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All Journal IJEE (Indonesian Journal of English Education) EDUKATIF : JURNAL ILMU PENDIDIKAN International Journal of English Language and Pedagogy
Chaerunnisa, Alifia
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Empowering Young Learners: Insights into EFL Teachers’ Perceptions and Practices within the IB Framework in Elementary School Chaerunnisa, Alifia; Bachtiar, Bachtiar; Ruminda, Ruminda
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i5.7579

Abstract

Drawing from the theoretical perspective that effective English as a Foreign Language (EFL) instruction requires integration with contemporary educational frameworks, this study explores how the International Baccalaureate (IB) framework shapes EFL teachers' perceptions and practices in an elementary school in Tangerang, Indonesia. The research aims to examine the impact of IB principles on teaching methodologies and the resultant educational outcomes for young learners. Utilizing a qualitative narrative inquiry approach, six EFL teachers were interviewed and observed, and their teaching materials were analyzed to provide a comprehensive understanding of their experiences and instructional strategies. The findings reveal that teachers adopt student-centered, inquiry-based methods that foster critical thinking, global awareness, and practical language skills. This integration enhances student engagement and learning outcomes, highlighting the effectiveness of the IB framework in promoting holistic education. The implications of this research suggest that the IB framework can significantly contribute to improving EFL education by aligning teaching practices with global educational standards, thus preparing students for the complexities of an interconnected world. These insights are pivotal for educational policymakers and practitioners aiming to implement innovative and effective EFL teaching strategies.
An Analysis on Language Learning Strategies Used by Successful Language Learners in Speaking: A Narrative Inquiry on Three English Department Students Chaerunnisa, Alifia
International Journal of English Language and Pedagogy Vol. 1 No. 2 (2023): International Journal of English Language and Pedagogy
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v1i2.6464

Abstract

This study aimed to investigate the learning strategies employed by proficient language learners in the context of speaking skills. It also delved into the challenges these learners encountered and the strategies they employed to overcome them. The study enlisted three fifth-semester students from the English Education Department at a university in Surakarta as participants. Employing a qualitative approach, specifically narrative inquiry, the research collected data through observations, interviews, and questionnaires. The researcher observed each participant's speaking class three times, meticulously documenting their strategies and challenges. The findings revealed that the successful language learners' use of specific learning strategies significantly enhanced their language acquisition process. Additionally, the participants encountered various obstacles in their English learning journey, yet demonstrated an impressive ability to effectively address these challenges, thus shedding light on the resilience and adaptability of successful language learners. This study contributes valuable insights for educators and learners striving to excel in language acquisition.
Intercultural Competence and Language Mastery: Indonesian EFL Teachers' Beliefs and Practices in an International Baccalaureate Framework Chaerunnisa, Alifia; Bachtiar, Bachtiar
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.42126

Abstract

The transformative potential of the International Baccalaureate (IB) framework in English as a Foreign Language (EFL) education emphasizes inquiry-based learning, global awareness, and intercultural competence, positioning it as a pivotal model for educational reform. This study aims to explore the beliefs and practices of Indonesian EFL teachers within the IB framework, focusing on how these educators perceive and enact their roles in fostering holistic student development. Utilizing a qualitative narrative inquiry approach, the research was conducted at a primary school in Tangerang, Indonesia, involving six EFL teachers categorized by their teaching experience. Data was collected through semi-structured interviews, classroom observations, and document analysis and were subsequently examined using thematic analysis to identify key patterns and themes. The findings reveal that EFL teachers perceive their roles as multifaceted, requiring continuous professional development, cultural integration, and creating engaging, student-centered learning environments. The teachers emphasized the importance of inquiry-based learning and critical thinking, which they see as essential for preparing students for future challenges. The study's implications underscore the need for educational policies that support ongoing teacher development and the integration of holistic, inquiry-driven curricula in EFL education. These findings contribute to the broader discourse on educational reform in Indonesia, highlighting the critical role of teacher beliefs in shaping effective pedagogical practices within the IB framework
Co-Authors Bachtiar Bachtiar Ruminda Ruminda