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All Journal English Review: Journal of English Education Journal of Sustainable Community Development (JSCD)
Fakhira, Jihan
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Pendekatan Berbasis Budaya dalam Pembelajaran Bahasa Inggris: Program Pengabdian di Thailand Hikmat, Ade; Solihati, Nani; Khuluqo, Ihsana El; Zulaiha, Siti; Fakhira, Jihan
Journal of Sustainable Community Development (JSCD) Vol. 7 No. 1 (2025): Journal of Sustainable Community Development
Publisher : Sekolah Tinggi Manajemen IPMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32924/jscd.v7i1.138

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat keterampilan komunikasi bahasa Inggris siswa di sekolah di Thailand, melalui pendekatan pembelajaran berbasis budaya. Program ini dilaksanakan melalui serangkaian kegiatan observasi pembelajaran, dan refleksi kolaboratif antara dosen dan mahasiswa dari Indonesia dengan siswa dan guru lokal di Thailand. Hasil program menunjukkan bahwa integrasi budaya mampu meningkatkan keaktifan dan respon siswa. Kegiatan ini juga memberikan kontribusi terhadap peningkatan pemahaman lintas budaya dan memperkuat hubungan bilateral Indonesia–Thailand dalam bidang pendidikan.
PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY Fakhira, Jihan; Zulaiha, Siti
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9551

Abstract

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.
Co-Authors ADE HIKMAT Ihsana El Khuluqo Nani Solihati Siti Zulaiha