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All Journal Indonesian Journal of Multidisciplinary Science International Journal of Language, Education, and Literature (IJLEL)
Marhani, Andi
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences

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Exploring English Teachers’ Views and Obstacles in Implementing Mobile Apps for Vocabulary Teaching Marhani, Andi; Munir; Noni, Nurdin
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This research explores how English teachers perceive the use of mobile applications for vocabulary teaching at SMP Negeri 1 Wotu. Adopting a qualitative case study method, the study involved two English teachers, drawing data from interviews and classroom observations to capture their experiences with mobile-assisted learning tools. The findings indicate that both teachers view apps such as Quizizz and Kahoot as valuable for enhancing student engagement and making vocabulary lessons more dynamic and enjoyable. These platforms encourage active participation and motivation through gamified elements that align with students’ learning styles. Teachers observed increased enthusiasm and focus among students when digital tools were incorporated compared to traditional instruction. Despite these benefits, several challenges were identified that impede the effective use of mobile apps. Key obstacles included unreliable internet access, insufficient classroom resources, and disparities in students’ access to personal devices. Teachers also encountered technical issues when operating the apps and expressed uncertainty about their own digital preparedness, pointing to a lack of professional development. Furthermore, the assessment features within these apps were often limited to numerical feedback, offering little insight into deeper learning or language acquisition. The study concludes that while mobile apps show considerable promise for vocabulary teaching, their successful adoption depends on robust institutional support, improved infrastructure, well-designed implementation plans, and continuous teacher training. Addressing these factors is essential for ensuring that mobile-assisted vocabulary learning becomes a more inclusive and impactful practice in English classrooms.
Curriculum Development for Indonesian Language Education Study Programs that Respond to the Merdeka Belajar Curriculum Learning Policy Wahdaniah, Wahdaniah; Marhani, Andi; Fathiyah, Fathiyah
Indonesian Journal of Multidisciplinary Science Vol. 5 No. 5 (2026): Indonesian Journal of Multidisciplinary Science
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/ijoms.v5i5.1267

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) policy requires universities to redesign curricula to strengthen graduate adaptability and alignment with labor market demands. The Indonesian Language Education Study Program must respond by developing a curriculum that accommodates students’ right to study outside the program while maintaining core pedagogical and linguistic competencies. This study aims to develop an MBKM-responsive curriculum design and formulate course-conversion mechanisms aligned with Graduate Learning Outcomes (CPL). This research employed a Research and Development (R&D) method using a systematic development model. Data were collected through document analysis, Focus Group Discussions (FGD) involving lecturers, students, alumni, and graduate users, and expert validation. The findings indicate that: (1) the graduate profile was reconstructed into more flexible roles such as educators, researchers, and language entrepreneurs; (2) the revised curriculum structure accommodates 20–40 credits of off-campus learning activities, including educational internships, teaching assistance, and humanitarian projects; and (3) clear course-equivalence guidelines ensure the achievement of CPL in knowledge and specific-skills domains. In conclusion, the developed curriculum is valid and feasible, supporting flexible learning pathways while enhancing the relevance and competitiveness of Indonesian Language Education graduates in the era of disruption.
Co-Authors Fathiyah Fathiyah Munir Noni, Nurdin Wahdaniah Wahyudi