching. A purposive sampling technique was employed to select teachers who currently teaching English at junior high school level. The findings show that teachers encounter four main types of challenges: technical issues such as poor internet and limited devices; pedagogical difficulties including limited training and confidence in designing digital PjBL; institutional barriers like unclear policies, lack of technical support, and limited budgets; and student-related problems such as uneven digital skills and low motivation.
Indonesian EFL Teachers’ Professional Development: Views and Current Practices Dewi, Utami; Fithriani, Rahmah; Berutu, Hotma
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.39425

Abstract

Teachers play a critical role when it comes to impacting student achievement. Consequently, the matter of teacher quality is currently being tackled through the implementation of professional development (PD) initiatives. PD in English as a foreign language (EFL) teaching and learning context has gained burgeoning attention in the last decade. However, it is not known how Indonesian EFL teachers perceive and practice PD for their professional development. The objective of this research was to investigate the viewpoints of EFL teachers in Indonesia towards the importance of professional development (PD) and ascertain their existing PD practices, if any. A total of 70 teachers participated in this study by completing the survey, with 37 of them subsequently invited to participate in the forum group discussion (FGD) on a voluntary basis.  The analysis of the collected data revealed that the participants perceived PD as significant for their professional development in three areas: knowledge, pedagogy, and language proficiency. Conversely, the findings also reveal a low degree of participation in professional development activities (PDAs), despite their common engagement in these activities. This study concludes by highlighting the significance of addressing certain areas that require particular attention to effectively support teachers in their continuous professional development endeavors.
The Effectiveness of Using Padlet in Collaborative Writing Based on Students’ Perceptions Ayu Sinta Ramadhani; Utami Dewi; Mufida Syahnaz; Jimmy Ezekiel Kihwele
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.3767

Abstract

The phenomena of technological growth in English instruction are expanding quickly all over the world.This progress happens not just in wealthy nations, but also in emerging nations, where the instructor mustdevelop technology-based teaching strategies and tools when teaching English. Indonesia, a developingnation, places a strong emphasis on expanding the use of technology in EFL instruction. English wassubsequently included in the general curriculum and even taught to kids in elementary schools as a directresult of this choice. This study will use Padlet as a digital tool that may be used in a writing class topique kids’ interest in learning English, especially in a writing class. Additionally, this study intends topromote the use of collaborative writing to make it simpler for elementary school pupils to use Padlets inwriting lessons. Through the use of qualitative research techniques, this study set out to learn more abouthow elementary school kids perceived using Padlets for group writing projects. A total of 52 elementaryschool kids in grades 4 and 5 participated in this study. We conducted semi-structured interviews toget data from participants. After the data has been collected, it will be processed using various contentanalysis techniques. Researchers received feedback from students who claimed that the usage of Padlets inEFL classes, particularly in collaborative writing, produced several themes. These themes include thatusing Padlet in collaborative writing can increase students’ self-confidence, that Padlet also helps studentsimprove their fluency in writing, and that Padlet is easy to use, has attractive features, and is simple tooperate.
Scaffolding Strategies to Support English Language Learning in Reading Comprehension: A Case Study Irma Suryani; Utami Dewi; Mohamed Muhibu Chuma
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.3790

Abstract

Reading is one of the most challenging language skills for elementary school students. To obtain a literacygrasp of reading English texts, appropriate learning tactics and approaches are required. This study aimsto explore the scaffolding strategy and the students’ perception on the strategy they used to understandreading text. The study used the descriptive method by collecting data from interviews and questionnaires.Twenty-nine students were given questionnaires to know the impact and usefulness of the Scaffolding.Observation and interviews were used to see the situation in the learning process. Data collected wasanalyzed using qualitative data analysis techniques. Based on the result, there are three types of strategies,namely the pre-reading stage, the reading stage, and the post-reading stage. The types of Scaffoldinggiven by the teacher are Modeling, Bridging, Contextualizing, Schema Building, and Metacognition. Itindicates that scaffolding strategy helps the student pronounce the words and understand the meaning.The study implies that the scaffolding technique is expected to be a reference material and choice forevery teacher in learning to read and understand English texts. Scaffolding is a structured learning supporttechnique used at an early stage to encourage students to learn independently.
Co-Authors Ade Tika Ahmad Faza Fauzan Saragih Ahmad Husein Nst Aisyah Rizqa Fitri Srg Amanda Anggi Rahmanida Nst Anis Syafa Wani Anna Tasya Putri Ardina Khoirunnisa Arya Winata Asmawati Ayu Sinta Ramadhani Berutu, Hotma Daulay, Sholihatul Hamidah Deasy Yunita Siregar Devika Adelita DIAH KHOIRUNNISA HARAHAP Eka Yuni Kurniati Ernita Daulay Faradiza Ariska Sitorus HARAHAP, MELISA KHOYYIROH Hasibuan, Anggi Syariah Herlisa Suhada Indah Dwi Lestari Irma Suryani Jimmy Ezekiel Kihwele Mohamed Muhibu Chuma Mufida Syahnaz Muflih Khairul Ibad Rangkuti Muhammad Zakky Mubarak Musthafa Fadli Perkasyah Perkasyah Nasution, Sahraini Yamni Nurul Falah Puspita Sari Nasution Rahmah Fithriani Rini Deby Astria Lubis Rita Seroja Ginting Rizaldi Pulungan Sabrina, Darayani Salmiah, Maryati Sholihatul Hamidah Daulay Surya Wijaya Purnama Tanjung, Siti Rahma Ulfa Nurhasanah Ummi Hayati Sinaga Windy Afrida Yun Afifah, Nabila