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All Journal Journal of Education and Learning (EduLearn) English Review: Journal of English Education Dinamika Jurnal Pendidikan Dasar IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LEKSIKA Journal of English Language Teaching and Linguistics English Learning Innovation (englie) Journal of Education Research Jurnal Pengabdian Masyarakat Bestari (JPMB) Journal of Language, Literature, and Arts (JoLLA) Surakarta English and Literature Journal Jurnal Pendidikan Progresif Journal of Research and Educational Research Evaluation Jurnal VARIDIKA
Faisal Faisal
Universitas Muhammadiyah Purwokerto
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Challenges in the Implementation of the Kurikulum Merdeka at a Senior Secondary School: Perspectives of Experienced and Inexperienced English Teachers Faisal; Hanifah, Lulu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5842

Abstract

This study investigated challenges in implementing Kurikulum Merdeka at the senior secondary school level, focusing on teaching English in the Curriculum 2013 and Kurikulum Merdeka (KM). It used document analyses to examine relevant curriculum documents and identify English teachers in Indonesia. It used in-depth semi-structured interviews to gain insights into two experienced and two inexperienced English teachers' challenges when implementing KM. The findings suggest that, notwithstanding their lengths of teaching experience, the teachers from both groups had similarities and differences regarding their reported challenges when they implemented KM. In terms of the similarities, their replies primarily focused on learning time and students’ reluctance towards learning English. They, however, had some prominent differences. The experienced teachers asserted more challenges in managing student-centered learning when learning and found it difficult to combine English subjects with other subjects. This study contributes to a better understanding of the implementation of KM in senior secondary schools. It provides valuable insights for English teachers and educators implementing the KM. It finally recommends that professional development programs emphasize enhancing teachers’ knowledge and competencies in applying student-centered learning activities and providing more teaching practice rather than administration management.
Experienced and Inexperienced Secondary-School English Teachers’ Strategies and Challenges in Teaching Speaking Using Blended Learning Faisal, Faisal; Rakhmasari, Juwita
Journal of Research and Educational Research Evaluation Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the strategies and challenges of implementing blended learning in teaching speaking instructional activity at the secondary school level in the Indonesian context. It employed in-depth semi-structured interviews to gain insights into the challenges and strategies encountered by two experienced and two inexperienced English teachers when implementing blended learning. The study findings suggest that the teachers from both groups reported similar strategies and challenges in their speaking instructional activities. Concerning the similarities, they reported using technological-based learning tools and encountering challenges regarding students’ linguistic competencies and infrastructures. Both teacher groups differed in their reported implementations of blended learning and applications of communicative instructional strategies. The study contributes to a better understanding of English language instruction in the Indonesian context. It provides valuable insights for English language teachers and educators in designing effective language teaching programs that align with the standards outlined in the Indonesian curriculum documents. It finally recommends that professional development programs focus on improving teachers’ teaching skills in utilizing appropriate educational technology and communicative activities.
From awareness to adoption: English teachers’ artificial intelligence acceptance in junior high schools Faisal Faisal; Nirma Oktaviana Harningsih; Razlina Razali
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42559

Abstract

This study investigates the level of artificial intelligence acceptance (AIA) among 35 English teachers from junior high schools in a regency in Central Java Indonesia. Using a descriptive quantitative design, data were collected through a closed-ended questionnaire, which measured six indicators: perceived usefulness, perceived ease of use, self-efficacy, anxiety, attitude toward use, and behavioral intention. The results revealed a high overall level of AIA, with a mean score of 3.86. The highest mean scores were observed in perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention, suggesting that teachers recognize the relevance and benefits of artificial intelligence in supporting instructional activities. Conversely, self-efficacy and anxiety were at moderate levels, indicating a critical gap: while teachers accept AI, they still experience limited confidence and psychological barriers to independent adoption. This study contributes to the field by providing a baseline descriptive analysis of the readiness of in-service English teachers. It confirms the centrality of perceived usefulness but also underscores that self-efficacy and anxiety function as critical limiting factors in implementation readiness. The findings highlight the need for targeted professional development and institutional support that emphasizes hands-on training to strengthen competence and reduce anxiety.
Communicative Competence: Its Implications for English-as-a-Foreign-Language Teachers in Indonesia Faisal Faisal
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8226

