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All Journal Journal of English Language Teaching and Literature (JELITA)
Magdahalena Tjalla
Institut Agama Islam Negeri Parepare, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Challenges in the Implementation of Curriculum Based on the Indonesian National Qualification Framework Magdahalena Tjalla; Abdul Haris Sunubi
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.698

Abstract

This study was intended to find out the challenges faced by lecturers and students in the implementation of the Indonesian National Qualification Framework Curriculum (INQF) in the English Education Department of IAIN Parepare in three aspects: learning plan, learning process standard, and learning evaluation standard. The questionnaire data were analyzed using the Rasch model to know the item difficulty of curriculum implementation indicators. The data were elaborated through interviews, FGD, and documentation. The study showed that in the learning process aspect, lecturers perceived some items of interactive, holistic, and collaborative indicators were difficult to implement. In addition, in the learning plan, they perceived that compiling lesson plan was easy to implement. They also found no difficulties in implementing the learning process standard indicators such as scientific, effective, and student-centered. Likewise, they found no problems in implementing the learning assessment standard, especially in the techniques and procedures of assessment indicators. Students also perceived some indicators item of the learning process standard were difficult to implement such as holistic, collaborative, contextual, and thematic. In addition, they perceive the assessment procedures indicators items of the learning evaluation standard were not implemented by lecturers. These data suggested that lecturers did not implement these indicators items in the classroom. The research also showed the causes of the difficulties of curriculum implementation: student factors, lecturer factors, and institutional factors.
Undergraduate Students' Expectations of EFL Lecturers' Teaching Competencies: A Case Study at IAIN Parepare Muhammad Firmansyah JN; Magdahalena Tjalla; Arqam Arqam
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.881

Abstract

This research aims to explore the expectations of English Language Education Study Program students at IAIN Parepare regarding the components of learning English as a Foreign Language (EFL). There were ten English Language Education Study Program students were interviewed, spesifically seven of them were the third semester and three others from the fifth semester and the researcher got the saturated data within two months of research. Using a qualitative approach with a case study design, this research examines in-depth students’ expectations of EFL lecturers. The data collection method was conducted through in-depth interviews with students to understand their expectations regarding the English language learning process. Research findings reveal that students have comprehensive expectations for the quality of teaching. They want professional lecturers, who have a deep understanding of the material and can create an interactive and fun learning environment. Learning methods are expected to be creative and practical, including a student-centered approach, discussion, role-play, communicative games, and technology integration. The feedback aspect is of particular concern, with students expecting to receive detailed explanations of mistakes, motivational feedback, and appreciation for their efforts. This research concludes that students want an English learning experience that is interactive, meaningful, and supports holistic competency development. The research findings provide important insights for curriculum development, improving the quality of teaching, and adapting learning strategies that are more aligned with student needs and expectations in today's higher education context.
The Impact of EFL Learners’ Sociobiography on Language Learning Anxiety Indah Sulistiawati; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.890

Abstract

This study examined the effects of EFL learners' sociobiographical factors (age, gender, and multilingualism) on their language learning anxiety. The research employed a quantitative approach with comparative analysis methods to investigate how these sociobiographical variables influence anxiety levels among language learners. Data analysis through t-tests revealed statistically significant correlations between sociobiographical variables and language learning anxiety, with p-values less than 0.05. The findings provide valuable insights into the complex relationship between learners' backgrounds and their anxiety in language learning contexts. These results have important implications for developing targeted teaching strategies and support systems aimed at creating more inclusive and effective EFL learning environments. The study addresses existing gaps in the literature and offers guidance for future educational policy and practice.
Co-Authors Abdul Haris Sunubi Arqam, Arqam Indah Sulistiawati Muhammad Firmansyah JN Mujahidah Mujahidah Zulfah Fakhruddin