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All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching MODELING: Jurnal Program Studi PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar Edu-Ling: Journal of English Education and Linguistics JURNAL PENDIDIKAN TAMBUSAI The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Joal : Journal of Applied Linguistics Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Penelitian Ilmu Pendidikan Indonesia Innovative: Journal Of Social Science Research IJLHE: International Journal of Language, Humanities, and Education Algebra ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan Jurnal Cendekia Ilmiah
Kalayo Hasibuan
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Curriculum Development For 21st Century Skills: Trends, Challenges, and Solutions Hasibuan, Kalayo; Ledy, Aisan; Az-Zahra, Fathia Zawatha
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 4 (2024): Desember
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i4.2660

Abstract

Curriculum development for 21st century skills is becoming an important focus in global education. This article explores key trends such as technology integration, project-based learning and cross-disciplinary approaches. Challenges include limited infrastructure, resistance to change and the need for adequate teacher training. Through literature analysis and case studies, strategic solutions such as policy alignment, collaboration between stakeholders and the adoption of innovative technologies are proposed to overcome these obstacles. This article highlights the importance of a holistic approach in crafting a curriculum that is relevant to the needs of modern society, ensuring students have skills such as critical thinking, collaboration and digital literacy. The findings provide guidance for educators, policymakers and researchers in designing adaptive and sustainable education.
Teaching Speaking As A Productive Skill Hasibuan, Kalayo
Journal of English and Arabic Language Teaching Vol 3, No 1 (2012): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The term of productive skills according to Harmer (2007) is the language skills where the students produce the language themselves. The language language skills that are categorized into productive skills are speaking and writing. While, reading and listening are as receptive skills.Both components of skills depict  how language as means of communication works. These skill components are messages delivered through spoken and printed texts that are produced by language learners.  The messages produced by students in spoken form are categorized as speaking; while the messages produced by students through written form are writing. Both skills are prescribed in the following chart.
Teaching Writing as Productive Skills Hasibuan, Kalayo
Journal of English and Arabic Language Teaching Vol 4, No 2 (2013): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Pengajaran ‘writing/menulis’ sebagai keterampilan berbahasa yang tergolong dalam ‘productive skills’ menuntut guru bahasa Inggris untuk mengarahkan peserta belajar untuk bereksperesi dalam bentuk bahasa tulisan yang membutuhkan elemen-elemen keterampilan berbahasa seperti penggunaan pilihan kata yang tepat, penulisan ejaan kata yang tepat, dan penulisan kalimat-kalimat yang terterima menurut kaidah-kaidah bahasa. Kesemua elemen-elemen tersebut berbeda dengan penerapan keterampilan berbahasa ‘speaking/berbicara’, yang mana tatkala berbicara, pembicara dapat menggunakan isyarat, penggunaan ekspresi wajah, dan juga mengajukan pertanyaan. Penulis menawarkan komponen pembelajaran menulis seperti praktek dan tujuan menulis, bagaimana menyusun isi dan pengalaman-pengalaman belajar untuk pengajaran menulis, pendekatan-pendekatan menulis, pengajaran menulis berbasis teks,dan peran teknologi untuk mengajarkan keterampilan menulis dalam bahasa Inggris.
Curriculum Standards Development of the Implemented CBI Model in the Context of UIN Suska Riau Hasibuan, Kalayo
Journal of English and Arabic Language Teaching Vol 9, No 1 (2018): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Content-based Instruction (CBI) has three most commonly known models. This article presents a Theme-based as one of the CBI models that has been implemented in integrating content and language for teaching students in higher education. The implemented model needs to be developed to keep up with new challenges and to be aligned with the curriculum standards and the students’ needs. Therefore, curriculum standards development is described to show the matrix of curriculum targets from personal or general-related goals to academic or work-related goals. Then, as the consequence of the curriculum standards development, a high possibility to implement two other types of CBI, namely the Sheltered Model and the Adjunct Model is also described.
Developing Faith-Based Environmental Literacy through English Language Education Auliyah, Nurul; Zachry, Irena Sevia; Yenita, Anjelina; Hasibuan, Kalayo
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.843

