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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Jurnal Intelek Dan Cendikiawan Nusantara Kajian Linguistik dan Sastra
Reli Handayani
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Exploring the effect of MBKM as a New Curriculum in Indonesia Reli Handayani; Ahmad Alra Dani; Saharudin; Tubagus Zam Zam Al Arif
Eduvelop: Journal of English Education and Development Vol 7 No 2 (2024): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v7i2.3587

Abstract

Higher education in Indonesia has faced significant challenges in presenting a curriculum that is responsive and relevant to the demands of the times. The Competency-Based Education Model (MBKM) has been adopted as a new approach in updating the college curriculum. This study aims to explore the influence of MBKM as a new curriculum in Indonesia. The research methods used qualitative analysis through interviews, surveys, and literature studies. The findings show that the implementation of MBKM has had a significant impact in strengthening students' skills, knowledge, and attitudes. In addition, MBKM has also changed the learning paradigm from a center of teaching activities to a center of competency achievement. However, challenges remain in integrating MBKM into the established academic culture and improving the quality of implementation consistently across universities in Indonesia. The implication of this research is the need for continuous support from various stakeholders to ensure the sustainability and effectiveness of MBKM as a new curriculum that is competitive in the global context. Further research is also needed to evaluate the long-term impact of MBKM implementation on the quality of higher education in Indonesia, These include requiring courses as prerequisites, improving coordination with schools, modifying curriculum order, and clarifying credit transfer policies.
Lecturer Insights on Implementing Project-Based Learning at Jambi University Reli Handayani; Mukhlash Abrar; Friscilla Wulan Tersta; Sukarno, Berliana Sukma Tri
Kajian Linguistik dan Sastra Vol. 9 No. 2 (2024)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/kls.v9i2.6936

Abstract

This study investigates lecturers' perspectives on Jambi University's implementation of Project-Based Learning (PjBL). The study underlines the significance of PjBL in improving student engagement, critical thinking, and problem-solving abilities, as well as the growing demand for creative teaching strategies in light of the digital transformation of the twenty-first century. Using a qualitative case study approach, the study collected data from 11 lecturers across different language education programs through observations and interviews. Key findings indicate that PjBL is perceived as an effective, student-centered learning method that fosters collaboration and practical problem-solving. The lecturers highlighted the relevance of projects to real-world issues and emphasized the importance of collaboration between students and faculty. Challenges in implementing PjBL were noted, particularly in training, resources, and shifting from traditional teaching methods. Overall, the study reveals that while lecturers recognize the benefits of PjBL, there is a need for ongoing support to maximize its potential in higher education.  
An Analysis of Lecturers’ Oral Corrective Feedback on EFL Students’ Speaking Performance at One Public University in Jambi Rilda, Aniza; Mukhlash Abrar; Reli Handayani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5560

Abstract

Corrective feedback is used as a basis for improvement. Giving corrective feedback plays an important role to encourage students to improve their speaking skills and make them aware of their speaking error. Thus, this qualitative study applied case study approach to explore the types of oral corrective feedback used by lecturers in correcting students’ speaking error in Oracy Class at One Public University in Jambi and their reasons for choosing certain types of oral corrective feedback. The participants of this research were three lecturers who teach Oracy Class. The data were collected through semi-structured interviews and observations with the guidance of interview protocol and observation checklist as the instruments. In this study, it was found that lecturers used oral corrective feedback by giving reformulation through explicit correction and recast and giving prompt through clarification request, metalinguistic feedback, and repetition. Then, their reasons for using certain types of oral corrective feedback were because they were considering the students’ level and skills and preparing the students for global competition. Furthermore, it can be concluded that the lecturers only applied five types of oral corrective feedback proposed by Lyster and Ranta (1997) such as explicit correction, recast, clarification request, metalinguistic feedback and repetition.
Factors Causing Students’ Speaking Anxiety in EFL Classrooms at English Education Study Program of Jambi University Julia Indriyani; Rosinta Norawati; Reli Handayani
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 5 (2025): Oktober - November 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

This study investigates levels and the factors contributing to students’ speaking anxiety in English as a Foreign Language (EFL) classrooms at the English Education Study Program, Jambi University. Using a quantitative descriptive method, data were collected from 69 fourth-semester students through a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire. Findings revealed that most students experienced a moderate level of speaking anxiety (42%), followed by high (32%) and low (26%) levels. Communication apprehension emerged as the dominant anxiety factor, followed by test anxiety and fear of negative evaluation. The results highlight the need for language educators to develop supportive classroom environments and implement anxiety-reducing pedagogical strategies. Implications for EFL teachers and future researchers are discussed
Co-Authors Ahmad Alra Dani Friscilla Wulan Tersta Julia Indriyani Mukhlash Abrar Norawati, Rosinta Rilda, Aniza Saharudin Sukarno, Berliana Sukma Tri TUBAGUS ZAM ZAM AL ARIF