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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 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 PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Prosiding National Conference for Community Service Project Journal of Research on English and Language Learning (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 Journal of Language and Literature Studies 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 Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Prescribing English, producing silence: How English classes in the medical vocational school systemically undermine communicative competence Hendra Nugraha; Diba Yuri Mustafa; Leil Badrah Zaki
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.v7i1.24706

Abstract

While English for medical purposes (EMP) is indispensable for the advancement of global healthcare, empirical investigations into its application within Indonesian medical vocational schools (MVS), which serve as a pivotal contributor to the national labor force, remain limited. In order to address this gap, the present study explores EMP within a strategically selected MVS in the Riau Islands through a mixed-methods research design. Data were collected through semi-structured interviews with both administrative personnel (n=2) and educators (n=3), in addition to a perception survey administered to students (n=111). The findings indicate a pronounced disjunction between policy and practice. Despite the institutional strategy emphasizing English as a tool for enhancing employability, operational deficiencies are evident, including an absence of proficiency-based student categorization and an excessive focus on passive, assessment-centered learning. The survey findings further substantiate this observation: while students indicate a degree of skill enhancement, the domain of speaking is perceived as the weakest, which corresponds with classroom observations that predominantly feature monologic presentations rather than interactive dialogues. The study concludes that without a pedagogical transition toward fostering active communication, the strategic objective of cultivating globally competent graduates is risked. Limitations of this research include its reliance on a single-institution sample. Practical implications suggest the necessity for curricular reform that emphasizes authentic, interactive tasks and the establishment of internal proficiency standards. Future research endeavors should investigate the longitudinal effects of such reforms across various MVS environments.
Transformasi Posyandu menjadi Pusat Pembelajaran Interaktif bagi Anak Usia Sekolah Dasar melalui Kegiatan PKM: Transforming Posyandu into an Interactive Learning Center for Elementary School Children through the Student Creativity Program Theodesia Lady Pratiwi; Leil Badrah Zaki; Desty Febria; Maya Marsevani; Arya Putra Lievi Darwan; Lawrence Andrean; Chariyani Tindaon; Inne Dasilva Angel; Reysa Vita Intan; Kristela Novena Gultom
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 5 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i5.10649

Abstract

Student Service Activities (PKM) were carried out to provide an alternative learning space for elementary school-aged children in the Tiban Palem Housing Complex, Batam City, by utilizing the Bougenville 3 Health Post as an interactive learning center. The program was designed to address the limited access to non-formal learning facilities while providing an enjoyable and meaningful experience in learning basic English. The implementation method employed a thematic, communicative, participatory, and multimodal approach, integrating songs, educational games, visual media, and creative tasks. The program participants were 37 children aged 6–14 years, divided into two groups based on grade level. The results of the activities showed that the majority of participants (70–85%) were able to master the target vocabulary and construct simple sentences in accordance with the learning objectives. Observations also revealed increased motivation, active engagement, and self-confidence among the children in their oral use of English. Additionally, parental responses were highly positive, as evidenced by high ratings of learning quality (76.2%) and material suitability (81%), and by children's enthusiasm exceeding 95%. Overall, this program has succeeded in strengthening the role of posyandu as a community-based educational space, improving basic language skills, and building close collaboration between universities and the community. For sustainability, it is recommended that volunteer training and the development of similar programs in other areas be implemented.
The Implementation of Think-Pair-Share to Improve Students’ Speaking Skills: A Classroom Action Research Yulia Nur Azizah; Leil Badrah Zaki; Willy Santi Puji Pangastuti
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.57-72

Abstract

Speaking skills remain a challenge for many students because of low self-confidence, limited vocabulary, and limited opportunities to participate actively in classroom learning. Therefore, learning strategies are needed to encourage students’ participation and speaking practice. This study aimed to explore the implementation of the Think-Pair-Share (TPS) strategy in English speaking activities and describe changes in students’ speaking performance and classroom participation. This study used Classroom Action Research (CAR), conducted in one cycle with three meetings and involving 20 Grade 11 students. Data were collected through a pre-test, post-test, classroom observations, field notes, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that the mean speaking score increased from 66.75 in the pre-test to 80.25 in the post-test, with improvement across pronunciation, communication ability, fluency, grammar, and vocabulary. Classroom observations and interviews also showed that students became more active and confident in using English during TPS activities. The stages of thinking individually, discussing ideas with a partner, and sharing them with the class provided students with opportunities to prepare their ideas before speaking. These findings suggest that TPS can support students’ speaking performance and classroom participation within the context of this study.
The Effectiveness of Teachers’ Feedback and Students’ Self-Efficacy Toward Writing Competence at the Eleventh Grade of SMK Negeri 3 Batam Deza Zalia Permata Dewi; Leil Badrah Zaki
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.87-100

Abstract

This study examined whether writing instruction combining structured teacher feedback, affective support, and revision produced better writing outcomes than conventional correction among Indonesian vocational students. It also described the characteristics of the feedback provided and students’ writing self-efficacy after the treatment. A quasi-experimental pre-test and post-test control group design involved 70 eleventh-grade students at SMK Negeri 3 Batam, with 35 students in the experimental group and 35 in the control group. Writing competence was assessed through descriptive-text tasks using the ESL Composition Profile, while writing self-efficacy was measured after the treatment. Both groups improved from pre-test to post-test. After controlling for initial writing performance, ANCOVA showed an adjusted post-test advantage of 4.40 points for the experimental group, F(1, 67) = 28.72, p < .001, partial η² = .30, 95% CI [2.76, 6.03]. The feedback was predominantly direct (70.98%), focused mainly on surface-level features (78.20%), and frequently included affective comments (83.72%). Students also reported high writing self-efficacy after the treatment (M = 83.5, SD = 2.5). These findings suggest that structured teacher feedback combined with affective support and revision was associated with better writing outcomes in this vocational EFL context. However, because the components were delivered as an integrated intervention and self-efficacy was measured only after treatment, their individual effects and changes in self-efficacy cannot be established.
Navigating Intercultural and Pedagogical Challenges: A Case Study of a Foreign ELT Teacher in Indonesia’s Dual-Curriculum Secondary School Purba, Hilarius Raditya Priambada; Gultom, Kristela Novena; Zaki, Leil Badrah; Nugraha, Hendra; Tindaon , Chariyani
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5389

