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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics LINGUAL: Journal of Language and Culture IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal SOLMA Linguistic, English Education and Art (LEEA) Journal Visipena Edu-Ling: Journal of English Education and Linguistics JELL (Journal of English Language Learning) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Proceedings of ISELT FBS Universitas Negeri Padang ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Prosiding National Conference for Community Service Project J-REaLL Journal of English Language Teaching and Learning (JETLE) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics Conference on Management, Business, Innovation, Education and Social Sciences (CoMBInES) Conference on Community Engagement Project (Concept) Indonesian Review of English Education, Linguistics, and Literature Miftahul Ulum LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Zaki, Leil Badrah
Universitas Internasional Batam
Aerospace Engineering Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Appreciative Listening Using Songs for Enhancing Learners' Comprehensibility of English Expression Purba, Sharon Maria Magdalena; Zaki, Leil Badrah
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.5004

Abstract

This study explores the impact of the implementation of appreciative listening using English songs on the development of students' knowledge of various expressions in English. In collecting data, 23 students from various majors and different universities were involved as participants. In this qualitative study, they were interviewed about their experiences in discovering the various uses of expressions in English songs and how their knowledge developed as they tried to explore the meaning of the expressions. They testified that through this learning method, their knowledge of the various units in the language increased and they even promoted this way of learning for other learners. The results showed that the concept of appreciative listening using songs helps learners increase their knowledge of English expressions. The involvement of songs in English courses was also proven to give a positive impact on the learning atmosphere and it also promotes autonomous learning. The results obtained from this study are in line with what researchers have found in the past; this method should be implemented in English learning for the wider community.
EFL Teachers’ Best Practices of Merdeka Curriculum Implementation in Batam Senior High Schools: Challenges and Opportunities Zaki, Leil Badrah; Wiwit, Jennifer; Marsevani, Maya; Pratiwi, Theodesia Lady
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14031

Abstract

The Merdeka Curriculum was introduced to address the need for a more flexible and responsive education system, which is crucial in a diverse country like Indonesia. Educational challenges vary significantly between urban and rural areas and public and private schools. This study investigates the factors that hinder the implementation of the Merdeka Curriculum and examines how English teachers apply it in senior high schools located in inland and hinterland areas of the Riau Islands region.. The methodology used a mixed-method approach. The research involved 30 English teachers—23 from island schools and 7 from hinterland schools. Data were gathered through questionnaires and semi-structured interviews, with 5 teachers providing in-depth insights during interviews. The results reveal significant gaps in implementation, particularly among hinterland teachers, where 42.9% reported limited adaptability. The finding shows that each teacher faces unique challenges, which include: 1) administrative costs, 2) adjustments to new curricular components, and 3) a lack of government support, all of which hinder successful integration of the curriculum. To successfully implement the Merdeka curriculum, the following are essential: 1) involvement and support from all parties, 2) comprehensive teacher training, and 3) teachers' readiness. This study emphasizes that the successful implementation of the Merdeka Curriculum depends on the active participation of every school, ensuring that there is readiness, support, and adaptation to the new educational framework.
Exploring Factors Influencing the Mental Preparedness of English Pre-Service Teachers for Professional Practice: A Mixed Methods Study Febria, Desty; Oinuma, Sachi; Zaki, Leil Badrah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14065

