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p-Index From 2020 - 2025
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All Journal CALL JEELS (Journal of English Education and Linguistics Studies)
Abdullah, Nur Nabilah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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Challenges in Implementing Kurikulum Merdeka for EFL Teachers Reza, Fahrani; Rohmah, Zuliati; Abdullah, Nur Nabilah
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1899

Abstract

Indonesia's new Kurikulum Merdeka, introduced for post-COVID-19 recovery and educational improvement, presents unique challenges, especially requiring teachers to create teaching materials from scratch. This article explores the challenges the English teachers face in executing Kurikulum Merdeka. This study employed a mixed-method approach to examine the challenges faced by English teachers when implementing Kurikulum Merdeka. Quantitative data were collected through a Google Form questionnaire distributed to 170 English teachers in secondary schools across Indonesia. Qualitative insights were obtained through two separate Focus Group Discussions (FGD) sessions, one involving junior high school (SMP) teachers and another with high school (SMA) teachers, in the cities of Malang and Mataram, Indonesia. The current study unveils a myriad of challenges faced by English teachers in connection with the curriculum. These challenges are ascribed to various factors encompassing insufficient teacher training, limited access to support facilities, reduced self-efficacy levels, inadequate information technology skills, students' diverse backgrounds, financial constraints, limited resources, comprehension and implementation obstacles associated with differentiated learning strategies, and issues related to time allocation and management.
Classroom Factors and Language Learning Anxiety: 2019-2024 Bibliometric Review Andini, Zendy Dwi; Rohmah, Zuliati; Abdullah, Nur Nabilah
CALL Vol. 7 No. 1 (2025): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v7i1.41926

Abstract

Language learning anxiety poses significant challenges for students, impacting their ability to acquire new languages. This study investigates the influence of classroom factors on language learning anxiety from 2019 to 2024, particularly in the context of the COVID-19 pandemic. Using a bibliometric approach, it analyzes trends in research and identifies key contributors in the field. The findings indicate that supportive classroom environments, characterized by positive teacher-student interactions and peer support, are crucial in mitigating anxiety. The shift to online and hybrid learning has introduced new dynamics that affect students' emotional well-being, with technology playing a dual role in both alleviating and exacerbating anxiety. Despite an increase in studies addressing these issues, much of the existing literature remains fragmented, focusing on isolated factors rather than the complex interplay of multiple classroom dynamics. This study highlights the need for a more integrated understanding of how various elements contribute to language learning anxiety. By mapping influential studies and emerging themes, this bibliometric review provides valuable insights for educators and policymakers. It emphasizes the importance of creating inclusive and supportive learning environments that address anxiety comprehensively. Ultimately, this research serves as a roadmap for future investigations into classroom-related language learning anxiety, guiding efforts to enhance educational practices and improve student outcomes in diverse learning contexts.
Co-Authors Andini, Zendy Dwi Reza, Fahrani Zuliati Rohmah, Zuliati