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All Journal Journal of English Language and Education Journal of Language Education, Linguistics, and Culture Teaching English and Language Learning English Journal Pubmedia Jurnal Pendidikan Bahasa Inggris
Waruwu, Puspa Triyani
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Teachers' and Students' Perceptions Towards the Implementation of Independent Curriculum in English Learning Zebua, Meniati; Zebua, Agustin Ceria; Waruwu, Puspa Triyani; Bate'e, Juni For Enjelina; Waruwu, Friska Putri; Julvin Oryentika Waruwu
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 2 (2025): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i2.1368

Abstract

This study aims to investigate teachers’ and students’ perceptions of the implementation of the independent curriculum in English language learning. Conducted across six different schools (two elementary schools, two junior high schools, and two senior high schools), the research use the qualitative approach using a descriptive phenomenological design. The data were collected through interviews and questionnaires. The findings reveal that teachers perceive the independent curriculum as providing greater flexibility and creativity in teaching, enabling them to implement student-centered approaches and innovative methods such as using visual media, learning modules and technology. Teachers also value the variety of assessments, including diagnostic, formative, and summative evaluations. However, challenges such as administrative burdens and gaps in students' abilities remain significant. From the students' perspective, the curriculum is seen as engaging and interactive, with project-based tasks enhancing motivation and skill development. Nevertheless, students face difficulties in mastering vocabulary and grammar and building self-confidence, often exacerbated by unequal access to learning resources. This study concludes that the Independent Curriculum has significant potential to enhance English language learning by fostering active student engagement and teacher innovation. To maximize its effectiveness, recommendations include providing adequate resources, reducing administrative burdens, and enhancing teacher training to address implementation challenges.
Developing Gamification Strategies to Boost English Speaking Skills: Manuscript Submission: Developing Gamification Strategies to Boost English Speaking Skills Mendrofa, Nur Shiyam; Zebua, Malili; Gulo, Lefis Niwati; Waruwu, Puspa Triyani; Laowo, Fitriyana Purnama S.; N.Cui, Siti Khafifah Shaleh; Zebua, Muharni Sartika; Waruwu, Yaredi
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9980

Abstract

Speaking skill is a crucial component of English language learning; however, many EFL students experience anxiety, low confidence, and limited opportunities to practice oral communication. This study aims to develop gamification strategies to boost English speaking skills among third-semester students of the English Education Study Program at Universitas Nias. The study employed a Research and Development (R&D) design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were ten students selected from one class with a total population of thirty-eight students. Data were collected through speaking tests, observation checklists, questionnaires, and documentation. The findings indicate that the developed gamification strategies increased students’ motivation, participation, confidence, and speaking fluency. These results suggest that gamification, when systematically designed, can serve as an effective instructional strategy for improving English speaking skills in higher education EFL contexts.
An Analysis Of EFL Students’ Difficulties In Speech Perception: A Qualitative Study On Misheard Minimal Pairs Waruwu, Puspa Triyani; Tafonao, Yunita; Waruwu, Merlin; Gulo, Arniwati; Harefa, Afore Tahir
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 6 No. 1 (2026): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2026.27015

Abstract

Perception of speech is a fundamental skill in EFL learning that is very challenging for Indonesian learners due to the limitations of their L1 vocal system. Although previous studies have mostly used quantitative accuracy measurements, qualitative exploration of authentic experiences in the classroom is still limited, especially for university-level EFL students in the context of psycholinguistics. This study investigates the difficulties of fifth-semester English Education students at Nias University in perceiving minimal vowel pairs through a descriptive qualitative design. Data from 15 purposive sampling participants were collected through a minimal pairs listening test (20 items), semi-structured interviews, and classroom observations. The results show the highest error rates of 87% for /ɪ/–/iː/ (ship-sheep) and 80% for /ʊ/–/uː/ (full-fool), caused by the Indonesian vowel system, which has only five monophthongs without length/tension contrast. Internal factors included L1 phonological interference and cognitive load, while external factors included poor classroom audio quality and environmental noise. Students relied more on context-based top-down strategies than bottom-up phonetic analysis. These findings reveal patterns of vowel perception difficulties characteristic of Indonesian EFL in an authentic learning context.
The Relationship between Students’ Cultural Habits, Hearsay Exposure, and the Importance of English Laoli, Adieli; Waruwu, Puspa Triyani; Cui, Siti Khafifah Shaleh N.; Halawa, Arif Wahyu Tomosa; Laia, Agustina
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2116

Abstract

English plays a crucial role as a global language; however, students’ perceptions of its importance are shaped by their sociocultural environment. In addition to cultural habits reflected in daily community practices, students are also influenced by hearsay exposure, defined as repeated informal messages or opinions about English transmitted through family, peers, and community discourse. Previous studies have largely examined cultural or social belief factors separately, leaving limited understanding of their combined influence. This study aimed to investigate the relationship between students’ cultural habits, hearsay exposure, and their perceived importance of English at SMA Negeri 1 Lahewa. Using a quantitative correlational design, data were collected from 96 eleventh-grade students through a Likert-scale questionnaire and analyzed using Pearson correlation and multiple regression. The findings revealed that both cultural habits and hearsay exposure significantly correlated with students’ perceived importance of English, both individually and simultaneously. These variables collectively explained a substantial proportion of variance in students’ perceptions. The study highlights that students’ evaluations of English are socially constructed and underscores the need for culturally responsive English teaching that addresses prevailing community narratives.
Co-Authors Adieli Laoli Bate'e, Juni For Enjelina Cui, Siti Khafifah Shaleh N. Gulo, Arniwati Gulo, Lefis Niwati Halawa, Arif Wahyu Tomosa Harefa, Afore Tahir Julvin Oryentika Waruwu Laia, Agustina Laowo, Fitriyana Purnama S. Mendrofa, Nur Shiyam N.Cui, Siti Khafifah Shaleh Tafonao, Yunita Waruwu, Friska Putri Waruwu, Merlin Waruwu, Yaredi Zebua, Agustin Ceria Zebua, Malili Zebua, Meniati Zebua, Muharni Sartika