Abstract

Effective teaching in various situations depends significantly on English pre-service teachers' mental readiness, impacted by motivation, self-efficacy, teaching experience, and institutional support. Qualitative and quantitative cases consider was conducted with 60 Englihs pre-service teachers from diverse backgrounds. Thematic analysis revealed that inherent motivation and practical teaching experiences are vital for adaptability and certainty. In spite of a high level of self-assurance, numerous English pre-service teachers still struggle with classroom management and adjusting to new learning settings. Roughly 60% detailed their practical teaching experiences significantly affected their planning. The study adjusts with Bandura's social cognitive theory, highlighting how behavioral, relevant, and individual variables shape availability. To reduce stress and improve self-efficacy, organization back such as support and assets is basic. The study underscores the significance of integrating professional improvement, and hands-on teaching experiences into teacher preparing programs to make strides readiness. These discoveries propose that educational module ought to address English pre-service teachers' needs, influencing both teachers and policymakers. This investigate contributes to improving teaching quality and results by cultivating key aptitudes, certainty, and procedures. It emphasizes the need to refine teacher preparation programs to superior support English pre-service teachers' mental readiness in different educational settings.
Implementing National English Curriculum at Elementary Level Muhammad Juliansyah Bedrio D; Tharisa Aura Maharani; Diba Yuri Mustafa; Leil Badrah Zaki; Hilarius Raditya Priambada Purba
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): 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.v12i2.5603

Abstract

This research examines the educational programs at an elementary school in Batam City, Indonesia, incorporating both the national and Cambridge curricula. The goal is to identify key elements that improve the quality and efficiency of education. Data was gathered through observations, interviews with three English teachers, and documentation using a qualitative case study method. The study utilized an observation checklist and interviews modified from earlier research. The results show nine key components essential for successful teaching and learning: engagement, interaction, motivation and goals, diversity of approaches, professionalism and support, teamwork, organization and response, group projects and communication, and flexibility. Various methods were found to improve the quality of learning through engagement. Dynamic exchanges in interactivity enhanced participation and promoted ongoing improvement. Student engagement was fueled by motivation and clear objectives, as various teaching techniques accommodated different learning preferences. Professionalism, combined with guidance, involved a mix of firmness and empathy to assist students with their academic and emotional needs. Teamwork between educators and stakeholders enhanced teaching techniques. Effective planning and constructive feedback led to optimal learning outcomes. Collaborative tasks encouraged the development of teamwork and problem-solving abilities within groups. Ultimately, teachers were able to effectively address curriculum changes and student needs due to their adaptability. To sum up, the research highlights how integrating these factors is crucial in establishing a vibrant and supportive learning atmosphere, necessary for students to thrive in a globalized academic setting.
A Classroom Action Research: Using Quick Write Strategy to Improve Grade IX NPM Thailand Students’ Self-confidence in Writing Suksawai, Pawinee; Zaki, Leil Badrah; Prasodjo, Pandu
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.v13i1.6635

Abstract

The aims of this research are to implement a suitable teaching strategy for overcoming the students’ unconfident in writing by using quickwrite strategy and also tried to find how do the students perceive the implementation. This research employs a qualitative method which is action research. Purposive sampling was used in this reserch. The research participants were taken from students in the ninth-grade students, class five at Nongchok Phitthaya Nussorn Mattayom School, with 37 students. The instruments of the study are classroom action research with one group pretest-posttest design by using a paragraph writing test and a survey questionnaire which is the students’ satisfaction survey. The writer analyzed the data using SPSS 26 to see the total score and the range of written words. Participants' survey responses will be examined for common and recurring themes in their responses. The study's findings indicate that the Quickwrite strategy was effective in improving students' writing self-confidence because there was a development score between the pre-test, treatment 1, and post-test, which can be supported by the mean score of the written words by students in each test. The students had a good attitude and were more engaged in studying English writing with the quickwrite strategy.
Strategi Pembelajaran Interaktif untuk Mengembangkan Partisipasi Anak dalam Kegiatan Bahasa Inggris Nonformal Zaki, Leil Badrah; Pratiwi, Theodesia Lady; Purba, Hilarius Raditya Priambada; Gukguk, Vriskila Piolawanti Raja; Raswita; Azizah, Yulia Nur; Akbar, Malik
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20619

