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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of English Language and Education Abdimas Langkanae
Rifhani Handayani L
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Other

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FIELD EXPERIENCE AND THE READINESS OF PRE-SERVICE PRIMARY TEACHER EDUCATION STUDENTS TO TEACH ENGLISH: A SYSTEMATIC REVIEW Rifhani Handayani L; Faidah Yusuf
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36642

Abstract

This study aimed to examine how field experience supports the readiness of pre-service primary school teachers in PGSD programs to teach English. A Systematic Literature Review was conducted by identifying empirical studies published between 2015 and 2025 through ERIC, Google Scholar, Semantic Scholar, ResearchGate, and institutional repositories. The screening followed PRISMA procedures, with inclusion criteria focusing on generalist pre-service teachers’ teaching field experiences and exclusion of studies involving in-service or English-major pre-service teachers. Data from the selected studies were synthesized based on five analytical dimensions: pedagogical competence, teaching self-efficacy, understanding of primary classroom contexts, lesson-planning skills, and overall readiness to teach English to young learners. The review found that field experience contributes positively to classroom management, instructional adaptation, confidence building, contextual awareness, and gradual improvement in planning skills. However, these benefits were inconsistent due to uneven mentoring quality, weak school–university coordination, and limited opportunities for structured reflection. Importantly, field experience alone was insufficient to ensure readiness for English teaching, as PGSD students lacked exposure to TEYL-focused coursework and sufficient English proficiency. The findings suggest that strengthening curricular support, mentoring systems, and TEYL integration is essential to optimize field experience in preparing PGSD pre-service teachers to teach English effectively.
Student Teachers’ Readiness for Instructional English in Primary Classrooms Rifhani Handayani L; Rahmat Darmawan; A. Muhajir Nasir
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2438

Abstract

This study examines student teachers’ readiness to use instructional English in primary classroom contexts. A quantitative survey design was employed involving 133 student teachers from a Primary School Teacher Education (PGSD) program at a public university in Indonesia. Readiness was conceptualized as a multidimensional construct encompassing knowledge, classroom language skills, self-confidence, and classroom interaction readiness. Data were collected using a self-developed questionnaire and analyzed using descriptive statistics. The results indicate a moderate level of readiness across all dimensions. Classroom Language Skills shows the highest mean score (M = 16.32, SD = 3.006), followed by Classroom Interaction Readiness (M = 13.62, SD = 2.492) and Self-Confidence (M = 12.95, SD = 2.820), while Knowledge of Instructional English records the lowest mean (M = 12.01, SD = 1.905). The findings reveal an imbalance in which performance-related competencies are more developed than conceptual understanding and confidence. This suggests that current ESP practices support functional language use but are less effective in fostering adaptive and confident instructional communication. Strengthening the integration of knowledge, practice, and reflective experience is therefore essential to better prepare student teachers to use English as a medium of instruction.
PKM Media Pembelajaran Bahasa Inggris yang Inovatif: Kartu Ular Tangga yang Digamifikasi untuk Meningkatkan Penguasaan Kosakata di Sekolah Dasar Faidah Yusuf; Rifhani Handayani L; Nurfaizah AP; Tiara Mulqi; Ina Kartini; Nopan Rorrong
Abdimas Langkanae Vol. 5 No. 2 (2025): September-Desember 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jpm.v5i2.527

Abstract

Penguasaan kosakata merupakan salah satu keterampilan mendasar yang harus diperoleh siswa sekolah dasar dalam belajar bahasa Inggris. Namun, pengamatan awal di SD Muhammadiyah Perumnas Makassar mengungkapkan bahwa sebagian besar siswa masih memiliki keterbatasan dalam mengenali dan menggunakan kosakata sederhana, serta menunjukkan motivasi yang rendah dalam proses pembelajaran. Untuk mengatasi masalah ini, kegiatan pengabdian masyarakat ini melibatkan 25 siswa SD dan 1 guru bahasa Inggris sebagai peserta. Program ini bertujuan untuk meningkatkan penguasaan kosakata melalui gamifikasi kartu ular tangga sebagai media pembelajaran bahasa Inggris. Kegiatan terdiri dari tiga tahap: persiapan, pelaksanaan, dan evaluasi. Pada tahap persiapan, kartu alfabet dan kartu ular tangga dirancang dan dimodifikasi sesuai dengan tema kosakata yang dipilih. Selama implementasi, siswa terlibat dalam pelatihan berbasis permainan interaktif yang menekankan pengenalan dan pengucapan kosakata, dipandu oleh guru. Evaluasi dilakukan melalui observasi dan penilaian pengembangan kosakata dan partisipasi siswa. Hasilnya menunjukkan peningkatan yang signifikan: siswa yang awalnya hanya menguasai 3-5 kata dasar dapat mengingat dan menggunakan lebih dari 10 item kosakata baru. Selain itu, motivasi, partisipasi aktif, dan kepercayaan diri siswa meningkat, sementara suasana belajar menjadi lebih menarik, interaktif, dan menyenangkan. Inovasi ini juga bermanfaat bagi guru dengan memberikan strategi alternatif untuk merancang pembelajaran bahasa Inggris yang kreatif dan berpusat pada siswa. Kesimpulannya, penggunaan gamifikasi kartu ular tangga terbukti efektif dalam meningkatkan penguasaan kosakata di kalangan siswa SD.
Co-Authors Faidah Yusuf Ina Kartini Nasir, A. Muhajir Nopan Rorrong Nurfaizah AP Rahmat Darmawan Tiara Mulqi