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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics CONCEPT EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Jadila: Journal of Development and Innovation in Language and Literature Education
Atikah Wati
Universitas Wiralodra
Education Languange, Linguistic, Communication & Media

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INVESTIGATING THE FACTORS AFFECTING STUDENTS’ PROBLEMS IN SPEAKING PERFORMANCE (A CASE STUDY IN ENGLISH EDUCATION DEPARTMENT OF WIRALODRA UNIVERSITY) Natalia Anggrarini; Atikah Wati; Nurfatma Devi; Suwardi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v6i2.1882

Abstract

Speaking is considered the most challenging skill in language learning, especially in an academic speaking context. It is uncommon for the students to find the problems and need more effort to have a good speaking performance. Therefore, this research aimed to investigate the factors affecting students’ problems in speaking performance. This research investigates performance conditions and affective factors mentioned by Tuan & Mai (2015). This research was attended by 20 students of the 4th semester in the English Education Department of Wiralodra University. The instrument of this research used a questionnaire and interview. Twenty students participated in the questionnaire, and six out of twenty students participated in the interview. The data was analyzed by using dichotomous questions analysis. The results revealed that performance conditions and affective factors affect the students’ problems in speaking performance. The results indicate that planning was the major frequency in performance conditions, followed by support, the standard of performance, and time pressure. At the same time, self-confidence and anxiety became the major categories of affective factors and were followed by the motivation category. The writer suggests further research to investigate another factor affecting students’ problems in speaking performance with different focuses in terms of participants' scale, students’ level, and kind of speaking performance.
INVESTIGATING THE FACTORS AFFECTING STUDENTS’ PROBLEMS IN SPEAKING PERFORMANCE (A CASE STUDY IN ENGLISH EDUCATION DEPARTMENT OF WIRALODRA UNIVERSITY) Natalia Anggrarini; Atikah Wati; Nurfatma Devi; Suwardi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v6i2.1882

Abstract

Speaking is considered the most challenging skill in language learning, especially in an academic speaking context. It is uncommon for the students to find the problems and need more effort to have a good speaking performance. Therefore, this research aimed to investigate the factors affecting students’ problems in speaking performance. This research investigates performance conditions and affective factors mentioned by Tuan & Mai (2015). This research was attended by 20 students of the 4th semester in the English Education Department of Wiralodra University. The instrument of this research used a questionnaire and interview. Twenty students participated in the questionnaire, and six out of twenty students participated in the interview. The data was analyzed by using dichotomous questions analysis. The results revealed that performance conditions and affective factors affect the students’ problems in speaking performance. The results indicate that planning was the major frequency in performance conditions, followed by support, the standard of performance, and time pressure. At the same time, self-confidence and anxiety became the major categories of affective factors and were followed by the motivation category. The writer suggests further research to investigate another factor affecting students’ problems in speaking performance with different focuses in terms of participants' scale, students’ level, and kind of speaking performance.
Analyzing teacher-developed modules in the Kurikulum Merdeka for senior high schools Atikah Wati; Natalia Anggrarini; Ela Meilisari
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i1.7190

Abstract

One of the key elements of the Kurikulum Merdeka is the transformation of traditional lesson plans into teaching modules. However, many teachers face difficulties in compiling these modules effectively. This study aims to analyze teacher-developed instructional modules and identify the challenges encountered during their development. Employing a qualitative case study design, data were collected through documentation analysis and interviews with four English teachers at senior high schools implementing the Kurikulum Merdeka. The findings reveal that several module components were incomplete, poorly described, or misunderstood by teachers, although most criteria outlined in the curriculum were technically fulfilled. Key challenges included unfamiliarity with new module components and terminology, limited insight into students’ prior English proficiency, insufficient training, inadequate reference materials, and a lack of supporting facilities. These obstacles, if persistent, may undermine the curriculum’s effectiveness. This study contributes practical insights by highlighting context-specific implementation barriers, emphasizing the urgent need for sustained teacher training and institutional support to strengthen module development and ensure successful curriculum integration.  Keywords: Teaching module; Teachers’ Challenges; Kurikulum Merdeka
Student-Centered Learning Practices in English Language Teaching under the Merdeka Curriculum Framework Leni Nur’aeni; Natalia Anggrarini; Atikah Wati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 3 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i3.854

Abstract

The Merdeka Curriculum promotes student autonomy and competency development through Student-Centered Learning (SCL) implementation. As future educators, pre-service teachers are expected to design and facilitate active, meaningful, and independent learning experiences. However, translating SCL theory into classroom practice remains challenging, particularly during teaching internships. This study aims to analyze the implementation of SCL by pre-service English teachers within the Merdeka Curriculum framework during their apprenticeship program. A qualitative case study design was employed involving three pre-service teachers who completed teaching internships at senior high schools. Data were collected through classroom video observations and document analysis of lesson modules prepared by the participants. The analysis focused on the implementation of nine SCL characteristics—active, constructive, collaborative, enthusiastic, dialogical, contextual, reflective, multisensory, and Higher-Order Thinking Skills (HOTS)—as well as the application of six SCL-related learning models: Cooperative Learning, Problem-Based Learning, Project-Based Learning, Contextual Teaching and Learning, Discovery Learning, and Blended Learning. The results reveal that all participants successfully incorporated SCL principles into both their lesson modules and classroom practices. However, variations were identified in the selection of learning models and the extent to which SCL characteristics were integrated into teaching. Some pre-service teachers demonstrated stronger implementation of collaborative and reflective learning than others, indicating differing levels of pedagogical competence. These results suggest that while pre-service teachers possess a foundational understanding of SCL, consistent and effective implementation requires continuous guidance, practical training, and reflective mentoring.
Co-Authors Anggrarini, Natalia Ela Meilisari Leni Nur’aeni Nurfatma Devi Suwardi