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All Journal Journal of Education and Teaching Learning IDARAH : Jurnal Pendidikan dan Kependidikan
Zendah, Ali Abedlqader Ali
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Curriculum Innovation and Communicative Language Teaching (CLT): EFL Teachers' Attitudes Towards CLT's Main Principles Zendah, Ali Abedlqader Ali
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.2454

Abstract

Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers’ attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. The study addresses two key questions: (1) What are the EFL teachers’ attitudes towards the main principles of CLT? (2) What are the potential implications of these teachers’ attitudes towards the main principles of CLT in terms of implementing CLT and teachers’ awareness of the main aspects of CLT? To answer these questions, a questionnaire was used for data collection. The collected data were analyzed through means and percentages using SPSS v17.0 statistical package. Findings reveal teachers generally hold mildly favourable attitudes towards CLT. They strongly favoure CLT's principles that emphasize the role of the learner and the importance of error correction. Meanwhile, they are moderately favourable towards teacher's role and pair/group work activities. However, their attitudes towards the place and importance of grammar are less favourable. These findings suggest that many teachers may not be fully aware of CLT''s principles and may face some contextual difficulties adopting them. It is, therefore, recommended that curriculum developers and other Palestinian educational concerned bodies should take into account teachers’ attitudes in the process of change of materials and methods. Furthermore, when introducing the innovation, it is necessary to consider the cultural and social circumstances in which it operates, so that CLT may fit well within the Gaza preparatory schools' context.
Curriculum Innovation and Communicative Language Teaching (CLT): EFL Teachers' Attitudes Towards CLT's Main Principles Zendah, Ali Abedlqader Ali
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.2454

Abstract

Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers’ attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. The study addresses two key questions: (1) What are the EFL teachers’ attitudes towards the main principles of CLT? (2) What are the potential implications of these teachers’ attitudes towards the main principles of CLT in terms of implementing CLT and teachers’ awareness of the main aspects of CLT? To answer these questions, a questionnaire was used for data collection. The collected data were analyzed through means and percentages using SPSS v17.0 statistical package. Findings reveal teachers generally hold mildly favourable attitudes towards CLT. They strongly favoure CLT's principles that emphasize the role of the learner and the importance of error correction. Meanwhile, they are moderately favourable towards teacher's role and pair/group work activities. However, their attitudes towards the place and importance of grammar are less favourable. These findings suggest that many teachers may not be fully aware of CLT''s principles and may face some contextual difficulties adopting them. It is, therefore, recommended that curriculum developers and other Palestinian educational concerned bodies should take into account teachers’ attitudes in the process of change of materials and methods. Furthermore, when introducing the innovation, it is necessary to consider the cultural and social circumstances in which it operates, so that CLT may fit well within the Gaza preparatory schools' context.
The Leadership Model of Reje in Preserving The Customs and Cultural Identity of The Gayo Ethnic Syahputra, Muhammad Rizki; Rifa'i, Muhammad; Chaniago, Nasrul Syakur; Zendah, Ali Abedlqader Ali
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 9 No. 2 (2025): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v9i2.6669

Abstract

This study investigates the role of Reje leadership in preserving the customs and cultural identity of the Gayo community in Kampung Keramat Mupakat. Utilizing a descriptive-analytical qualitative approach, the research examines the meanings, values, and practices of Reje leadership across four dimensions: religious, justice, cultural, and participatory. Data were collected through in-depth interviews, participatory observations, and the review of customary documents, and analyzed using the Miles, Huberman, and Saldaña model. The findings reveal that Reje leadership is grounded in the principle of ("customs based on sharia, sharia based on the Qur'an"), affirming the spiritual legitimacy of Gayo traditions. The justice dimension is reflected in deliberative consensus, ensuring inclusive, fair, and widely accepted decisions, thereby strengthening social harmony. The cultural dimension highlights the Reje's efforts to preserve local traditions such as melengkan, kenduri keramat, and the use of the Gayo language which are transmitted to younger generations as safeguards of identity. The participatory dimension emphasizes the inclusivity of Reje leadership through the involvement of customary, religious, and community leaders in every significant decision. Collectively, these four dimensions demonstrate that Reje leadership functions as a mediator of customary and Islamic values, a guardian of traditions, and an agent of cultural education. The study concludes that the Reje leadership model remains relevant and strategic in safeguarding Gayo customs and cultural identity amid the challenges of modernization, while also contributing significantly to academic discourse on leadership rooted in local wisdom in Indonesia.
Co-Authors Chaniago, Nasrul Syakur rifa'i, Muhammad SYAHPUTRA, MUHAMMAD RIZKI