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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguists: Journal of Linguistics and Language Teaching Journal of Research on Language Education Journal of English Education NuCSJo : Nusantara Community Service Journal e-Journal of ELTS (English Language Teaching Society) Aksi Kita: Jurnal Pengabdian Kepada Masyarakat DIDASCEIN （Journal of English Education） Jadila: Journal of Development and Innovation in Language and Literature Education
Eko Saputra
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers’ Difficulties on the Implementation of English as a Medium of Instruction for Young Learners Cindi Oktavianti; Annisa Astrid; Eko Saputra
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 4 (2023): 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: 10.52690/jadila.v3i4.459

Abstract

The research was conducted to find out teachers’ difficulties on the implementation of English as a medium of instruction for young learners. This study used a qualitative method. The participants in this research were recruited from the teachers at SD Palm Kids Lubuklinggau who teach non English subjects by using English. Two teachers were selected to be the participants in this research based on the consideration.  In this study, the participants was selected using purposeful sampling technique. In collecting the data, the researcher used observation and interview to get several information about this research from the participants. The researcher used thematic analysis to analyzed the data about teachers’ difficulties on the implementation of using English as a medium of instruction for young learners. The result of this study showed that there were several difficulties that teachers’ faced on the use of English as a medium of instruction: 1) difficult in teaching non English subjects by using English; 2) difficult to select appropriate teaching methods; 3) difficult to handle students with lack of focus; and 4) difficult to handle students with lack of English profiency. The research findings implied that the teachers who teach by using English as a medium of instruction found it difficult in several ways. As a result, they have prepared suitable teaching strategies that are expected to be understood by students and create a more enjoyable learning experience in the classroom.
Teachers' Perception on the Implementation of English as Medium Instruction for Young Learners Bayu Lesmana; Annisa Astrid; Eko Saputra
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 1 (2024): 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: 10.52690/jadila.v4i1.653

Abstract

The purpose of the study was to ascertain how educators felt about using English as a teaching language for younger students. The method employed in this investigation was qualitative. The teachers at Pesantren Syuhratul Islam Gelumbang who use English to teach subjects other than English were the ones who were chosen to participate in this study. Based on the consideration, two teachers were chosen to be the research participants. The participants in this study were chosen through the use of a deliberate sampling strategy. The researcher employed observation and interview techniques to get information from the participants regarding this study. The data regarding the challenges teachers face while implementing English as a medium of instruction for young learners was studied by the researcher using thematic analysis. The result of this study showed that there were several perceptions from the teachers on the use of English as a medium of instruction: 1) EMI develops student communication skill; 2) EMI makes student listening skill better; 3) Teachers feel difficult to ensure the students to achieve the learning objective; and 4) Teachers feel difficult in determining teaching method. The study's conclusions suggested that English as a medium of education presented a number of challenges for teachers. They have therefore prepared effective teaching techniques that should be understood by the students and make for a more pleasurable learning environment in the classroom.
Teacher's Strategies in Teaching Reading Muhammad Faizal Ramadan; Roma Nur Asnita; Eko Saputra
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (2025): 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.v5i4.809

Abstract

This study aims to describe the teachers' strategies in teaching reading to students by involving two English touchers. In collecting data, interviews and observations were conducted to identify strategies in teaching reading. The results showed that the strategies used by the teachers were Think-aloud strategy and QAR strategy. The results showed that teachers need to be equipped with strategies in teaching reading to help stadents in overcoming difficulties in reading English texts. The strategy choose is adjusted by the teacher with the material. These strategies are effective in teaching reading because it can help students to understand the text being read and students can learn new vocabuliny contained in the randing text which students unfamiliar with.
THE IMPACT OF DIRECTED READING THINKING ACTIVITY ON STUDENTS’ READING COMPREHENSION Sinta Pertiwi; Ridha Ilma; Eko Saputra
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 3 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6931

Abstract

The purpose of this research was to determine whether there was a significant difference in reading comprehension achievement between eighth-grade junior high school students taught using the Directed Reading Thinking Activity (DRTA) strategy and those taught using the traditional teaching method, as well as whether the DRTA strategy significantly improved students' reading comprehension achievement. This investigation employed a quantitative approach with a quasi-experimental design, which included a control group before and after the exam. The sample included 72 eighth-grade children from two intact classes, with one serving as the experimental group and the other as the control group. The experimental group was taught using the DRTA process in three stages: Predict, Read, and Prove, whereas the control group was taught using conventional methods. The data were obtained using a multiple-choice reading comprehension exam with 50 valid items, and the results were analyzed using an independent samples t-test and a paired samples t-test with a 0.05 significance threshold. The results revealed that the experimental group's mean score increased from 37.06 in the pre-test to 73.94 in the post-test, whereas the control group increased from 39.67 to 58.39. The experimental group had a mean gain score of 36.89, compared to the control group's 18.72. The independent samples t-test yielded a p-value of 0.000 (t = 10.620, df = 55.070), as did the paired samples t-test (t = -44.052, df = 35). These findings show that the DRTA technique had a considerable impact on, and significantly. These data show that the DRTA technique had a substantial impact on and enhanced the reading comprehension achievement of eighth-grade junior high school pupils.
A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum Nurhusliya; Eko Saputra
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.676

Abstract

An efficient classroom learning process is typically necessary to produce good lesson outcomes. The purpose of this study was to look into how teachers use the Merdeka Curriculum to teach reading comprehension. This study used a qualitative method with a case study approach, involving two English teachers who were selected as participants through a purposive sampling technique. Data were collected through triangulated with interview, then analyzed thematically. The results showed that the teachers used the following strategies: (1) Think Aloud, (2) Reciprocal Teaching, and (3) SQ3R. This study contributed to provide an overview of the strategies used by teachers to teach reading comprehension and provide a reflection of how English teachers' teaching strategies reflect the implementation of the Emancipated Curriculum. Therefore, teachers need to understand the needs and characteristics of students and relate their teaching strategies to this Emancipated Curriculum.
Co-Authors Annisa Astrid Bayu Lesmana Chalistha Alfitri Ramadani Cindi Oktavianti Dian Erlina Dian Erlina Fitri Alya Okta Sukma M. Rafli Ihsan M. Zaki Harahap Mirna Anggun Muhamad Chalik Chairuman Muhammad Faizal Ramadan Nurhusliya Rangga Prasetio Renny Kurniasari Ridha Ilma Ridwan Hidayat Roma Nur Asnita Shasha Gunawan Silvia Ananta Sinta Pertiwi Syanin Dita Ulvha Dwi Lestari Vivin Noor Azizah