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All Journal Jurnal Ilmiah Telaah Jurnal Ilmiah Profesi Pendidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Desi Herayana
Universitas Mataram
Humanities Education Languange, Linguistic, Communication & Media Other

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Teachers’ Interactive Decisions and Personal Development: The Basis and Factors Hartati Suryaningsih; Desi Herayana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 11, No 2 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.13153

Abstract

This research aims to recognize the factors triggering and foundations affecting teachers’ interactive decisions related to teachers’ personal development. Interactive decisions as teachers’ reaction to an unexpected situation during teaching and learning activities. The participants in this study are 3 (three) English course teachers. The participants were chosen using purposive sampling. The data were collected through semi-structured interviews. The data then were analyzed using Gomm’s thematic analysis. The results showed that the factors triggering teachers’ interactive decisions were teachers’ assumptions, teachers’ expectations – students’ lack of cooperation, and technical problems; the foundations of the interactive decisions were teacher’s experience, students’ needs, and class management. These findings indicate that making an interactive decision is a complex process. Many situations may trigger it, and teachers have to cope with it instantly without preparation. These unexpected situations require teachers’ quick thinking and reaction which are based on and enrich their personal development.
Teachers’ Interactive Decisions and Personal Development: The Basis and Factors Hartati Suryaningsih; Desi Herayana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (2024): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.13153

Abstract

This research aims to recognize the factors triggering and foundations affecting teachers’ interactive decisions related to teachers’ personal development. Interactive decisions as teachers’ reaction to an unexpected situation during teaching and learning activities. The participants in this study are 3 (three) English course teachers. The participants were chosen using purposive sampling. The data were collected through semi-structured interviews. The data then were analyzed using Gomm’s thematic analysis. The results showed that the factors triggering teachers’ interactive decisions were teachers’ assumptions, teachers’ expectations – students’ lack of cooperation, and technical problems; the foundations of the interactive decisions were teacher’s experience, students’ needs, and class management. These findings indicate that making an interactive decision is a complex process. Many situations may trigger it, and teachers have to cope with it instantly without preparation. These unexpected situations require teachers’ quick thinking and reaction which are based on and enrich their personal development.
Document Analysis of Literacy Policy and Curriculum Expectations in Primary and Lower Secondary Education in Indonesia Desi Herayana; Hartati Suryaningsih; Sartika Hijriati; Baiq Annisa Shallaita; Sahrul Sahrul
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40605

Abstract

This study examines how literacy is constructed in Indonesian policy, curriculum, assessment, and implementation guidance for primary and lower secondary education. Literacy has become a central indicator of educational quality in Indonesia, but the policy field contains several documents that use related yet not always identical terms, priorities, and implementation expectations. This study uses qualitative content analysis of national literacy policy documents, curriculum regulations, learning and assessment guidelines, Minimum Competency Assessment materials, School Literacy Movement guidelines, and Rapor Pendidikan documents. The analysis focuses on five dimensions: the meaning of literacy, competency domains, progression from primary to lower secondary schooling, assessment expectations, and the role of schools and teachers. The study shows that literacy is framed not only as reading habit but also as comprehension, reasoning, information use, text production, and cross-curricular learning. However, policy coherence still requires clearer vertical progression between school levels and stronger alignment between curriculum expectations, assessment signals, and school-based implementation guidance. The article argues for a more integrated literacy framework that helps schools translate national expectations into systematic learning and assessment practices
Teacher Preparedness and Communicative English Learning Among Young Learners in Central Lombok Desi Herayana; Baiq Annisa Shallaita; Thalia Qaulan Tsaqiila; Nur Madina Ramadhan
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40520

Abstract

This study examines teacher preparedness in primary English language teaching in Central Lombok. It focuses on teachers’ motivation, teaching experience, professional support, classroom practice, and the challenges that shape young learners’ opportunities for communicative English learning. The study adopted an ethnographically informed qualitative design. Data were collected through classroom observations, interviews, and focus group discussions with six primary school English teachers. The data were analyzed thematically through coding, categorization, and triangulation across data sources. The findings show that teachers had strong motivation to teach English because they recognized its value for students’ future learning opportunities. However, classroom practice remained dominated by drilling, vocabulary memorization, direct translation, and textbook-based exercises. Limited teaching experience, lack of sustained professional development, and restricted classroom facilities constrained teachers’ ability to apply communicative activities. The study argues that improving primary English learning in rural school contexts requires practical teacher training, teacher learning communities, instructional media support, and locally responsive education policy.
The Effectiveness of Wordwall-Based Gamification on Students’ Vocabulary Mastery and Students’ Perceptions Towards Its Implementation in Learning English Vocabulary Yulia Komalasari; Lalu Thohir; Desi Herayana
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.5061

Abstract

Students' perceptions are important because they influence how learners respond to teaching methods, learning media, and classroom activities. Therefore, examining both vocabulary achievement and students' perceptions can provide a more comprehensive understanding of Wordwall implementation in English learning. This study investigated the use of Wordwall-based gamification in improving students' vocabulary mastery and examined students' perceptions of its implementation in English vocabulary learning. The study employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The participants were 25 tenth-grade students from the Electrical Engineering 1 class (X TE-1) at SMK Negeri 2 Gerung. Data were collected through vocabulary tests and a students' perception questionnaire. The data from the vocabulary test were examined through descriptive statistics, a normality assessment, and the Wilcoxon Signed-Ranks Test as the scores from the post-test did not follow a normal distribution. The results indicated that the average score for students rose from 29.80 in the pre-test to 72.00 in the post-test. The Wilcoxon assessment revealed a notable difference between the pre-test and post-test outcomes, Z = -4.376, p < .001. Every one of the 25 students achieved improved scores in the post-test, with no negative rankings or ties present. The questionnaire results also indicated positive to very positive perceptions of Wordwall, particularly in terms of ease of use, affective engagement, usefulness, and learning engagement. These findings suggest that Wordwall-based gamification can support vocabulary learning and create a more enjoyable and engaging classroom atmosphere. However, because this study used a pre-experimental design without a control group, the results should be interpreted as evidence of improvement associated with the intervention rather than definitive causal proof.
Co-Authors Baiq Annisa Shallaita Hartati Suryaningsih Nur Madina Ramadhan Sahrul Sahrul Sartika Hijriati Thalia Qaulan Tsaqiila Thohir, Lalu Yulia Komalasari