Abstract

This case study investigates the instructional challenges and adaptation strategies of a foreign English Language Teaching (ELT) teacher in a private secondary school in Batam, Indonesia, that implements both the Merdeka Curriculum and the Pearson Edexcel system. Using a single-case qualitative design, the study aims to (1) identify the pedagogical and technological challenges encountered by the teacher, (2) examine how she integrates Information and Communication Technology (ICT) to mediate instruction under these constraints, and (3) analyze how she negotiates curricular and intercultural demands between the two curricula. Data were collected through three classroom observations (approximately 80 minutes each) and one 45-minute semi-structured interview with a Filipino teacher who has taught in Indonesia for over twelve years and were examined through thematic analysis. The findings, presented as context-bound themes rather than generalizable outcomes, indicate that the teacher encountered challenges related to language barriers, limited instructional resources, technological disruptions, and the adaptation of curriculum content to the Indonesian sociocultural context. In response, she employed strategies such as simplified instruction, peer-supported learning, culturally localized materials, and flexible use of available technology. Within the boundaries of this single case, these strategies illustrate forms of teacher agency, intercultural responsiveness, and curriculum mediation that appear to support classroom-level inclusion; establishing their effectiveness or their alignment with international teaching standards would require further evidence from learners or outcome data. The findings suggest that intercultural sensitivity and flexible pedagogical approaches, supported by adequate institutional structures, are central to sustaining dual-curriculum ELT practice.
Enacting Student-Centered Learning under Kurikulum Merdeka: Interactional Challenges in a Secondary EFL Classroom Purba, Hilarius Raditya Priambada; Pardede, Duke Paopathon; Murillo, Filmor J.; Zaki, Leil Badrah; Febria, Desty
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5860

Abstract

Kurikulum Merdeka pushes Indonesian secondary schools toward Student-Centered Learning (SCL), but classroom-level enactment does not always follow the policy script. This study examines that gap through a two-stage qualitative design: an exploratory observation-checklist mapping across eleven secondary schools in Batam, followed by an intensive case study of one classroom selected because it showed the sharpest contrast between strong lesson-plan compliance and weak student participation. Over a six-week period, data were generated through non-participant classroom observations, field notes, and semi-structured interviews with one EFL teacher and six students grouped into high-, moderate-, and low-motivation tiers, then analyzed using Bogdan and Biklen's code-families framework. The findings show that the teacher's lesson plan was rated highly compliant with SCL and Kurikulum Merdeka expectations, yet open-ended classroom tasks routinely broke down into extended silence. Foreign language anxiety_tied to limited vocabulary, fear of peer judgment, and unfamiliarity with unscripted speaking, pushed students toward strategic silence, which the teacher managed by reverting to first-language (L1) mediation and more teacher-led questioning. These patterns should be read as evidence from one critical case rather than a general trend across Indonesian classrooms: they show that a lesson plan's alignment with SCL principles does not by itself guarantee student participation. Supporting learners through this gap is likely to depend on gradual vocabulary preparation, affective safety, and structured scaffolding, rather than treating teacher-led support as a pedagogical failure.
Co-Authors Adila Jefiza Aga Data Akbar, Malik Andien, Andien Aisyah Putri Anisa, Qkhoirin Arya Dita Arya Putra Lievi Darwan Asep Suryana Balqish, Nurhayati Celvin Celvin Chariyani Tindaon David Sutan Destrin Destrin Destrin, Destrin Deza Zalia Permata Dewi Diba Yuri Mustafa Diba Yuri Mustafa Elvyra Elvyra Elvyra, Elvyra Febria, Desty Gabby Kezhiandra Gabriela Micheline Slikker Gabriella Jap Gery Phua Gukguk, Vriskila Piolawanti Raja Gultom, Kristela Novena Hardy Christ Ilmayana, Annisa Gina Inne Dasilva Angel Jekson Jekson Jo Sua Jonathan Alexander Kaur, Bal Janatte Raj Kristela Novena Gultom Lailliyah, Syafi’atul Lawrence Andrean Malik Akbar Mamusung, Zico Kevin Maria Magdalena Purba, Maria Magdalena Marsevani, Maya Melyarisman, Tasya Muhammad Juliansyah Bedrio D Muhammad Raihan Murillo, Filmor J. Nafa Indah Sasmi Nifaila Najwa Inayah Nugraha, Hendra Nugroho, Shabrina Shalma Nurlaily Nurlaily Nurlaily Oinuma, Sachi Olivia Museng Pardede, Duke Paopathon Prasodjo, Pandu Pratiwi, Theodesia Lady Purba, Angelina Trisnauly Purba, Hilarius Raditya Priambada Purba, Sharon Maria Magdalena Putri, Andien Aisyah Raswita Reysa Vita Intan 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 Tetti Tharisa Aura Maharani The, Desmond Theodesia Lady Pratiwi Theodesia Lady Pratiwi Tindaon , Chariyani Togatorop, Sarah Ayuandri Trisnauly Purba, Angelina Willy Santi Puji Pangastuti Wiwit, Jennifer Yowina Trisannia Yulia Nur Azizah Yulia Nur Azizah, Yulia Nur