Abstract

Latar belakang: Pembelajaran bahasa Inggris di ranah nonformal masih menghadapi tantangan berupa rendahnya motivasi, rasa percaya diri, serta keterbatasan konsentrasi anak. Program ini bertujuan meningkatkan partisipasi dan keberanian anak dalam menggunakan bahasa Inggris melalui pendekatan interaktif di Sanggar Belajar Tunas Harapan. Metode: yang diterapkan mencakup permainan, lagu, aktivitas fisik, dan media visual, dengan mahasiswa berperan sebagai fasilitator. Hasil: kegiatan menunjukkan adanya peningkatan keterlibatan secara signifikan. Dari 25–30 peserta tiap pertemuan, sekitar 17–20 anak (65–70%) aktif menjawab pertanyaan, menunjukkan perubahan positif dibanding kondisi awal yang cenderung pasif. Lingkungan belajar juga menjadi lebih menyenangkan, kolaboratif, suportif, dan secara konsisten mendorong tumbuhnya rasa percaya diri serta solidaritas antarpeserta. Observasi memperlihatkan bahwa kegiatan bermain kontekstual dan pendampingan sederhana dapat memicu keberanian anak untuk lebih aktif mencoba berbahasa Inggris. Kesimpulan: ini menegaskan efektivitas metode interaktif dalam mendukung pembelajaran nonformal yang bermakna. Rekomendasi ke depan adalah memperluas variasi media ajar dan memastikan kesinambungan kerja sama dengan mitra lokal.
Enhancing Pre-School Students’ Vocabulary Skills through Digital Storytelling: A Classroom Action Research Theodesia Lady Pratiwi; Yowina Trisannia; Leil Badrah Zaki
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26595

Abstract

This classroom action research aimed to enhance preschool students’ vocabulary skills through the use of digital storytelling and to observe their engagement during the learning process. The study was conducted in two cycles, each consisted of two sessions with fourteen students aged five up to six years from a preschool class in Batam. Data was collected through pre and post-tests and classroom observations. Analysis involved comparing the mean test scores to assess vocabulary growth and using qualitative data from observations to evaluate the effectiveness of the digital storytelling actions within each cycle. The results demonstrated a significant improvement in students’ vocabulary mastery, evidenced by the average performance in the pre-test shifting to a very good category in the post-test. Furthermore, classroom observations confirmed higher levels of attention, enthusiasm, and interaction during the learning sessions. The findings confirm that digital storytelling is an effective and engaging method for vocabulary instruction in early childhood education. It supports vocabulary retention and student motivation even when applied with simple technology. This study recommends the integration of digital storytelling in early language learning and encourages future research to explore its long-term impact and application across various language skills.
EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum: A Qualitative Case Study in an Elementary School Nurlaily Nurlaily; Maya Marsevani; Leil Badrah Zaki
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15184

Abstract

The implementation of English language instruction in elementary schools under the K-13 curriculum has become widespread, yet there is limited understanding of how teachers interpret and apply the curriculum in their classrooms. This study aims to explore elementary school English teachers' interpretations of the K-13 curriculum and their pedagogical strategies. Adopting a qualitative descriptive approach, data were collected through classroom observations and structured interviews with three English teachers at the elementary level. The data were analyzed thematically, revealing key patterns in teaching strategies and challenges. Teachers reported using interactive methods, such as group discussions, student-centered activities, and technology integration, to engage students effectively. However, they faced significant challenges, including inadequate teaching resources, large class sizes, and limited time, all of which hindered the full implementation of the curriculum. These findings underscore the need for targeted professional development programs and improved resource allocation to address these challenges. The study provides actionable insights for policymakers and educators aiming to optimize English language teaching within the K-13 framework, emphasizing the importance of supporting teachers in overcoming obstacles to effective curriculum delivery.
Strengthening Vocational Students’ English Competence Through Technology-Supported Instruction Putra, Rizky; Febria, Desty; Zaki, Leil Badrah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11571

