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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Review: Journal of English Education Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini International Journal of Research in Counseling and Education Journal of English Education and Teaching (JEET) Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Journal of English Language and Education Journal of Education Research al-fikrah: Jurnal Manajemen Pendidikan Studies in English Language and Education Eduvest - Journal of Universal Studies Conference Proceedings International Conference on Education Innovation and Social Science Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal Pendidikan Islam
Zainil, Yetti
Universitas Negeri Padang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Textbook Evaluation in Elementary Schools: An Approach Based on Early Childhood Development Fadila, Meisyani Gustri; Rozimela, Yenni; Zainil, Yetti
Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.2.374-387

Abstract

In early English education, textbooks strongly influence children’s language acquisition and development. Yet, many prioritize cognitive skills while neglecting emotional and physical growth, limiting their suitability for young learners. This study evaluates the English textbook My Next Words, developed under Indonesia’s Merdeka Curriculum, through an early childhood development lens encompassing cognitive, emotional, and physical dimensions. Using a descriptive design, data were collected from textbook analysis and semi-structured interviews with five English teachers in Lengayang District, Pesisir Selatan Regency, West Sumatra. The data were then analyzed by measuring the percentage of each dimension of children’s development to present the majority from three dimensions. The results of this study revealed that while the textbook effectively supports cognitive development (74.1%), it provides minimal attention to emotional (18.5%) and physical (7.4%) growth. Teachers further reported that activities were repetitive and cognitively oriented, restricting creativity and hands-on engagement. These findings highlight a significant gap in English for Young Learners (EYL) resources, where textbooks often lack balance across developmental domains. The study contributes to EYL and textbook development by underscoring the need for more holistic materials that foster not only language skills but also children’s emotional and physical growth.
Pelatihan Peningkatan Literasi Membaca Kritis untuk Penguatan Kompetensi Profesional Guru Sekolah Menengah Atas Fitrawati, Fitrawati; Zainil, Yetti; Ratmanida, Ratmanida; Tressyalina, Tressyalina
ABDI HUMANIORA: Jurnal Pengabdian Masyarakat Bidang Humaniora Vol 6, No 2 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdihumaniora.v6i2.133538

Abstract

The aim of this community service activity is to develop the professional competence of teachers from the critical reading literacy aspect of high school language teachers in Koto Tangah Padang sub-district (SMA Negeri 7, SMA Negeri 8, and SMA Negeri 13 Padang). The main problems that inspired this activity were 1) lack of teacher professional skills in teaching critical reading literacy, 2) lack of teacher understanding of strategies for teaching critical reading literacy, and 3) lack of media and critical literacy space in schools. To increase teacher literacy, the service team uses four stages of training, namely: a) planning stage, b) implementing stage, c) mentoring stage, and d) monitoring and evaluation stage. This activity involved 15 English and Indonesian teachers who took part in four face-to-face training sessions. The results obtained from this training were an increase in teachers' critical reading literacy skills based on a perception questionnaire distributed to teachers of 91.7% (very positive). It is hoped that later teachers will be able to design critical reading literacy teaching modules by applying good critical reading strategies and approaches to students.
ENGLISH TEACHERS’ VOICES ON CURRICULUM CHANGE AND IMPLEMENTATION OF THE MERDEKA CURRICULUM IN RURAL JUNIOR HIGH SCHOOLS IN INDONESIA JASRIAL, DEDI; SYARIF, HERMAWATI; ZAINIL, YETTI
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 2 (2023): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i2.2630

