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All Journal English Review: Journal of English Education Pedagonal : Jurnal Ilmiah Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Jurnal Abdidas International Journal of Business, Economics, and Social Development International Journal of Quantitative Research and Modeling Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Dimamu Jurnal AbdiMU CONSEN: Indonesian Journal of Community Services and Engagement Gunung Djati Conference Series EJOIN : Jurnal Pengabdian Masyarakat English Education and Applied Linguistics Journal (EEAL Journal) English Review: Journal of English Education
Rahma Sakina
Universitas Ma'soem
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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NEGOTIATING INNOVATION: A CASE STUDY OF PROJECT-BASED LEARNING FOR ENGLISH SPEAKING IN THE MERDEKA CURRICULUM Rahma Sakina; Aip Syaepul Uyun; Revi Nur Ridwan; Sri Yunita; Finka Mareta; Nendah Sari Indriani
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.165

Abstract

This qualitative case study investigates how an English teacher implemented PjBL in speaking instruction under the Merdeka Curriculum at SMAN Jatinangor, the challenges encountered, and the strategies used to address them. The participants were one English teacher and eleventh-grade social science students. Data were collected through classroom observations, semi-structured interviews, and document analysis. An adapted observation form from Roheni (2022) guided the observations, while interview data were analysed thematically and documents were examined using the READ approach. Data credibility was ensured through triangulation and member checking. The findings reveal a locally adapted nine-stage PjBL model consisting of lesson explanation, group formation, project planning, scheduling, group discussion, progress monitoring, project presentation, assessment, and evaluation. Five main challenges emerged—limited pedagogical mastery, time constraints, student discipline, assessment complexity, and group management—which were further conceptualised into three interrelated constraints: knowledge–skill, temporal–structural, and social–behavioral.
The Use of Communicative Language Teaching (CLT) Approach in Teaching Speaking Skill : A Descriptive Qualitative Study at The 7th Grade of Binar Ilmu Boarding School Alia Nurdayani; Rahma Sakina; Aip Syaepul Uyun
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 10 No. 1 (2024): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v10i1.1809

Abstract

Speaking is one of four English skills that students must master because it is an important skill. To teach speaking, teachers can use Communicative Language Teaching (CLT) approach. The main purposes of this research are to find out the students' response to the CLT in teaching speaking, to figure out the problems faced by teacher in using CLT in teaching speaking, and to explore how teacher solves problems encountered in using CLT in teaching speaking. This study was conducted at a private junior high school in North Bandung. A descriptive qualitative research design was employed in this study with three data collection techniques, namely observation, questionnaire and interview. The participants involved were an English teacher and 27 students of the 7th grade of Binar Ilmu Junior High School. To analyze the data, a framework of CLT proposed by Richards & Rodgers, (2014) was used. The results show that the students responded positively to the use of CLT in teaching speaking skill. Furthermore, there were three problems faced by the teacher in the use of CLT, namely the lack of students’ interaction, the limited students’ concentration, and the limited time allocation. To overcome those problems, the teacher did such things as provoking students by asking questions or inviting discussions, giving some signals such as yells to make the students conducive, delivering one material in two meetings, and giving them homework
Literasi Digital untuk Generasi Muda: Memperkuat Komunikasi Bahasa Inggris dan Ekspresi Kreatif Siswa SMA Binar Ilmu Bandung Rahma Sakina; Aip Syaepul Uyun; Sabila Agnia; Dini Utami Mulyaningsih
Jurnal Abdidas Vol. 7 No. 1 (2026): February 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v7i1.1300

