Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of English Language Teaching and Literature (JELITA) GLENS: Global English Insights Journal
Nur Asiza
Institut Agama Islam Negeri Parepare, Indonesia
Arts Education Languange, Linguistic, Communication & Media Social Sciences

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Analysis of Teacher’s Problems in the Teaching and Learning Process at MA Al-Mustaqim Parepare Nur Asiza; Ahmad Fauzi; Nanning Nanning; Annisa Ahmad
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.847

Abstract

This research aims to identify the problems faced by teachers in the teaching and learning process at MA Al-Mustaqim Parepare and the methods used to address these issues. The problems encountered include a lack of facilities, low student motivation, and a high workload for teachers. The research method used is descriptive qualitative with data collected through observations, interviews, and documentation. Data analysis was conducted by organizing, interpreting, and concluding the findings based on relevant educational theories. The results show that the main problems faced by teachers are the lack of supporting facilitied, low student participation, and administrative pressures. Teachers use strategies such as personal approaches, creative teaching methods, and enhanced communication with parents to address these issues.
Local Wisdom in English Vocabulary Instruction: A Systematic Review of Trends, Practices, and Future Directions Nur Asiza; Nurul Hasanah; Kalsum Kalsum; Syaiful Syaiful; Suci Pratiwi
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1136

Abstract

This systematic literature review synthesizes empirical evidence on the integration of local wisdom into English vocabulary instruction to identify research trends, pedagogical practices, learning outcomes, and future research directions. Following the PRISMA 2020 guidelines, 58 peer-reviewed empirical studies published between 2018 and 2026 were systematically retrieved from the Scopus and ERIC databases and analyzed using thematic synthesis. The findings reveal a substantial increase in research on local wisdom-based vocabulary instruction, with Indonesia contributing the largest proportion of studies. Five interconnected themes emerged: contextualized vocabulary learning, culturally responsive pedagogy, technology-enhanced instruction, learner engagement and cultural identity, and sustainable directions for English language education. Across diverse educational contexts, integrating local wisdom consistently improved vocabulary acquisition, retention, learner motivation, classroom engagement, communicative competence, and intercultural awareness by connecting English learning with authentic cultural experiences. Beyond synthesizing existing evidence, this review proposes an integrated pedagogical ecosystem that conceptualizes how contextual authenticity, culturally responsive pedagogy, sociocultural interaction, learner engagement, and technology-enhanced learning collectively support sustainable English vocabulary development. Despite these contributions, important research gaps remain, including limited geographical diversity, insufficient longitudinal evidence, and the underexplored use of culturally responsive artificial intelligence.
Co-Authors Ahmad Fauzi Annisa Ahmad Kalsum Kalsum Nanning Nanning Nurul Hasanah Suci Pratiwi Syaiful Syaiful