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Challenges and Adaptation Strategies of Pre-Service EFL Teachers: An International Short-Term Teaching Program in Thailand Asfihana, Raida; Putri, Nabil Adhalia
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4783

In a short-term international teaching program in Thailand, pre-service English teachers' barriers and adaptation techniques were examined. A qualitative narrative technique and in-depth interviews with nine pre-service English teachers were used in the study to identify a number of significant issues. Large class sizes and language barriers were some of these issues that made teaching more challenging. Pre-service English teachers employed a variety of strategies to overcome these obstacles. Multimedia tools and visual aids were widely used to bridge language gaps and make complex concepts easier to understand. Teachers fostered collaborative learning environments, encouraging students to collaborate, share ideas, and support one another during the learning process. The results emphasized the crucial role of pre-program planning and cultural competency in overcoming challenges in foreign teaching environments. Well-prepared teachers were better able to adjust their teaching strategies and establish rapport with their students. The importance of adaptable teaching strategies, which allow teachers to adjust to varying classroom dynamics, was also highlighted by the study. By emphasizing the flexible teaching methods in cross-cultural settings, this research contributed to the development of successful teaching strategies and international education program designs. It provided valuable insights on how to better prepare teachers for overseas programs and enhance the teaching and learning process overall.

Enhancing Reading Skills: Manga Readers' Perception of English Translations Nor, Hidayah; rahimah, annisa aulya; asfihana, raida
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7459

This research is examining the perceptions of manga readers towards English-translated manga and its impact on their reading skills. It evaluates both micro and macro aspects of reading skills enhancement. Employing a convergent mixed methods approach, data was collected in two phases: qualitative interviews with 15 active manga readers and quantitative questionnaires with the same participants. Results indicate a positive perception among manga readers towards English-translated manga, facilitating self-directed learning and enhancing English reading skills. Improvement spans across various reading skills, including linguistic aspects such as grammatical form and word meaning, and macro skills like identifying main ideas and extracting general information. The study, conducted at the English Education Department of Antasari State Islamic University Banjarmasin, suggests that English-translated manga effectively attract readers and motivate them to engage with English materials. Recommendations for future research include exploring similar media formats like webtoons or comics, investigating other reading skills such as writing, and conducting further tests to assess the extent of reading skill improvement among manga readers.

Independent Curriculum Implementation in EFL Classrooms: Practical Stages Oktaviani, Oktaviani; Asfihana, Raida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.4799

Independent Curriculum has given a new nuance to the education system in Indonesia. There are several significant changes in the independent curriculum, which aims to achieve optimal curriculum standards. Thus, this research aims to find out the stages of implementing this independent curriculum in English as Foreign Language (EFL) classrooms. This research took a single case study design and was conducted at a boarding-based junior high school. The researchers observed learning activities and interviewed an English teacher and fifteen students from three different classes. Observation and interviews provided data on how to implement the independent curriculum in EFL classes, which is supported by interview results. The results showcased that the teacher applied three practical stages in implementing the independent curriculum, namely planning and preparation, learning enactment, and evaluation. These stages cover the application of diagnostic assessments, formative and summative assessments, and teacherâ€™s emphasis on student-centered learning strategies and integration between differentiated learning and cooperative learning. The integration of these three phases forms the main basis for an in-depth understanding of the dynamics and effectiveness of curriculum-based independent learning in the context of this research.

Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill through Cultural Discovery Learning Model Rafiqa, Rafiqa; Aswad, Muhammad; Asfihana, Raida; Singh, Amreet Kaur Jageer
Script Journal: Journal of Linguistics and English Teaching Vol. 8 No. 1 (2023): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v8i01.1237

Background: The current implemented curriculum is Merdeka Belajar Kampus Merdeka (MBKM). It highlights the independence and freedom of the students in learning. MBKM is expected to overcome the learning loss after the pandemic covid 19. This study intends to investigate the studentsâ€™ learner autonomy and speaking skill after implementing the cultural discovery learning model. Methodology: The study attempted Classroom Action Research (CAR). This research was conducted at Universitas Sulawesi Barat for one semester in the Speaking for Professional. The number of research subjects was 20 students of the English Education Department for the 2021 academic year. Findings: Based on the learning independence table in cycle 2, it shows that the average student confidence in learning, whether it is expressing opinions, expressing ideas, asking questions or giving answers, is good. The data shows that students are quite disciplined in learning, and also good at taking the initiative in the learning process. Conclusion: It can be concluded that the implementation of Merdeka Belajar through cultural discovery learning can increase learning independence in the Speaking for Professional course for 4th-semester students of the University of West Sulawesi. Moreover, the implementation of Merdeka Belajar through cultural discovery learning can improve the English speaking skills of 4th-semester students of the University of West Sulawesi. Originality: This study focused on the Cultural Discovery Learning Model as one way to implement the MBKM curriculum. The further researcher is expected to identify the students' perception of it and attempt another method to implement the current curriculum.

Pre-service English Teachers’ Strategies in Incorporating Character Education during the Teaching Practice Program at UIN Antasari Banjarmasin Asfihana, Raida
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.718

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of undertaking an authentic teaching and learning activity of these pre-service English teachers, starting from creating a syllabus, writing lesson plans to execute a micro-teaching action. A classroom-based study is conducted to generate data. Primary data was obtained in the micro-teaching class through a participatory observation technique, in-depth interviews, and analysis of the lesson plan documents. The data were analyzed qualitatively using thematic analysis. The findings indicate that they mainly used instructional methods for group discussion and small group presentation. Honesty, trustworthiness, respect, and responsibility are the traits that are expressed in their lesson plans. Next, this studyâ€™s outcome is expected to increase teacher understanding of various possibilities in developing the lesson plans and instructional materials that facilitate the character-building incorporation.

Learning English through YouTube: a Narrative Exploration of Students’ Psychological Journey Husin; Asfihana, Raida
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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

This research investigates the psychological factors influencing students when using YouTube videos as a medium for learning English in the classroom setting. Adopting a qualitative method with a narrative inquiry approach, the study examines how YouTube impacts students’ motivation, interest, attitudes, talents, intelligence levels, and anxiety, along with the obstacles they encounter. Data were gathered through in-depth interviews with ten eighth-grade students from SMP Hidayatullah Martapura, South Kalimantan, who learned English through YouTube videos shared by their teacher. The results indicate that YouTube videos noticeably enhance students' psychological engagement in learning English. The majority of students experienced increased motivation, greater interest, and more positive attitudes toward the content. The audiovisual nature of the videos was found to aid comprehension and alleviate learning anxiety. Despite these benefits, challenges such as limited technological access, inconsistent internet connection, disruptive ads, and difficulty in locating suitable educational material were also identified. This study emphasizes that while YouTube videos can be a powerful tool in language learning, their success relies on carefully selected content, active teacher involvement, and adequate infrastructure. The findings provide important insights for educators, schools, and researchers seeking to use digital media to improve language acquisition in a psychologically aware and effective way.

Pre-service English Teachers’ Strategies in Incorporating Character Education during the Teaching Practice Program at UIN Antasari Banjarmasin Asfihana, Raida
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.718

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of undertaking an authentic teaching and learning activity of these pre-service English teachers, starting from creating a syllabus, writing lesson plans to execute a micro-teaching action. A classroom-based study is conducted to generate data. Primary data was obtained in the micro-teaching class through a participatory observation technique, in-depth interviews, and analysis of the lesson plan documents. The data were analyzed qualitatively using thematic analysis. The findings indicate that they mainly used instructional methods for group discussion and small group presentation. Honesty, trustworthiness, respect, and responsibility are the traits that are expressed in their lesson plans. Next, this studyâ€™s outcome is expected to increase teacher understanding of various possibilities in developing the lesson plans and instructional materials that facilitate the character-building incorporation.

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