Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Journal of English Language Teaching and Literature (JELITA)
Abdul Haris Sunubi
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.
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 Indah Sulistiawati Magdahalena Tjalla Mujahidah Mujahidah Zulfah Fakhruddin