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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa JR-ELT (Journal of Research in English Language Teaching) Horizon: Indonesian Journal of Multidisciplinary
Rambe, Leini Nadira
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Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of project-based learning in English Classroom of Merdeka Curriculum: Student and Teacher Perception Rambe, Leini Nadira; Suganda, Sonya Puspasari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.126166

Abstract

This research aims to investigate the implementation of project-based learning in English classrooms on two schools selected as “Sekolah Penggerak” who hold Merdeka Curriculum as primary curriculum supervised by government; one is a private school, meanwhile the other one is a public school. Both are the first and pioneer schools who chose to implement the curriculum. Project-based learning is a fundamental approach which underlie the basis of the curriculum; thus, projects are being heavily imposed. This research puts emphasis on project-based learning implementation inside English classroom under newest curriculum in terms of students and teachers’ perception. Mixed-method case study is used; as the instruments such as online questionnaire and interviews are heavily used. The data were collected from 142 participants (140 students and 2 teachers) then were analyzed quantitatively and qualitatively. Findings stated that project-based learning is used based on its own context and characteristics of schools. Students possessed positive views on both the implementation and their teachers implementing project-based learning in English classroom of Merdeka Curriculum. Students are motivated, active and possess critical thinking on their projects. Teachers, in the other side, actively and eagerly to get involved as facilitator to facilitate steps on project-based learning implementation. This research contributes on giving samples and development of project-based learning in English Classroom under newest Merdeka Curriculum.
SPEAKING DIFFICULTIES IN ENGLISH DEBATING PRACTICES FOR DEBATING COMPETITION: STUDENTS’ PERSPECTIVE Rambe, Leini Nadira; Yuliarti, Yuliarti; Helnaz, Regina Nopia
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/tjn8bs92

Abstract

This study explores the speaking difficulties encountered by English as a Foreign Language (EFL) learners preparing for the national round of National University Debating Championship (NUDC) 2025, after passing on the regional ropund. Employing a qualitative approach, the research analyzed data from observation notes and semi-structured interviews with four debaters from Institut Seni Budaya Indonesia Aceh. The analysis focused on four key themes: fluency and coherence, lexical resource, grammatical accuracy, and pronunciation. Findings indicate that these speaking difficulties function as significant barriers that dictate debating performance. Fluency and coherence emerged as foundational requirements; without them, students experienced cognitive overload and total withdrawal. Lexical gaps triggered fragmented performances where logical depth was undermined by low processing speed. While grammatical accuracy was treated pragmatically, it remained essential for maintaining an intelligibility ceiling. Furthermore, pronunciation acted as a critical persuasion driver, allowing speakers to project authority and mask other linguistic weaknesses. The study concludes that the transition from a survivalist speaker to a strategic debater is only possible when learners move past low thresholds in these four categories. These results suggest that pedagogical interventions should focus on linguistic automaticity and cognitive load management to equip EFL learners for high-pressure competitive debating environments.
The Case of ‘To Know Is To Hear’ in Bahasa Indonesia Syarif, Besse Puspitha; Rambe, Leini Nadira; Tanashur, Panji
HORIZON: Indonesian Journal of Multidisciplinary Vol. 4 No. 3 (2026): HORIZON: Indonesian Journal of Multidisciplinary
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/hijm.v4i3.6211

Abstract

This study explores the relationship between sensory experience and cognition in Bahasa Indonesia through the conceptual metaphor “TO KNOW IS TO HEAR.” Although cognitive semantic studies have examined conceptual metaphors in many languages, research on Indonesian cognitive semantics, particularly sensory-based cognition, remains limited. Drawing on Natural Semantic Metalanguage (NSM) and Conceptual Metaphor Theory (CMT), this study investigates how Indonesian speakers conceptualize knowledge, understanding, and information through hearing-related expressions. The data consist of lexical items associated with cognition, including dengar (‘hear’), tahu (‘know’), and paham (‘understand’), as well as figurative expressions such as kabar angin (‘wind news’), kabar burung (‘bird news’), desas-desus (‘rumours’), menyampaikan ilmu (‘to convey knowledge’), and menuntut ilmu (‘to pursue knowledge’). Data were collected from Indonesian dictionaries, the Indonesian Corpus, and native-speaker intuition. The analysis combines dictionary examination, NSM explications, and metaphor analysis based on source and target domains. The findings indicate a close conceptual association between hearing and knowing in Bahasa Indonesia. Hearing functions not only as a sensory activity but also as a means of acquiring information, forming knowledge, and developing understanding. This study provides preliminary evidence for the conceptual metaphor TO KNOW IS TO HEAR in Bahasa Indonesia.
Co-Authors Helnaz, Regina Nopia Panji Tanashur Suganda, Sonya Puspasari Syarif, Besse Puspitha Yuliarti Yuliarti