Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Education and Teacher Trainer
Perda, Meri
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EMPOWERING EFL WRITING: TEACHERS’ VOICES ON CURRICULUM INNOVATION Muaripin, Ary Maulana; Perda, Meri; Sajidin, Sajidin; Sulaeman, Dedi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11322

Abstract

This article explores the contribution of curriculum innovation in writing instruction in English as a Foreign Language (EFL) at junior high schools in Indonesia. Through a qualitative study design, employing semi-structured interviews with EFL teachers, the research investigates their beliefs, implementation models, and challenges encountered during curriculum changes. The findings reveal that teachers generally perceive curriculum innovation as beneficial and educative. However, the lack of resources, inadequate training, and limited institutional support are significant barriers that hinder the effective implementation of the innovations. Teachers reported that these constraints impede their ability to fully integrate and apply the new curriculum effectively in the classroom. In response, policy recommendations are made, emphasizing the importance of providing sufficient resources, ongoing professional development, and stronger institutional support. These actions would help bridge the gap between curriculum innovations and the practical realities of classroom teaching, enabling teachers to optimize the benefits of curriculum changes in EFL instruction.
Shaping Critical Thinking: Teachers' Perspectives on Digital Literacy and Innovation Aghnia Adawiyyah Muslih, Raden; Perda, Meri
Journal of English Education and Teacher Trainer Vol. 2 No. 1 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i1.2060

Abstract

This study explores the relationship between critical thinking and digital literacy from teachers' perspective. As education increasingly embraces digital tools, teachers play a pivotal role in fostering critical thinking skills through innovative digital literacy practices. This paper presents a literature review highlighting how digital literacy can promote critical thinking. Furthermore, the study analyzes teachers' perspectives and challenges in using digital literacy to enhance students' critical thinking. It also provides recommendations for best practices, emphasizing the need for ongoing professional development and collaborative efforts among teachers. The findings underscore the importance of empowering teachers with the necessary skills and resources to create a classroom environment that embraces digital tools and nurtures students' critical thinking abilities, preparing them for the demands of the digital age.
Co-Authors Aghnia Adawiyyah Muslih, Raden Ary Maulana Muaripin Sajidin Sajidin, Sajidin Sulaeman, Dedi