Abstract

Curriculum changes are crucial in modern education to adapt to society's needs and technological advancements. Yet, rushed or poorly considered alterations might disrupt education's flow and harm students' learning and progress. Hence, this study explores rural Junior High School English teachers' voices on curriculum changes and the Merdeka curriculum implementation regarding curriculum aspects. Employing a qualitative approach with a case study design, five English teachers from rural schools in Bengkulu Province, Indonesia, were selected purposively. Semi-structured interviews were carried out to collect data and those data were analyzed using an interactive model. The findings of this study indicate teachers' positive reception to curriculum changes, benefiting both students and educators. The Merdeka Curriculum's implementation fulfilled various aspects, such as goals, resources, and teaching methods, yet encountered hurdles, like inadequate facilities, assessment system awareness, and learning module development. Despite successes, teachers expressed the necessity for training and workshops to effectively integrate the Merdeka curriculum into their teaching practices. In conclusion, rural English educators exhibit optimism toward the Merdeka Curriculum, appreciating its advantages while acknowledging challenges related to resource scarcity and the need for enhanced training in curriculum execution.
Transforming Entrepreneurship Education Through Islamic Values: A Needs Assessment at an Islamic Higher Education Institution in Indonesia Yunita, Widia; Rozimela, Yenni; Zainil, Yetti
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.224

Abstract

This study conducts a needs assessment to support the development of Islamic value-based edupreneurship teaching materials for English Education students at STAI Hubbulwathan Duri. Specifically, it investigates students’ perceptions, needs, and expectations regarding the integration of Islamic values into entrepreneurial learning. Using a quantitative survey design, data were collected from 111 students through a questionnaire grounded in Albert Bandura’s Social Cognitive Theory. The findings reveal that students strongly recognize the importance of aligning business practices with Islamic ethics and aspire to an entrepreneurial identity that is spiritually meaningful, seeing business as a form of da’wah and social empowerment. However, they also identified shortcomings in current learning materials, including insufficient practical guidance, limited exposure to role models, and the absence of value-based assessment methods. These results highlight an urgent need for redesigned coursebooks that incorporate contextual case studies, hands-on learning opportunities, and evaluation approaches rooted in Islamic principles. As a needs assessment, this study concludes that a revised curriculum is essential for fostering competent, ethical, and socially responsible Muslim edupreneurs.
Co-Authors , Junaidi Annisa Elmida Rizma Annisa Krismadayanti Aryuliva Adnan Azhari, Zakiyurrahman budiyanti, kurnia Cicilia Ratna Sari Deby Oktaviani Rusdi Dini Deswarni Dony Efriza Elsy Fitri Yana Elsya Dwi Wahyuni Fadila, Meisyani Gustri Fadilah Zunuaris Fairatul Husna Daslin Fitrawati Fitrawati Fujinda Kardila Hanifha Kemalasari Hendra Eka Putra HERI WAHYUDI Hermawati Syarif Hermawati Syarif Hikmah, Sri Honesty Yonanda Ayudhia Jasrial, Dedi Junaidi, Elwa Lusi Marleni, Lusi M. Zaim M. Zaim Maitri Lusiana Mega Yulia Muhammad Alhadi Muliya, Zahrani Esa Nadya La Viola Nadya Zalviani NASUTION, DINA SYARIFAH Niken Safitri Nisa Fitri Novita Rahmadani Nur Hidayatillah Nurul Hapizah Damanik Oktavia, Witri Pertiwi Putri Primayadi Rafika Ramadhani Rahmi Mardianti Rahmi Maya Aulia Ramadhani, Fiona Ratmanida, Ratmanida Refnaldi Refnaldi Refnaldi Refnaldi Rizaldy Hanifa Rizki Dian Retno Rizkiyuni Yuni Chaniago Rizma, Annisa Elmida Safnil Arsyad Selvina Salsabila Sepyanda, Marsika Sherly Oktaviani Siti Rahimah Yusra Sitti Fatimah Syifa Fauziah Irsyad Tasia Putri Iglen Tasya Lavinska Agustin Titi Mulya Tressyalina Tressyalina Tyara Wulandari Uswatun Hasanah Yude Vonny Ardiel Wati, Siska Oktawidya Widia Yunita, Widia Yenni Rozimela Yola Afriliamanda Yude, Uswatun Hasanah Yunita Hutabarat Zaim, M