Abstract

Perkembangan teknologi digital yang pesat telah mengubah cara belajar dan berkomunikasi generasi muda, termasuk siswa SMA yang merupakan bagian dari generasi digital. Meskipun mereka akrab dengan gadget dan media digital, keterampilan literasi digital yang meliputi kemampuan berpikir kritis, etika berinternet, dan kreativitas dalam produksi konten masih tergolong rendah. Kondisi tersebut menyebabkan media digital lebih banyak digunakan sebagai sarana hiburan daripada pengembangan kompetensi bahasa dan ekspresi kreatif. Menyadari hal tersebut, kegiatan Pengabdian kepada Masyarakat (PkM) ini dilakukan untuk meningkatkan literasi digital siswa melalui integrasi pembelajaran bahasa Inggris yang komunikatif dan berorientasi pada kreativitas. Pengabdian ini menggunakan metode Asset-Based Community Development (ABCD), yang menekankan pada pengembangan potensi yang telah dimiliki komunitas sekolah. Tahapan pelaksanaan meliputi: Discovery, Dream, Design, Define, dan Destin. Kegiatan pengabdian ini menunjukkan bahwa penggunaan aset komunitas secara maksimal dapat mendorong peningkatan literasi digital, kemampuan berkomunikasi dalam bahasa Inggris, kreativitas, serta rasa percaya diri siswa. Partisipasi aktif guru dan siswa dalam seluruh tahapan menunjukkan bahwa pembelajaran yang dibangun dari kekuatan komunitas mampu menghasilkan lingkungan belajar yang kolaboratif, kontekstual, dan berkesinambungan
Benefits and Challenges of Using Digital Multimodal Texts: A Case Study of Two EFL Teachers Sabila Agnia; Rahma Sakina; Sri Yunita
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2104

Abstract

The integration of digital technology in education has encouraged teachers to adopt innovative approaches that support students’ learning needs. One such approach is the use of digital multimodal texts, which combine visual, audio, video, and textual elements to enhance learning experiences. While previous studies have mainly focused on students’ perspectives, limited research has explored teachers’ views in Indonesian EFL contexts. This study aimed to investigate English teachers’ perceptions of digital multimodal texts and identify the benefits and challenges of their implementation in English language teaching. Using a descriptive qualitative design, data were collected through a pre-interview reflective checklist and follow-up semi-structured interviews with two English teachers at SMA Al-Ma'soem, West Java, Indonesia.. The findings revealed that teachers held positive perceptions toward the use of digital multimodal texts. They reported that digital multimodal texts enhanced students’ motivation, creativity, critical thinking, and comprehension while accommodating diverse learning styles. However, challenges related to internet connectivity and technical difficulties during the initial implementation were also identified. The study highlights the importance of adequate technological infrastructure and continuous professional development to support the effective integration of digital multimodal texts in EFL classrooms.
Co-Authors Alfikri Hidayatullah Alia Nurdayani Andi Suntoda Situmorang Anira Arifin, Riyadh Ahsanul Ayang Winda Widyaningsih Bachrudin Musthafa Bayyinah, Sahara Dini Utami Mulyaningsih Dini Utami Mulyaningsih Ervan Fauzan Ervan Fauzan Eva Meidi Kulsum Finka Mareta Hardiani, Putri Siti Hidayatullah, Alfikri Irma Yanti Khofifah, Siti Mareta, Finka Mayang Sari Nirmala Dewi Muhammad Anjar Nugraha Muhammad Fikri Taufik Mustika, Rispa Nabila Qurrotu Aini Nendah Sari Indriani Nendah Sari Indriani Putri Siti Hardiani Putri, Rizka Rahil Putri, Wulandari Revi Nur Ridwan Rispa Mustika Sabila Agnia Sabila Agnia Salma Ramadanti Answar Salsabila, Vina Aini Shadam Hussaeni Handi Pratama Siti Hardiani, Putri Sri Yunita Sri Yunita Sri Yunita Sri Yunita Sri Yunita Suloso, Luluk Wiji Asti Syaepul Uyun, Aip Taufik, Muhammad Fikri Tinanthy Rosse Santosa Widianingsih, Ayang Winda Sri Wildan Alfia Nugroho Wulandari Putri Wulansari, Devi Indah Yustika Nur Fajriah