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All Journal Al-Ta'lim Indonesian TESOL Journal Celebes Journal of Language Studies
Iswahyudi, Sabrina Retnasari
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Book Review: Language Curriculum Design Iswahyudi, Sabrina Retnasari
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.107

Abstract

This is a review of a book entitled Language Curriculum Design by I.S.P Nation & John Macalister. It provides analysis and criticism of the language curriculum design. The language curriculum design book describes the process of curriculum creation in detail and offers chances for practice and application. Since creating a curriculum or course is primarily a "how-to" activity, a significant portion of this book is devoted to describing the processes involved in the curriculum design process as well as elaborating on and justifying these procedures. The book also offers chances for practicing and putting the steps into practice. The key phases in the curriculum design process are covered in Chapters 2 to 8, which give a summary of those chapters. Numerous approaches to covering these tasks are described in Chapter 9. In chapters 10 through 14, The course covers important aspects of curriculum design, such as including students in the process, selecting and changing the course contents, innovation theory, retraining the instructors, and assisting teachers and students in using the course. Despite the fact that curriculum design is a "how-to-do-it" activity, the procedures must be explained in general terms so that they may be used in a variety of unique settings. Tasks that help readers to connect the stages to their own experiences are provided in each chapter, along with a case study and recommendations for more reading. When good theory and cutting-edge practice are combined, language learning may be Globally, ESL/EFL language instruction programs can use curriculum design in many different ways.
A Literary Materials as a Foundation for English Language Education in Junior Secondary Schools Iswahyudi, Sabrina Retnasari; Jabu, Baso; Salija, Kisman
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.6622

Abstract

This study examines the efficacy of literature-based instruction in fostering English language proficiency among junior secondary school students in Makassar, Indonesia. Employing a mixed-methods research design, data were collected from 120 students and 8 teachers across four public junior high schools through classroom observations, semi-structured interviews, pre- and post-tests, and document analysis over one academic semester. Findings reveal that classes utilizing literary texts demonstrated significantly higher improvements in vocabulary acquisition (27.3%), reading comprehension (23.1%), and writing skills (19.7%) compared to control groups using conventional textbooks. Furthermore, qualitative analysis indicates enhanced student engagement, cultural awareness, and critical thinking skills when literature served as the primary instructional material. The study concludes that systematically integrated literary materials provide a comprehensive foundation for language development that addresses both linguistic competence and higher-order thinking skills essential for adolescent learners at this critical developmental stage.
Teacher’s Communication Strategies for Enhancing Students’ Speaking Motivation: Verbal and Non-Verbal Adisaturrahimi, Andi; Iswahyudi, Sabrina Retnasari; Akbal, Fitri Amaliah; Marlia, Marlia; Setiadi, Muhammad Astrianto
AT-TA'LIM Vol 32, No 1 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i1.963

Abstract

This study investigated the impact of teacher’s verbal and non-verbal communication strategies on students’ motivation to speak in English. Specifically, it explored the types of verbal and non-verbal communication strategies employed by the teacher and examined how these strategies influence students’ speaking motivation in the EFL context.  A qualitative method was adopted, focusing on ninth-grade students at SMPN 1 Pallangga during the 2022–2023 academic year. Data were collected through classroom observations and semi-structured interviews. The results indicated that the teacher employed 13 distinct of verbal strategies and eight forms of non-verbal communication strategies. The findings suggested that both verbal and non-verbal communication strategies positively contribute to enhancing students' motivation to speak in English, highlighting the importance of teacher-student interaction in EFL classrooms.
Literary Materials as a Foundation for English Language Education in Junior Secondary Schools Iswahyudi, Sabrina Retnasari; Jabu, Baso; Salija, Kisman
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.6622

Abstract

This study examines the efficacy of literature-based instruction in fostering English language proficiency among junior secondary school students in Makassar, Indonesia. Employing a mixed-methods research design, data were collected from 120 students and 8 teachers across four public junior high schools through classroom observations, semi-structured interviews, pre- and post-tests, and document analysis over one academic semester. Findings reveal that classes utilizing literary texts demonstrated significantly higher improvements in vocabulary acquisition (27.3%), reading comprehension (23.1%), and writing skills (19.7%) compared to control groups using conventional textbooks. Furthermore, qualitative analysis indicates enhanced student engagement, cultural awareness, and critical thinking skills when literature served as the primary instructional material. The study concludes that systematically integrated literary materials provide a comprehensive foundation for language development that addresses both linguistic competence and higher-order thinking skills essential for adolescent learners at this critical developmental stage.
Co-Authors Adisaturrahimi, Andi Akbal, Fitri Amaliah Baso Jabu, Baso Kisman Salija, Kisman Marlia, Marlia Muhammad Astrianto Setiadi, Muhammad Astrianto