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All Journal Jurnal Penelitian dan Evaluasi Pendidikan DIKSI Jurnal Prima Edukasia Journal of English Language Teaching Innovations and Materials (Jeltim) REGISTER JOURNAL
Jinabe, Megan
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Needs of English for Elementary School Students: from Family to School Sukarno, Sukarno; Jinabe, Megan
Jurnal Prima Edukasia Vol. 12 No. 1 (2024): January 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i1.67841

Abstract

In accordance with Ki Hajar Dewantara's educational philosophy, which emphasizes the simultaneous role of home, school, and community in education, this study addresses a significant change in the Indonesian primary school curriculum. Several years ago, the Indonesian government removed English language instruction from elementary schools. However, the recently introduced Kurikulum Merdeka has reinstated English as a local subject in primary education. This reintroduction has generated concerns among TEYL (Teaching English for Young Learners) professionals, as it challenges the notion of the golden age of language acquisition. Young learners are believed to benefit from extensive exposure to the English language due to their rapid knowledge acquisition potential. Consequently, this study seeks to investigate the perspectives, interests, and needs of parents, teachers, and schools regarding the implementation of English language instruction at elementary schools. This quantitative cross-sectional study involved 383 participants selected through a purposive sampling strategy. It employed a survey research approach complemented by triangulation and Cronbach's Alpha tests to ensure validity and reliability. The findings of this research are poised to offer invaluable insights for parents seeking the best educational opportunities for their children and TEYL experts striving to enhance their teaching practices and methodologies. Additionally, this research highlights the demand for early childhood English language education. It serves as a foundational resource for evidence-based improvements in the educational landscape, ultimately benefiting the Indonesian youth as they navigate the complexities of the modern world.
Unveiling pre-service English teachers' perceptions of differentiated instruction Sukarno, Sukarno; Riyadini, Maria Vineki; Jinabe, Megan; Lestari, Aryanti Eka
Diksi Vol. 32 No. 1: DIKSI (MARCH 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i1.66720

Abstract

Implementing differentiated instruction (DI) has become imperative, particularly with its integration into the Kurikulum Merdeka in Indonesia. It is an approach that customizes instruction to cater to students' needs. This study aimed to unveil the general perceptions of pre-service English teachers regarding DI, explore their understanding and practices within the framework of DI, and identify challenges in its implementation. This study applied a quantitative approach with a survey research design with EFL pre-service teachers as the participants. The research employed a structured questionnaire as the primary instrument and substantiated each item through validation procedures, including Cronbach's alpha analysis. The findings showed a comprehensive overview of pre-service English teachers' general perspectives on DI that influence their practical application of related techniques. These insights contributed to a deeper understanding of the efficacy of DI and informed pedagogical practices, teacher preparation programs, and curriculum development. This research divulged the crucial role of pre-service English teachers' perceptions in implementing DI in teaching and learning contexts. Additionally, the study highlighted challenges pre-service teachers face, such as time constraints, limited resources, and large class sizes, emphasizing the need for collaborative efforts among stakeholders to address these challenges. The outcomes of this study were expected to inform related parties about the significance of tailored instruction in fostering effective and inclusive instruction environments to reach educational goals.
Instrument development for integrating character education in ELT materials: Students"™ needs survey Ciptaningrum, Dyah Setyowati; Fadhlia, Hilda Nur; Jinabe, Megan; Kalatingal, Hameeda; Yu, Zhao
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.84102

Abstract

In addition to acquiring language skills, English students need to develop character to become responsible global citizens. Learning materials play a crucial role in building students"™ competencies, making it essential to integrate character education (CE) into English language teaching (ELT) materials. This study aims to develop valid and reliable survey instruments to collect data on students"™ needs for designing CE-integrated materials. Using the MEASURE approach, the instrument framework is based on ELT and CE theories. A pilot survey was conducted, and Cronbach"™s Alpha and Confirmatory Factor Analysis (CFA) were used to ensure reliability and validity. The results confirm the instrument"™s suitability for larger-scale application to assess students"™ needs for CE in classrooms. Researchers and educators can use this tool to gain insights into student expectations and gaps in CE integration. Future research is recommended to test the instrument at different educational levels and to develop complementary instruments capturing teachers"™ perspectives to further enhance the integration of CE in ELT.
Evaluating the quality of high school coursebooks: Implications for materials development Sukarno, Sukarno; Jinabe, Megan; Gharamah, Fadhl Mohammed Awadh
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84564

Abstract

A coursebook is one of the essential learning resources. However, limited research has highlighted the evaluation of English coursebooks for the high school level. This research intends to assess the efficacy of three high school English coursebooks under the Merdeka Curriculum to determine their strengths and weaknesses in meeting curriculum expectations and enhancing student learning. While the coursebooks are designed to aid English teaching and integrate reform, many reports have emerged regarding their usability, content relevance, and alignment with the local context. In evaluating these coursebooks with SQRAR, this research aims to analyze the suitability of these materials for the target students, the variety of exercises proposed, and the balance achieved between theoretical instruction and practical language use. The findings highlight the challenges educators and learners face regarding these materials and articulate suggestions for future coursebook revisions, such as adding more explicit teaching strategies, giving greater attention to pluralistic approaches, increasing engagement with authentic materials, and more modern technology-oriented tasks. The evaluation seeks to support ongoing efforts in developing curricula to ensure that English coursebooks can effectively foster students' learning.
Nurturing Heutagogy: Implementing Montessori Philosophy in English Language Acquisition within an Islamic School Context Jinabe, Megan; Margana, Margana; Sukarno, Sukarno; Sugirin, Sugirin
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.260-285

Abstract

The Montessori method has become a trend in Early Childhood Education, particularly in terms of the students’ language acquisition within the Self-Directed Learning (SDL) framework. While SDL, as proposed in heutagogy, is theoretically ideal for language learning, practical implementations in a faith-based culture are not well understood. Therefore, this research analyses the teaching of the English language in a new educational context: a Montessori classroom in Indonesia that incorporates Islamic principles. Utilizing a qualitative case study approach, this research identifies the synergistic conditions that foster language development and describes the observable pathways of language acquisition within this context. Evidence gathered from classroom observations and teacher interviews identified three pillars that underpin success in this particular classroom environment: (1) radical autonomy, which offers personally meaningful language input; (2) a low anxiety classroom, which encourages spontaneous language production; and (3) a synergistic Islamic classroom environment, which strengthens self-discipline and independence in contrast to the Islamic faith. A specific four-stage sequence of acquisition was identified within this meticulously designed environment. The integration of Islamic character-building with Montessori pedagogy underscores the holistic development of the child and the language itself. This research adds value by addressing pedagogical needs at the cultural level, and, in doing so, establishes a conceptual framework that outlines the stepwise progression of learners within a framework of self-determination.
Co-Authors Dyah Setyowati Ciptaningrum Fadhlia, Hilda Nur Gharamah, Fadhl Mohammed Awadh Kalatingal, Hameeda Lestari, Aryanti Eka M. Sukarno Margana Margana Riyadini, Maria Vineki Sugirin Sugirin Yu, Zhao