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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Wiralodra English Journal (WEJ) Journal of English Education and Teaching (JEET) Language and Education Journal
Chairuman, Muhamad Chalik
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHERS’ CHALLENGES IN IMPLEMENTING DIFFERENTIATED LEARNING FOR STUDENTS OF JUNIOR HIGH SCHOOL LEVEL IN PALEMBANG Chairuman, Muhamad Chalik; Astrid, Annisa; Desvitasari, Deta
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.446

Abstract

This study explores the challenges an English teacher faces in implementing differentiated learning within the framework of the Emancipated Curriculum in a junior high school in Palembang. Using a qualitative case study approach, data were gathered through interview and observation. The findings identified five main problems: difficulties in assessing students; limited planning time; large class sizes; technical disruptions during lessons; and the need for ongoing professional development. Although the teacher demonstrated a strong understanding of differentiation, enhanced through the Teacher Mover program, implementation remained difficult without sufficient support. This study highlights the importance of institutional support, reliable infrastructure, and effective assessment tools to ensure meaningful and sustainable application of differentiated learning. The findings suggest that while teacher commitment and training are crucial, systemic support plays an equally vital role. Further research involving more participants or schools is recommended to deepen understanding and broaden perspectives on differentiated learning practices in Indonesian EFL contexts.
Introducing Culture in EFL Class: The Junior High School Teachers’ Awareness Astrid, Annisa; Okta Sukma, Fitri Alya; Saputra, Eko; Chairuman, Muhamad Chalik
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4157

Abstract

The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting
LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Astrid, Annisa; Desvitasari, Deta; Chairuman, Muhamad Chalik; Dirgantara, M. Raditya Ramadhani; Azzahra, Fatimah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

Abstract

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.  
Culture Representations Incorporated within the English Textbook Used for Teaching Seventh-Grade Students in Indonesia Astrid, Annisa; Sukma, Fitri Alya Okta; Saputra, Eko; Chairuman, Muhamad Chalik
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.805-821

Abstract

This study aims to examine the cultural representation incorporated within the English textbook that the teachers utilized for instructing seventh-grade students in Indonesia. The Study employed qualitative content analysis techniques. The study utilized documentation and a checklist table containing criteria to assess the presence of cultural aspects in the textbook recommended by experts in teaching English as a foreign language. The results indicated that the textbook has successfully fulfilled specific criteria for including cultural information. A distinct and well-defined learning objective accompanies every chapter within this English textbook. The textbook organizes its content into individual chapters, each exploring diverse topics about various cultural aspects. The introduction of vocabulary on the topic of each unit occurs exclusively within the respective unit, without subsequent repetition in subsequent chapters. The content covered in Chapters 1 to 5 of the textbook has encompassed a wide range of cultural elements, exhibiting significant diversity. The material has been tailored to suit the student's age group. Every chapter within this English textbook also presents four distinct categories of language skills. However, the learning materials primarily emphasize Indonesian culture through the inclusion of cultural materials. The chapters within the textbook need to cultivate students' awareness of intercultural understanding. There need to be more activities that facilitate students' engagement in intercultural understanding and cross-cultural communication
Co-Authors Annisa Astrid Deta Desvitasari Dirgantara, M. Raditya Ramadhani Eko Saputra Fatimah Azzahra Okta Sukma, Fitri Alya Sukma, Fitri Alya Okta