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Journal : Journal of English Language and Education

From Theory to Practice: Teachers’ Perspectives and Challenges in Implementing Merdeka Curriculum for Lesson Planning Elsa, Elsa; Rahim, Titin Rahmiatin; Tohamba, Citra Prasiska Puspita
Journal of English Language and Education Vol 9, No 6 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i6.602

Abstract

This study discusses teachers' experiences in implementing the Merdeka Curriculum, especially in lesson planning and achieving learning objectives. The purpose of this study is to explore the challenges and opportunities faced by teachers in implementing the curriculum. The research used a qualitative approach involving 18 English teachers who have implemented the Merdeka Curriculum for 1-2 years, with data collection through questionnaires and interviews adapted by previous research. The results showed that although many teachers experienced difficulties in designing flexible lesson plans, they saw this curriculum as an opportunity to increase students' creativity and independence. This research provides insight into the challenges teachers face in achieving effective learning outcomes.
The Emoji Speaks of Visual Reflection of English Language Learning in Kindergarten: A Systematic Literature Review Sanhas, Tasman; Maulina, Maulina; Rahim, Titin Rahmiatin; Flores, Rosenell B.
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1318

Abstract

Emojis have evolved from informal digital symbols to useful teaching tools, particularly for young students learning English as a second language. The function of emojis in kindergarten classrooms in promoting visual communication, emotional comprehension, and language development is examined in this comprehensive literature review. We find patterns of emoji integration that improve vocabulary acquisition, promote emotional expressiveness, and facilitate cooperative contact by reviewing 22 peer-reviewed studies published between 2013 and 2024. We conclude that emojis speaks enable kindergarten learners' linguistic and social-emotional learning environments enhanced by serving as visual scaffolding and affective cues in English language learning. There includes discussion of the implications for digital tool development and classroom practice.