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All Journal LingTera Journal of English Education and Teaching (JEET) Journal of Authentic Research Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Yusra, Siti Rahimah
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Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher's experiences Hanifa, Rizaldy; Yusra, Siti Rahimah
LingTera Vol. 10 No. 1 (2023)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v10i1.58035

Abstract

This study focused on teachers' materials adaptation as a part of teaching strategies to ensure learning success. Given that such activity is not something light to engage in and requires expertise, the researchers looked at how the process of materials adaptation was carried out. These included what was added, removed, and modified as well as the challenges confronted during the adaptation process and classroom implementation. This study sought perspective from a qualitative case study approach. Documents, classroom observations, and interview were employed to gather data from one senior high school teacher in Aceh, Indonesia. The results were analyzed based on frameworks of language teaching materials analysis, principles of teaching materials, and materials adaptation. Research findings suggested that materials adaptations mostly concentrated on adding and modifying, with less emphasis on eliminating, simplifying, and rearranging. Furthermore, the altered materials aided language learning in various ways. Nevertheless, several modifications made raised issues, such as the lack of a feeling-sharing session with the materials and an inappropriate difficulty level. Inaccessible sources of materials, fear of producing irrelevant information, time constraints, a lack of professional training and school assistance, learners' uncooperative behavior and low competences were also identified as problems in materials adaption.
Pelatihan Pengembangan Konten, Proses, dan Produk Pembelajaran Berdiferensiasi untuk Guru MGMP Bahasa Inggris SMP/MTs Kota Padang Panjang Zainil, Yetti; Adnan, Aryuliva; Yusra, Siti Rahimah; Ayudhia, Honesty Yonanda; Hanifa, Rizaldy
ABDI HUMANIORA: Jurnal Pengabdian Masyarakat Bidang Humaniora Vol 5, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdihumaniora.v5i2.126232

Abstract

The implementation of Kurikulum Merdeka supports student-centered and flexible learning methods as reflected in Differentiated Learning (DL). Through this learning method, teachers would prepare learning materials, delivery, as well as evaluations by referring to students’ readiness, willingness, and preferences in learning. Therefore, teachers’ roles are essential in identifying and supporting the students’ needs to make sure that the learning processeswould run smoothly to reach maximum results. So far, the implementation of DL is delayed due to teachers’ unreadiness to apply the new curriculum and their preference to continue teaching based on the previous curriculum. For that reason, the current curriculum could not be implemented well. Due to this matter, a training to encourage teachers’ competences in preparing English lessons based on DL is proposed. In this activity, Junior High School/Madrasa English teachers in Padang Panjang were gathered in a training of Differentiated Learning to improve the teachers’ understanding about DL and help with the necessary preparation to implement the DL-based lessons in their classrooms. During the training, teachers were asked to participate in workshops, discussions, and being involved in a special project where participants were asked to create lesson plans in line with concepts of differentiated learning.
From Comprehension Struggles to Reflective Growth: An Exploratory Study of Vodcast Use in Self-Directed Listening among Beginner EFL Learners Hanifa, Rizaldy; Yusra, Siti Rahimah; Muhamanda, Riki; Saputra, Dwi Bayu; Alamsyah, Devy Kurnia
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.578-597

Abstract

This qualitative study investigated the experiences of beginner English as a Foreign Language (EFL) learners utilizing English vodcasts for self-directed listening and metacognitive reflection. During a six-week intervention, 25 university students in West Sumatera, Indonesia, interacted with authentic spoken English input, supported by structured reflection. Data from Vodcast Analysis Templates and Oral Recordings documented comprehension processes, strategic responses, metacognitive insights, and affective engagement. Thematic analysis revealed four interconnected themes: challenges in listening comprehension, strategic responses to difficulties, metacognitive reflection and awareness, and affective engagement and motivation. Students often encountered difficulties with fast speech, unfamiliar accents, idiomatic expressions, and complex content, and they addressed these challenges through repetition, note-taking, and the use of subtitles. The templates facilitated learners in articulating breakdowns, evaluating listening behaviors, and recognizing growth. Overreliance on subtitles and repetition occasionally promoted superficial processing; some learners focused on vocabulary without incorporating it into discourse comprehension; and inconsistent oral responses indicated variable spoken fluency. The findings indicate that vodcasts can enhance autonomy, strategy use, and reflective learning, while also identifying areas that need instructional improvement.
Teachers' Reflections in Teaching English Vocabulary for Students with Disabilities: A Descriptive Study Suhaimah, Ade Fairuz; Yusra, Siti Rahimah
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ggg7b326

Abstract

This qualitative descriptive multi-site study examined how three English teachers retrospectively interpreted and adapted vocabulary instruction in one Indonesian special school and one inclusive vocational school. One participant was a special-education graduate teaching learners with intellectual disabilities; two were English-education graduates teaching mixed-ability classes that included learners described by the school as ‘slow learners,’ a classification that was not verified through diagnostic records. Data consisted of five-prompt reflective journals written in Indonesian. Analysis combined inductive coding with an analytic distinction among event description, interpretation of learner response, justification of an instructional decision, evaluation of perceived consequences, and planning for future action. Member checking was limited to participants’ own accounts rather than the final themes. The results showed contextual differences. T1 emphasized pronunciation barriers and repeated multimodal practice; T2 emphasized differentiated materials and proposed consultation with counselors and vocational teachers; T3 emphasized extended processing time, active participation, and patience. Across cases, the teachers described a provisional sequence of noticing a barrier, interpreting learner response, modifying support, appraising the perceived response, and planning subsequent action. Not every account contained all stages, and the reported benefits were not independently verified. The study’s primary contribution is a context-specific account of how retrospective reflection connected learner variability with instructional differentiation across two settings, rather than evidence that particular techniques were effective. Conclusions are limited by the small purposive sample, self-report data, uncertain learner classification at the inclusive site, single-researcher coding, translation, and the absence of observation, interviews, student work, or direct learning measures.
Co-Authors Alamsyah, Devy Kurnia Aryuliva Adnan Honesty Yonanda Ayudhia Muhamanda, Riki Rizaldy Hanifa Saputra, Dwi Bayu Suhaimah, Ade Fairuz Zainil, Yetti