Abstract

Dalam menghadapi krisis lingkungan global pendekatan pendidikan yang mendorong tanggung jawab ekologis berbasis nilai sangat penting. Studi ini mengusulkan sebuah model untuk mengintegrasikan prinsip-prinsip keagamaan ke dalam pendidikan bahasa Inggris (ELE). Tujuan dari model ini adalah untuk menjembatani perbedaan antara peran pendidikan lingkungan yang praktis dan peran moral komunitas beragama. Kelas ELE dianggap cocok untuk meningkatkan literasi lingkungan yang dianggap sebagai kewajiban religius. Kerangka Literasi Lingkungan Berbasis Iman diciptakan melalui analisis tematik teks keagamaan dalam penelitian ini. Metode kualitatif berbasis desain digunakan dalam penelitian ini. Selanjutnya kerangka ini diubah menjadi materi pelajaran ELE seperti RPP dan tugas berbasis proyek. Potensi efektivitas integrasi ditunjukkan oleh analisis yang berasal dari penelitian sebelumnya bukan kerja lapangan. Siswa menunjukkan keinginan untuk bertindak dan rasa tanggung jawab yang lebih besar yang tercermin dalam gagasan seperti khalifah (kepemimpinan). Hasil penelitian menunjukkan bahwa jika dibandingkan dengan pendekatan sekuler semata etika dan narasi keagamaan dapat memberikan makna yang lebih mendalam bagi pendidikan lingkungan. Model ini menghubungkan pembelajaran bahasa dengan prinsip-prinsip lingkungan yang kuat yang tertanam dalam keyakinan keagamaan dan dapat direplikasi untuk mendorong pedagogi yang luas
INTERCULTURAL TASKS FOR GLOBAL COMMUNICATION SKILLS Kalayo Hasibuan; Yulia Stevani; Nursyahfitri H; Khoiri Alhabsy; Alia Riska
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51465

Abstract

Intercultural communication skills are increasingly important in the modern global era because people from different cultural backgrounds interact more frequently in education, business, technology, and social life. This paper discusses the implementation of intercultural tasks as a strategy to improve students’ global communication skills. Intercultural tasks refer to learning activities that encourage students to understand, respect, and communicate effectively with people from diverse cultures. The study uses a qualitative descriptive method by reviewing several educational practices and theories related to intercultural learning. The findings show that intercultural tasks help students develop communication competence, cultural awareness, empathy, collaboration, and critical thinking. Activities such as cultural discussions, role plays, online collaboration, presentations, and international projects provide opportunities for learners to practice real-life communication in multicultural contexts. In addition, students become more confident in expressing opinions and understanding cultural differences positively. The discussion highlights that teachers play an important role in designing meaningful intercultural activities that support active participation and open-minded attitudes. Therefore, intercultural tasks can be considered an effective approach to preparing students for global interaction and communication in the twenty-first century.
TEACHER CHALLENGES IN IMPLEMENTING TBL (TASK-BASED LEARNING) Kalayo Hasibuan; Annisa Reni Amanda Putri; Shandy Dwi Ramadhani; Annisa Herlen Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51679

Abstract

Task-Based Learning (TBL) is one of the language teaching approaches that emphasizes the use of meaningful tasks to improve students’ communication skills. This study aims to identify the challenges faced by teachers in implementing TBL in the classroom. The method used in this paper is descriptive qualitative through literature review and analysis of previous studies related to TBL implementation. The findings show that teachers experience several obstacles, including limited understanding of TBL concepts, lack of time management, students’ low participation, large classroom sizes, and insufficient teaching resources. In addition, teachers often face difficulties in designing appropriate tasks that match students’ proficiency levels. Despite these challenges, TBL remains an effective approach in enhancing students’ engagement and communication abilities when implemented properly. Therefore, teacher training, adequate facilities, and institutional support are necessary to maximize the implementation of TBL in language learning.
MULTIMODAL TASKS USING DIGITAL STORYTELLING IN EFL CLASSROOMS: A NARRATIVE LITERATURE REVIEW Hasibuan, Kalayo; Ahmad Putri, Farhana Afifah; Al-Qusairi, Imam; Nuraini, Lutfia; Alfath, M Jihad Sabilillah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51977

