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All Journal Jurnal Celtic JELLT (Journal of English Language and Language Teaching) Wiralodra English Journal (WEJ) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat CONCEPT ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education Studies in English Language and Education International Journal of Science Education and Cultural Studies Room of Civil Society Development NaCoLET EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Panicgogy International Journal Room of Civil Social Development
Anggrarini, Natalia
Universitas Wiralodra, Indramayu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Needs Analysis for developing augmented reality-based critical reading materials for EFL students Ida Yulianawati; Zubaedah Wiji Lestari; Syafryadin Syafryadin; Natalia Anggrarini
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43391

Abstract

English has been a compulsory subject in higher education across Indonesia. However, concerns about students proficiency remain widespread. Despite the importance of integrating technology into English instruction, especially for enhancing critical reading and thinking skills, many teachers still rely on intuition rather than a systematic needs analysis when developing teaching materials. Consequently, the content often fails to address learners actual needs or improve language mastery effectively. This study aims to explore the specific needs and challenges EFL students face in developing critical reading skills and their perceptions of augmented reality (AR)-based materials used in such classes. A mixed-methods approach was employed, involving surveys and interviews with 79 purposively selected students from two private universities in West Java, Indonesia. Findings revealed that students commonly use online platforms as sources for critical reading activities. They acknowledged the importance of critical reading and expressed that AR significantly enhanced their engagement and fostered independent learning. Pedagogical advantages of AR-based materials included promoting multisensory learning, improving students critical literacy and confidence, increasing enjoyment, and supporting a student-centered approach to technology. Additionally, AR allowed for the integration of virtual and real-world element in meaningful learning environments, which helped reduce cognitive load. The students also recognized ARs role in expanding access to education by making learning experiences more inclusive, engaging, and responsive to diverse learning preferences. Overall, AR-based materials were perceived as a valuable tool to support the development of critical reading skills in English language education.
Analyzing teacher-developed modules in the Kurikulum Merdeka for senior high schools Atikah Wati; Natalia Anggrarini; Ela Meilisari
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i1.7190

Abstract

One of the key elements of the Kurikulum Merdeka is the transformation of traditional lesson plans into teaching modules. However, many teachers face difficulties in compiling these modules effectively. This study aims to analyze teacher-developed instructional modules and identify the challenges encountered during their development. Employing a qualitative case study design, data were collected through documentation analysis and interviews with four English teachers at senior high schools implementing the Kurikulum Merdeka. The findings reveal that several module components were incomplete, poorly described, or misunderstood by teachers, although most criteria outlined in the curriculum were technically fulfilled. Key challenges included unfamiliarity with new module components and terminology, limited insight into students’ prior English proficiency, insufficient training, inadequate reference materials, and a lack of supporting facilities. These obstacles, if persistent, may undermine the curriculum’s effectiveness. This study contributes practical insights by highlighting context-specific implementation barriers, emphasizing the urgent need for sustained teacher training and institutional support to strengthen module development and ensure successful curriculum integration.  Keywords: Teaching module; Teachers’ Challenges; Kurikulum Merdeka
Co-Authors Anes Nurul Bahari Ardianti, Indah Atikah Wati Atikah Wati Atikah Wati Atikah Wati Atikah Wati, Atikah Caterine Putri Octavia Dahlia Dahlia Dahlia Deuis Dian Rosdiana Deuis Dian Rosdiana Dian Rosdiana, Deuis Efendi, Nasori Ela Meilisari Fauziah, Ade Fitri Gina Larasaty Ikhbal Faturokhman Indah Trianasari Indra Nabila Zahra Indra Yoga Prawiro Intan Ali Indah Kardi Nurhadi Larasaty, Gina Lorentza, Lisa Paramitha Melawati Melawati Nasori Efendi Nurfatma Devi Prawiro, Indra Yoga Rohmaeni, Cecilia Roihatul Jannah Suwardi Syafryadin Syafryadin Titin Nurhayati Ma’mun Wulandari, Hana Yoga Prawiro, Indra Yulianawati, Ida Zubaedah Wiji Lestari