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All Journal Klasikal: Journal of Education, Language Teaching and Science Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Syamsiarna Nappu
Muhammadiyah University of Makassar
Education Languange, Linguistic, Communication & Media Mathematics Other

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English Teachers’ Pedagogical Competence in Implementing Kurikulum Merdeka Syamsiarna Nappu; Hasnawati; Nurdevi Bte Abduh
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

This study investigated English teachers’ pedagogical competence in implementing the Kurikulum Merdeka, Indonesia's official curriculum. Pedagogical competence is examined with respect to teachers’ mastery of learning theories and principles, curriculum development aligned with the Kurikulum Merdeka, the organization of educational learning, and assessment and evaluation practices. The study employed a descriptive quantitative design using a questionnaire adapted from the national standards of teacher competence (Permendiknas No. 16 Tahun 2007) and contextualized to the principles of Kurikulum Merdeka. The participants were ten English teachers from junior high schools in Gowa Regency. The findings indicated that teachers demonstrated a very high level of pedagogical competence across all indicators. These results suggested that English teachers are generally well prepared to implement Kurikulum Merdeka, particularly in learner-centered instruction, flexible curriculum planning, and formative assessment practices. The study highlighted the importance of continuous professional development for sustaining and enhancing pedagogical competence in line with the evolving demands of the current curriculum.
STRENGTHENING STUDENTS’ WRITING COMPETENCE THROUGH GENRE-BASED APPROACH Syamsiarna Nappu; Asriati Asriati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1720

Abstract

Because writing requires the students to have idea generation, organization, and language system up to date good, it still becomes harder skill for Indonesian junior high school student. This research aimed to investigate the implementation of Genre-Based Approach (GBA) as a way of improving students’ writing ability in recount text viewed from aspects of content, organization and language use. This is a quantitative pre-experimental one-group pre-test and post-test design. Twenty-five students of grade nine formed the participants. Data were collected using writing tests given before and after six treatment meetings. As for the treatment, it was implemented based on core stages of GBA, which are Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text and Independent Construction of the Text. The findings indicated continual progress across all measured areas. The mean score of content from 56 pre-test increased to 80 in the post-test with a percentage difference of 42.86%. Organization went from 53 to 64, which is a 20.75% improvement. But the biggest gain was in language use, which rose from 41 to 73 (an increase of goal achievement of 78.05%). Inferential analysis also highlighted that there are statistically significant differences deviance between pre-test and post-test scores in terms of content (t = 13.66), organization (t = 3.77) and language use (t = 10.42) which were greater than the critical value 2.06 at.05 level of significance. This is evidenced by the finding that GBA improved students’ writing skill in recount text. The intervention provided pedagogy (structured scaffolding), explicit modelling and guided practice that supported the students in inventing ideas, ordering events according to time and using grammatical aspects appropriate for writing.
THE INFLUENCE OF SOCIAL MEDIA ON STUDENTS’ COMMUNICATION STYLE IN HIGHER EDUCATION Syamsiarna Nappu; Maemuna Muhayyang; Faras Dwi Larasanti; Auliya Andira Putri; Resky Affat
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1737

Abstract

Social media has become one of the most influential environments in which university students read, write, speak, and negotiate identity. For students in English education programs, platforms such as Instagram, TikTok, and WhatsApp do not merely function as channels for entertainment or networking; they also shape lexical choices, discourse habits, and expectations about speed, brevity, and interpersonal tone. This study examines how social media influences the development and adoption of communication styles among students of the English Education Study Program and identifies the linguistic and behavioral changes that appear through sustained online engagement. The study employed a descriptive qualitative design. Twenty-eight students from the 2022 cohort were selected purposively from seven classes, while classroom observation and semi-structured interviews were used to generate the data. The data were analyzed through the interactive model of data reduction, data display, and conclusion drawing. The findings show that social media affects students’ communication in two closely connected domains. In spoken interaction, students frequently carry slang, trending expressions, and platform-based vocabulary into classroom talk because these forms feel concise, familiar, and socially relevant. In written communication, abbreviations and informal structures occasionally slip into academic texts, especially when students write quickly or move between online and academic spaces. At the same time, most participants demonstrate contextual awareness by editing their language in formal situations. The study concludes that social media does not simply damage students’ communication; rather, it creates a fluid communicative repertoire that requires stronger academic filtering, register awareness, and instructional guidance from lecturers.
Co-Authors Asriati Asriati Auliya Andira Putri Faras Dwi Larasanti Hasnawati Maemuna Muhayyang Nurdevi Bte Abduh Resky Affat