Abstract

The integration of multimodal tasks and digital storytelling has emerged as a significant pedagogical approach in English as a Foreign Language (EFL) education. This article undertakes a narrative literature review to examine how multimodal tasks incorporating digital storytelling have been implemented in EFL classrooms, what theoretical frameworks underpin their use, and what benefits and challenges have been documented in the literature. Drawing on 30 studies published between 2015 and 2025 from Scopus, DOAJ, and Google Scholar, this review identifies three major themes: (1) the role of multimodality in enhancing language acquisition, (2) digital storytelling as a bridge between cultural and communicative competence, and (3) the pedagogical and technological challenges of implementation. Findings reveal that multimodal digital storytelling tasks significantly improve learners' speaking, writing, and intercultural competence, while also fostering creative and critical thinking skills. However, unequal access to technology, limited teacher training, and insufficient time allocation remain persistent barriers that must be addressed to ensure equitable implementation of multimodal instruction in EFL contexts.
THE IMPLEMENTATION OF SDG-ORIENTED PROJECTS IN EFL INSTRUCTION: A DESCRIPTIVE QUALITATIVE REVIEW Hasibuan, Kalayo; Fadhila Akbar Damanik, Reyziq; Aalya Frhsty, Bianca; Sri Hafsah, Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52044

Abstract

The integration of Sustainable Development Goals (SDGs) into English as a Foreign Language (EFL) instruction has received growing attention as part of efforts to promote sustainability-oriented education. This study aims to examine the implementation of SDG-oriented projects in EFL instruction, their pedagogical benefits, challenges, and implications for teaching practice. Employing a descriptive qualitative design through library research, the study analyzed journal articles, books, conference proceedings, and official documents related to SDGs, Education for Sustainable Development (ESD), Project-Based Learning (PBL), and EFL instruction. The findings reveal that SDG-oriented projects are primarily implemented through Project-Based Learning (PBL), Digital Project-Based Learning (DPBL), collaborative learning activities, classroom discussions, and sustainability-oriented instructional materials. These approaches contribute to the development of students’ language skills, critical thinking, global awareness, intercultural competence, digital literacy, and social responsibility. However, their implementation remains constrained by limited teacher preparedness, insufficient instructional resources, technological limitations, and the uneven representation of sustainability themes in learning materials. The study highlights the importance of contextualized learning practices, teacher professional development, and institutional support to facilitate the effective integration of SDGs into EFL instruction.
TASK-BASED VOCABULARY DEVELOPMENT STRATEGIES Kalayo Hasibuan; Ahmad Gozali; Diva Cahyani Rezky; Fadilla Refahtunisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52279