Abstract

This paper forms part of a broader study investigating the competencies required of secondary-school English teachers and the implications of communicative competence for teaching English as a foreign language (TEFL) within the Indonesian context, as emphasized in national curriculum documents. Employing a document analysis methodology, the study examines these curriculum frameworks to identify key implications for English language teachers at the secondary level in Indonesia. The findings highlight essential considerations for instructional practices, including an emphasis on fluency, student-centered learning, and communicative-based approaches. Specifically, the study suggests that English teachers in Indonesia should prioritize fluency over accuracy, adopt student-centered pedagogies, and integrate communicative strategies to facilitate effective language acquisition and help students achieve desired learning outcomes. By enhancing the understanding of TEFL practices in Indonesia, this study offers valuable insights for English language educators in designing effective teaching programs that align with the competencies outlined in the national curriculum.
The ‘Utilitarian-Anxiety Paradox’: A TAM-based Analysis of Junior High School English Teachers’ Artificial Intelligence Acceptance Faisal Faisal; Maulida Qurrota A'yunina; Condro Nur Alim; Jiraporn Yiamkhamnuan
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1130-1155

Abstract

Despite the widespread perception that artificial intelligence (AI) has the potential to transform English teaching, the psychological dimension of teachers’ acceptance, particularly the coexistence of high perceived usefulness and persistent anxiety, remains under-theorized in the Indonesian junior-secondary context. Using the Technology Acceptance Model (TAM), this study aimed to (1) determine the level of AI acceptance among junior high school English teachers in Indonesia and (2) investigate the factors shaping it, especially the proposed ‘utilitarian-anxiety paradox.’ In a quantitative cross-sectional survey, 42 teachers completed a Likert-scale instrument derived from Wang et al. (2021), measuring six TAM constructs: perceived usefulness (PU), perceived ease of use (PEU), self-efficacy (SE), anxiety (AN), attitude toward use (ATU), and behavioral intention (BI). Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and a moderation analysis. Overall acceptance was high (M = 3.96), with PU (M = 4.32) and BI (M = 4.08) rated most positively. At the same time, anxiety remained moderate (M = 3.54), and analysis showed that anxiety did not decrease with teacher perception of AI as more useful or easier to use. A multiple linear regression model explained 70.6% of the variance in behavioral intention (R² = .706, p < .001); emotional comfort (reverse-scored anxiety) was the strongest predictor (β = .427), followed by PU (β = .366) and SE (β = .334). In contrast, PEU was not significant (β = -.105). Although anxiety did not significantly moderate the usefulness–intention relationship overall (p = .13), a simple-slopes analysis indicated that perceived usefulness mattered most when teacher anxiety was high. These findings provide evidence for a ‘utilitarian-anxiety paradox,’ suggesting that positive usability perceptions do not fully account for teachers’ emotional readiness to adopt AI, and call for context-sensitive professional development to build digital resilience in Indonesian secondary settings. Keywords: artificial intelligence acceptance, english teachers, junior high schools.
Co-Authors Ambar Pujiyatno Bambang Suroso Condro Nur Alim Condro Nur Alim Elfa Novelia Feisal Aziez Furqon, Miftahul Hanifah, Lulu Jiraporn Yiamkhamnuan Krisna Suwandita Lutfi Istikharoh Maulida Qurrota A&#039;yunina Miftahul Furqon Nadiya Nur Putri Nirma Oktaviana Harningsih Primita Arif Carabella Rakhmasari, Juwita Razlina Razali Saefurrohman Santhy Hawanti Shelia Anjarani Tono Suwartono Yasinta Wulandari