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All Journal Journal of English Language Teaching AL ISHLAH Jurnal Pendidikan Jurnal Educative: Journal of Educational Studies Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks Jurnal Educative: Journal of Educational Studies International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Rani, Yati Aisya
Universitas Negeri Padang
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Transportation Other

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Journal : Journal of English Language Teaching

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TEACHER’S CHALLENGES IN USING GAME-BASED-LEARNING MEDIA FOR YOUNG LEARNERS AT SD RK II FRANSISKUS PADANG Sari, Nadea Kirana; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i1.133300

Abstract

The primary objective of this study is to analyze the challenges faced by English teachers in implementing Game-Based Learning (GBL) for young learners at SD RK II Fransiskus Padang. This research employs a qualitative descriptive design, with data collected through interviews. The methodology focuses on identifying technological, pedagogical, and content-related challenges in GBL implementation.The findings reveal that technological challenges include limited student access to mobile devices and the absence of interactive monitors, hindering direct engagement. Pedagogically, while GBL enhances motivation and participation, it also creates classroom management difficulties, leading to teacher exhaustion. To address disengaged students, teachers use adaptive grouping strategies. In contrast, no major content-related challenges were found, as teachers can easily access suitable learning materials online.In conclusion, despite technological and pedagogical challenges, GBL remains an effective method for improving student engagement in English learning. Schools should invest in better technological resources, and teachers need to refine classroom management strategies to maximize GBL’s benefits. Future research could explore strategies to further enhance GBL implementation and its long-term impact on student learning outcomes. 
Students' Self-Reflection in their Grammar Learning at English Department of UNP Maulana, Ivan; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135675

Abstract

This study aims to describe students’ self-reflection practices in grammar learning among students of the English Language Education Study Program at Universitas Negeri Padang (UNP). The main focus of the research includes the forms of self-reflection employed by students, their perceptions of its importance, and the challenges they encounter in applying self-reflection throughout the grammar learning process. A qualitative descriptive approach was used, with data collected through in-depth interviews. The interview questions were based on seven key indicators of self-reflection: journaling, talking with peers, practicing mindfulness, engaging in creative expression, spending time alone, attending counselling, and speaking or podcasting. The population of this study consisted of students who had completed all grammar courses in the English Education Program at UNP. The findings indicate that most students engage in self-reflection as part of their learning routine, either through written journals or personal contemplation. Students acknowledge that self-reflection aids in recognizing their weaknesses, correcting errors, and deepening their understanding of grammar. However, several challenges were identified, including a lack of guidance from lecturers, time constraints, and low levels of self-awareness among some students. These findings emphasize the vital role of self-reflection in enhancing the effectiveness of grammar learning and point to the need for institutional support to systematically incorporate reflective practices into the learning process.
Co-Authors Afif, Ahmad Fajar Azhar Jaafar Ramli Dinovia Fannil Kher Dinovia Fannil Kher Efendi, Agfa Febriani Chuzilfa Arief Ira Lestari Kifli, Rifa Nabila Maulana, Ivan Monaliza, Monaliza Nofrina Eka Putri Novi Dwi Amelia Putri Nurmela, Nurmela Putri, Rani Andika Ramli, Azhar Jaafar Sari, Nadea Kirana Tri Ayunda Nurmalita