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All Journal JURNAL PEDAGOGY IJEE (Indonesian Journal of English Education) English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture DWIJA CENDEKIA: Jurnal Riset Pedagogik Linguistics and Elt Journal ENGLISH JOURNAL Voices of English Language Education Society Jurnal Pendidikan Luar Sekolah English Journal Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal Of Academia In English Educations (JADEs) Edukha : Jurnal Penelitian dan Pengabdian Masyarakat
Maulidia Rachmawati Nur
Universitas Ibn Khaldun Bogor
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: DOES IT PROMOTE STUDENTS’ HIGHER-ORDER THINKING SKILLS? Nurmayasari, Eva; Suciyati Ummu Habibah; Maulidia Rachmawati Nur; Enni Erawati Saragih
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

ABSTRACT This study explores teachers’ perceptions of Project-Based Learning in English language teaching to promote Higher-Order Thinking Skills. Using a qualitative case study design, the research involved three junior high school teachers in Bogor Regency, selected through purposive sampling. Data was collected via open-ended questionnaires and semi-structured interviews. Findings showed that teachers viewed project-based learning as a student-centered approach emphasizing real-world relevance, collaboration, product creation, and contextual learning. Implementation included planning, scaffolding, group work, facilitation, and feedback. Teachers reported that project-based learning fostered higher-order thinking skills by encouraging critical analysis, creativity, and reflection, although challenges such as time constraints and diverse student abilities remained. The study underscores the need for teacher readiness, resources, and contextualized instruction to optimize project-based learning in promoting higher-order thinking skills. Keywords: Project-Based Learning, Higher-Order Thinking Skills, Teacher Perception, Case Study
EFL Teacher Agency in Merdeka Curriculum Rachmawati Nur, Maulidia; Restu Luthfiani Maulida
JADEs Journal of Academia in English Education Vol 5 No 1 (2024): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v5i1.8568

Abstract

Curriculum is undoubtedly a crucial part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called “Kurikulum Merdeka”. This study aimed to investigate how English teachers enact agency in English teaching process under curriculum change (Kurikulum Merdeka) and what are the challenges in English teaching process use Kurikulum Merdeka. A case study was used as the research design in this study. Interview guidelines and questionnaires were used as the instruments to get the data. The participants were five English teachers from four Junior high schools in Bogor, Jawa Barat, Indonesia. The result or findings showed that English teachers enacted agency in their teaching process used Kurikulum Merdeka with several characteristics, namely: Teacher Intentional Action, Teacher Autonomy, Teacher Professional Growth, Teacher Collaboration and Teacher Contextualization. And there are several problems or challenges in teaching English used Kurikulum Merdeka, such as: lack of information, lack of facilities and infrastructure, and students' abilities. To solve the problems or to face the challenges collaboration from government, school support, teachers, parents and students is needed.
Factors Affecting Students’ Speaking Proficiency: Perspective from English Pre-service Teachers Teaching in southern Thailand Rachmawati Nur, Maulidia; Isrina Septiana
JADEs Journal of Academia in English Education Vol 6 No 1 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i1.11465

Abstract

To create teaching speaking strategies, English teachers need to understand the factors affecting the oral proficiency of learners which should worhty of attention. This study aimed to investigate what the factors affecting students’ speaking proficiency based on perspective from English pre-service teachers while teaching in Thailand. The participants were three pre-service English teachers who had done teaching practicum in southern Thailand for four months. They taught at same level which was secondary level especially upper secondary level on EFL students. Questionnaire and semi-structured interview were used as research instruments. Thematic analysis was employed in the analysis of the data gathered from the teachers. The finding revealed that some of factors affecting students’ speaking proficiency based on pre-service teachers perspective are Cognitive, Linguistic and Affective factors.
Pre-Service English Teacher Identity Development through Reflective Practices: Insights from Kampus Mengajar Program Nur, Maulidia Rachmawati; Latifah, Nikh; Pratama, Erik Yudha; Nurmayasari, Eva
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15693

Abstract

This qualitative case study explores reflective practice activities experienced by Indonesian pre-service teachers in teaching English for Young Learners during Kampus Mengajar Program initiated by the Goverment of Indonesia. Using Gibbs’ Reflective cycles framework, which includes description, feelings, evaluation, analysis, conclusion, and action plan, this study examines how reflective practice activities during the teaching practicum influence their teacher identity development. Five pre-service teachers were invited to join in this research. Data were collected through close-ended questionnaires and semi-structured interview, then analyzed with Miles and Huberman’s model. The findings indicate that reflective practice activities help them to develop their identity as a teacher, and Kampus Mengajar Program gives them opportunities to improve their teaching skills. The analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. This study highlight the importance of reflective practice activities in shaping the teacher identity and sustain the teacher professional development. The findings suggest that the policy in teacher education is essential to foster reflective practice activites during the teaching practicum.
Co-Authors Afandi, Muhajir Ahmad Madkur Amalul Umam Andini Rahma Az Zahra ANI SAFITRI, ANI Bahtiar, Muhamad Rizky Dinda Ananda Enni Erawati Saragih Enni Erawati Saragih, Enni Erawati Eva Nurmayasari Febi Yolanda Isrina Septiana Jihan Khalishah, Salsabila Latifah Azizah Latifah, Nikh Linda Lutfio Indra Permana Maisalinia, Ria Movi Riana Rahmawanti Mutmainatul Ma’wa, Mila Nanik Retnowati Nurazizah, Siti Nurhidayati Nurhidayati Pham Thi Thu Hien Pratama, Erik Yudha Restu Luthfiani Maulida Rini . Siti Nurazizah Soliha, Adila Nuramalia Suciyati Ummu Habibah Tsaniatul Fatiha Umi Fatonah