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All Journal Global Education Journal Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan
Irfun, Irfun
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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English Teacher Competence in Application Curriculum 2013: Scientific Approach in EFL Teaching Irfun, Irfun
Global Education Journal Vol. 2 No. 1 (2024): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v2i1.318

Abstract

Many curricula have been applied in Indonesia, and all have been successfully applied in Indonesian education. In 2013, the Government put the 2013 Curriculum into effect in Indonesia. Before the 2013 Curriculum, the Government applied a Curriculum directed to knowledge, and Teachers had to be active in teaching students; this method has long been applied in Indonesia; it's A unit-level Curriculum, or we usually say it KTSP. This research assesses English teachers' competence in applying the Curriculum 2013, specifically focusing on the Scientific Approach to teaching English as a Foreign Language (EFL). This research uses a systematic literature review (SLR) method. The process will begin with formulating specific research questions and establishing inclusion and exclusion criteria to guide the selection of relevant studies. Based on the research result, some teachers found difficulties in applying the steps/phases of the scientific approach because of limited time, and students' English proficiency could be better could be better. From this research, some urgent strengths and areas need to be improved in implementing the 2013 Curriculum and integrating the Scientific Approach in EFL teaching. Although English teachers demonstrate a strong understanding of the aims of the curriculum, there needs to be more in their competency regarding the effective implementation of the Scientific Approach.
Improving Student’s Reading Comprehension by Using Bookr Class Application in Smp Muhammadiyah Jayapura Irfun, Irfun
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 1 (2025): Maret 2025
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i1.768

Abstract

The objective of this study is to find out whether there is a significant difference in reading comprehension between students who are taught by BOOKR CLASS APP and without using it. CIRC BOOKR CLASS APP was compared with conventional method in teaching-learning process. This study is a quasi-experimental design (Creswell 2012). Purposive sampling is the sample method used in this investigation. Ninety students in the seventh grade at SMP Muhammadiyah Jayapura served as the study's subjects. There two classes were created out of this study. Class A was the experimental group, whereas Class B served as the control group. The pre-test was administered to both classes (experimental and control) prior to treatment. During the study, students in the experimental class were taught using the BOOKR CLASS APP, while the control class was taught using traditional methods. The teaching-learning process lasted five weeks. After the experiment, both classes were given a post-test. The data was analyzed using IBM SPSS Statistics V.30 (Independent Samples-Test). The findings demonstrated a substantial difference between the BOOKR CLASS APP and conventional methods for boosting students' reading comprehension. The experimental class has proven to be more effective than the conventional method.  
The Improving Legal Students’ Vocabulary by Using Duolingo at First Semester in Universitas Muhammadiyah Papua Irfun, Irfun
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 3 No. 1 (2024): Maret 2024
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v3i1.1115

Abstract

Vocabulary mastery plays a pivotal role in legal education, where precise language understanding determines the accuracy of reasoning, interpretation, and communication within academic and professional contexts. This study investigates the effectiveness of Duolingo, a gamified digital language learning platform, in improving the vocabulary mastery of first-semester law students at Universitas Muhammadiyah Papua. Grounded in Krashen’s Input Hypothesis, Schmidt’s Noticing Hypothesis, and Constructivist learning theory, the research adopts a quantitative experimental design employing pre-test and post-test procedures. Twenty students participated in the study, with vocabulary tests administered before and after a Duolingo-based learning intervention. Statistical analysis using IBM SPSS revealed a significant improvement in students’ mean scores—from 70.33 (pre-test) to 80.83 (post-test)—with a p-value of .000 (<0.05), confirming a substantial positive effect of the intervention. The findings demonstrate that Duolingo’s adaptive feedback, gamification elements, and contextualized vocabulary activities effectively enhance learners’ retention and engagement. These results underscore the potential of integrating mobile-assisted language learning tools into legal education to address the challenges of low motivation and limited exposure to specialized terminology. The study concludes that Duolingo offers a practical, engaging, and empirically supported alternative for developing legal vocabulary competence among novice law students in higher education contexts.
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