Article Per Year (5 Year)
p-Index From 2021 - 2026
5.04
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This Author published in this journals
All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching MODELING: Jurnal Program Studi PGMI Edu-Ling: Journal of English Education and Linguistics JURNAL PENDIDIKAN TAMBUSAI Jurnal Informasi dan Teknologi The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Joal : Journal of Applied Linguistics Jurnal Kajian Ilmu Pendidikan (JKIP) Educate: Jurnal Ilmu Pendidikan dan Pengajaran Takuana: Jurnal Pendidikan, Sains, dan Humaniora 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 J-CEKI
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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Adapting Global ELT Syllabuses for Local Needs in Indonesian Secondary Schools Hasibuan, Kalayo; Ramadhani, Allya; Nuralya, Chelsea; Al Fuadi, Ashabu Thifla
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.252

Abstract

The use of global English language teaching (ELT) syllabuses in Indonesian secondary schools often creates problems because the content and examples do not always match students’ cultural contexts and learning needs. This qualitative, descriptive literature review examines how globally designed ELT syllabuses are adapted for Indonesian classrooms. Drawing on fifteen Scopus-indexed studies published between 2020 and 2025, including works by Zein et al. (2020), Hanifa et al. (2024), Nurteteng et al. (2024), Fudiyartanto (2024), and Al Fikri (2025), the review identifies common adaptation strategies, challenges, and resulting teaching practices. Findings show that teachers frequently modify global syllabuses by adjusting cultural content and simplifying language to fit local realities (Hanifa et al., 2023; Andriani, 2024). However, obstacles remain, such as limited school support, insufficient teaching materials, and mismatches between curriculum demands and school policies (Nurteteng et al., 2024; Pajarwati, 2021). Although previous studies provide useful insights, most fail to offer concrete models for adapting global ELT materials to Indonesia’s Merdeka Curriculum, highlighting the need for further research.
From Policy to Practice: How Teachers Interpret Curriculum Levels in Indonesian TEFL Contexts Frhasty, Bianca Aalya; Winertah, Meisarah; Santoso, Bayu; Hasibuan, Kalayo
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.258

Abstract

This paper synthesizes findings from prior studies that investigate English teachers’ perceptions and practices in implementing English curriculum policies for Teaching English as a Foreign Language (TEFL) in Indonesian classrooms. A total of 25 national and international research articles published between 2013 and 2025 were reviewed to describe how teachers understand curriculum policy, respond to curriculum change, and engage in continuous professional development. The review also explores challenges teachers face and strategies they employ when translating curriculum documents into classroom practices. The analysis identifies four recurring themes: (1) varied perceptions of curriculum policy documents, (2) gaps between conceptual understanding and classroom implementation, (3) the influence of teacher competence on curriculum enactment, and (4) forms of resistance and constraints that limit teachers’ awareness and adoption of curriculum guidelines. Overall, the findings highlight the critical role of teacher knowledge, competence, and institutional support in shaping curriculum implementation across classroom contexts, and suggest the need for more sustained professional development aligned with actual teaching realities.
Aligning Institutional Syllabuses with National Curriculum Goals in English Language Education Saputra, Ahmad Rangga Ary; Wati, Anggi Lisna; Wardana, Eka Nugraha; Hasibuan, Kalayo
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.292

Abstract

The alignment between institutional syllabuses and national curriculum goals is essential for ensuring coherence, educational quality, and effective learning outcomes. This study examines how English Language Education programs at the State Islamic University of Sultan Syarif Kasim Riau align their institutional syllabuses with national curriculum standards, particularly the Kurikulum Merdeka. Employing a qualitative descriptive research design, data were collected through document analysis of institutional syllabuses and semi-structured interviews with lecturers and curriculum coordinators. The findings indicate partial alignment, in which learning outcomes generally reflect national competencies, while inconsistencies persist in the implementation of instructional strategies and assessment practices. Key challenges include limited understanding of the national curriculum framework, insufficient structured professional development, and minimal collaborative curriculum planning. The study identifies curriculum mapping, outcome-based syllabus design, and collaborative professional development as strategic approaches to strengthening alignment. It concludes that sustained institutional commitment, continuous evaluation, and faculty collaboration are essential for achieving coherent and meaningful curriculum implementation in English language education.
Co-Authors Adha, Elsa Mulia Aini, Risma Sulistia Aisy Rambe, Fradhani Rihhadatul Aisyah Karlina Al Fuadi, Ashabu Thifla Amalia Putri Amalia, Anggiera Amanda Aindilalaty Andini Putri Anisa Faizah Avrilia Anisa, Nurul Annisa Rahmadira Arianti, Yumna Asrol, Arini Rahman Astuti, Neli Az-Zahra, Fathia Zawatha Azzahra, Zuhudiah Bila, Yashara Salsa Dersa, Sovie Lindaita Desta, Mutiara Efendi, Rahmi Maldini Ersyadila, Ghina Fidaraini Fadly, Khairul Faisal Amir Toedien Farhansyah, Muhammad Fayza Nur Amalia Fithri, Fadhila Alya Fitri Rahayu Fitriadi, Awliya Dara Fiveronika, Fiveronika Frhasty, Bianca Aalya Frista, Athyah Hairani, Zahra Hasibuan, Ahmad Sakti Alhamidi Helmalia Azahra Helmalia Azzahra Herlinda, Silvi Ingriyani, Megy Intania, Annisa Irawansyah, Egi Jannah, Nur Miftahul Jasmine, Najiyah Khairun Nisa Ledy, Aisan Lisaini, Ouvi Maitri Ramadhani Mardiah, Diah Mohd. Rafi Riyawi Muhammad Afif Muhammad Lowelfit Mutmainah Mutmainah Nanda, Rizka Nasution, Rahma Nathasya Nuralya, Chelsea Nurhalimah Nurhalimah Nurul Auliyah, Nurul Oktarina, Elsa Pertiwi, Agustina Pradita, Annisa Pujiati, Nayata Putri Putri Nilam Sari Putri, Rizka Zhafira Rahman, Fathir Nur Rahmawati, Euis Rahmi, Rika Ramadhani, Allya Ramadhani, Nur Ismi Ramadhona, Cindy Lutvi Regar, Lila Aprina Rusli, Febprianty Sahdiana Rahmadani Santoso, Bayu Saputra, Ahmad Rangga Ary Sari, Hannisa Wandan Siti Aisyah Rahayu, Siti Aisyah Steviona Eliza Sunawir, Nur Wulandari Suryani, Neni Fitri Dwi Syaharani, Cinta Nadhifa Syahrey, Rozaqey Alvey Vadilla, Nur Wardana, Eka Nugraha Waruwu, Wahyu Suhendra Wati, Anggi Lisna Winertah, Meisarah Yana, Lulu Dewi Yenita, Anjelina Yumna Arianti Zachry, Irena Sevia Zulhidah Zulhiddah, Zulhiddah