Abstract

This research focuses on examining how technology supports English language learning in the specific context of vocational high schools. Using a mixed-methods design, data were collected through questionnaires and interviews to capture students' perceptions and learning experiences. The research participants included 20 eleventh-grade students and one English teacher from a private vocational high school in Batam. The findings show that students expressed high enthusiasm for technology-based learning, especially in improving their writing skills and participating in group-based activities. Technology was also reported to increase motivation and participation, although challenges such as device limitations and school regulations were also noted. This research highlights the need for careful integration of digital tools in English language learning in vocational schools and recommends further research involving younger students preparing for higher education. The implication of this research is that technology can enhance English learning in vocational high schools by increasing students’ motivation, participation, and skill development especially in writing and collaborative tasks.
Implementing Pearson’s assessment framework in English language instruction: Insights from an Indonesian private high school Zaki, Leil Badrah; Kezhiandra, Gabby; Akbar, Malik; Pratiwi, Theodesia Lady
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24603

Abstract

Structured assessment regimes are instrumental in influencing classroom teaching and learning. For example, an international curriculum, such as Pearson, provides structured assessment cornerstones for teaching and learning. Yet, despite Indonesian secondary schools widely adopting it, existing literature predominantly focuses on curriculum design and alignment, while the substantial issue of classroom-level impact resulting from standardized assessment demands still remains underexplored. The present paper seeks to uncover the extent to which Pearson's structured assessment requirements are realized in the classroom and how they impact teaching and learning. The qualitative case study research method was utilized through classroom observations and interviews concerning two foreign English teachers in a private secondary school in Batam, Indonesia. Results show that the Pearson assessment system, comprising mechanisms like the prohibition of homework, assessment by means of rubrics, and instant feedback, has brought in student engagement and reduced stress through steadiness and transparency in assessment. Nevertheless, strict timetables for exams and standard formats that are imposed on the teachers out of the core systems have led to a reduction of teachers' pedagogical freedom and an increase in their administrative workload. The systemic pressures, such as real-time assessment demands and rigid accountability structures, pose significant challenges, particularly in resource-constrained environments with diverse learner readiness. The study contributes to theoretical debates on standardized assessment by showing how tightly aligned frameworks compress pedagogical flexibility while demanding high instructional precision. The findings emphasize the need for more adaptable assessment frameworks that balance accountability and teacher autonomy as well as continuous student engagement.
Co-Authors Adila Jefiza Aga Data Akbar, Malik Andien, Andien Aisyah Putri Anisa, Qkhoirin Arya Dita Asep Suryana Balqish, Nurhayati Celvin Celvin Destrin Destrin Destrin, Destrin Diba Yuri Mustafa Elvyra Elvyra Elvyra, Elvyra Febria, Desty Gabriela Micheline Slikker Gabriella Jap Gery Phua Gukguk, Vriskila Piolawanti Raja Ilmayana, Annisa Gina Jekson Jekson Jo Sua Jonathan Alexander Kaur, Bal Janatte Raj Kezhiandra, Gabby Lailliyah, Syafi’atul Mamusung, Zico Kevin Maria Magdalena Purba, Maria Magdalena Marsevani, Maya Melyarisman, Tasya Muhammad Juliansyah Bedrio D Muhammad Raihan Nafa Indah Sasmi Nugraha, Hendra Nugroho, Shabrina Shalma Nurlaily Nurlaily Oinuma, Sachi Prasodjo, Pandu Pratiwi, Theodesia Lady Purba, Angelina Trisnauly Purba, Hilarius Raditya Priambada Purba, Sharon Maria Magdalena Putri, Andien Aisyah Raswita Richi San Triadi Rizky Putra, Rizky Sabarina Moksin SALSABILA, ANNISA Samuel Samuel Sasmi, Nafa Indah Siska, Kharisma Anjar Suksawai, Pawinee Tambunan, Irwan Palar Hasudungan Tansri, Frandy Tharisa Aura Maharani The, Desmond Theodesia Lady Pratiwi Theodesia Lady Pratiwi Togatorop, Sarah Ayuandri Trisnauly Purba, Angelina Wiwit, Jennifer Yowina Trisannia Yulia Nur Azizah, Yulia Nur