Abstract

 Vocabulary mastery is one of the essential components in English language learning because it supports students’ ability to communicate effectively. However, many students still experience difficulties in learning and using English vocabulary due to traditional teaching methods that emphasize memorization rather than meaningful communication. This article discusses Task-Based Vocabulary Development Strategies as an effective approach for improving vocabulary acquisition among English as a Foreign Language (EFL) learners. The study employed a qualitative descriptive library research design by analyzing theories, books, journal articles, and previous studies related to Task-Based Language Teaching (TBLT) and vocabulary instruction published between 2000 and 2025. The findings indicate that task-based activities such as information-gap tasks, role plays, problem-solving activities, story completion tasks, and vocabulary games significantly improve vocabulary retention, learner motivation, classroom interaction, and communicative competence. In addition, task-based learning encourages students to use vocabulary actively in meaningful communication contexts. The study concludes that task-based vocabulary learning is highly beneficial for EFL classrooms because it creates interactive and student-centered learning environments. Therefore, teachers are encouraged to implement communicative tasks to improve students’ vocabulary mastery and engagement in English learning. Keywords: Task-Based Learning, Vocabulary Development, EFL, Language Teaching, Communicative Learning
Co-Authors Aalya Frhsty, Bianca Adha, Elsa Mulia Agustia, Nada Ahmad Gozali Ahmad Putri, Farhana Afifah Al-Qusairi, Imam Alfath, M Jihad Sabilillah Alia Riska Amalia Putri Amalia, Anggiera Amanda Aindilalaty Andini Putri Anisa, Nurul Annisa Herlen Putri Annisa Reni Amanda Putri Arianti, Yumna Astuti, Neli Az-Zahra, Fathia Zawatha Azzahra, Zuhudiah Bila, Yashara Salsa Choirunnisyak Dersa, Sovie Lindaita Desta, Mutiara Dinda Azizah Diva Cahyani Rezky Dwi Putri , Shalsabila Eka Syaputra, Ilham Endang Sri Ranti Ersyadila, Ghina Fidaraini Fadhila Akbar Damanik, Reyziq Fadhilatun Khoiriyah Fadilah, Rosikhatul Fadilla Refahtunisa Fadly, Khairul Farhansyah, Muhammad Faturrahman, Farhan Fayza Nur Amalia Febrian, Kevin Fitri Rahayu Fiveronika, Fiveronika Frista, Athyah Gusnaeni, Reni Hairani, Zahra Hasibuan, Ahmad Sakti Alhamidi Helmalia Azahra Helmalia Azzahra Herlinda, Silvi Ingriyani, Megy Intania, Annisa Iqbal Syahputra Irawansyah, Egi Jannah, Nur Miftahul Jannah, Satya Jasmine, Najiyah Julianida, Elsa Khairun Nisa Khoiri Alhabsy klaudia, sindi Ledy, Aisan Lestari, Azlin Lisaini, Ouvi M. Surya Abdi Maitri Ramadhani Mardiah, Diah Mohd. Rafi Riyawi Mufida Azzahro, Azizah Muhammad Afif Muhammad Lowelfit Mutmainah Mutmainah Nabila, Safna Khoiro Nadiatul Khair Nafiis Kelanit, M Yusuf Nanda, Rizka Nasution, Rahma Nathasya Natasya Jihan Fadila Nuraini, Lutfia Nursyahfitri H Nurul Auliyah, Nurul Oktarina, Elsa Oktaviani, Rizka Pertiwi, Agustina Pradita, Annisa Pujiati, Nayata Putri Putri Adinda Putri Nilam Sari Putri, Rizka Zhafira Rahman, Fathir Nur Rahmawati, Euis Rahmi Dalimunthe, Nazhifah Rahmi, Rika Ramadhani, Nur Ismi Ramadhona, Cindy Lutvi Regar, Lila Aprina Reosta Ayu, Ica Saftari, Anggri Samsul Arifin , Muhammad Sari, Hannisa Wandan Shandy Dwi Ramadhani Siti Aisyah Rahayu, Siti Aisyah Sri Hafsah, Dewi Steviona Eliza Sunawir, Nur Wulandari Suryani, Neni Fitri Dwi Syaharani, Cinta Nadhifa Syahrey, Rozaqey Alvey Tri Rahmat Ragil Safaat Ulya, Zainatul Vadilla, Nur Waruwu, Wahyu Suhendra Winda Nurhaliza Yana, Lulu Dewi Yenita, Anjelina Yulia Stevani Yuliani Puspita, Suci Yumna Arianti Zachry, Irena Sevia Zulhidah Zulhiddah, Zulhiddah