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All Journal JPM (Jurnal Pemberdayaan Masyarakat) Intensive Journal INTERACTION: Jurnal Pendidikan Bahasa
Yulieda Hermaniar
Universitas PGRI Kalimantan
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Lecturers’ Practices in Instructional Media Selection and Implementation: A Qualitative Study in Higher Education in Banjarmasin Hidya Maulida; Yulieda Hermaniar; Norliani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5660

Abstract

The increasing use of digital technology in education has influenced how instructional media are applied in English language teaching. However, variations still exist in how lecturers select and implement instructional media in classroom practice, particularly in higher education contexts. Therefore, this study aimed to identify the types of instructional media used by lecturers and to analyze how these media are implemented in English language teaching. This study employed a qualitative research design involving three English lecturers from three higher education institutions in Banjarmasin, namely STKIP Sabilal Muhatadin Banjarmasin, Universitas Islam Kalimantan Muhammad Arsyad Al Banjari (UNISKA MAB), and Universitas Lambung Mangkurat (ULM), selected through purposive sampling. Data were collected through semi-structured interviews consisting of open-ended questions related to the types of instructional media used, the reasons for selecting specific media, and the ways the media were implemented in teaching. The collected data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings revealed that lecturers used a combination of conventional and digital instructional media to support teaching activities. Conventional media such as presentation slides and whiteboards were used to deliver learning materials systematically, while digital tools such as Kahoot, Quizizz, Google Docs, and Learning Management Systems were utilized to enhance student engagement, participation, and collaboration. The findings contribute practical insights into how diverse instructional media can support more interactive and student-centered English language learning and highlight the importance of lecturers’ ability to select appropriate media in higher education contexts. Keywords: instructional media, English language teaching, digital media, higher education, qualitative research
The Implementation of Differentiated Learning in English Teaching in Junior High Schools Yulieda Hermaniar; Yasyir Fahmi Mubaraq; Tri Winindyasari Palupi; Ida Rusdiana
Intensive Journal Vol 8 No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.20108

Abstract

The implementation of Kurikulum Merdeka in Indonesia emphasizes flexibility and essential learning materials to develop students' competencies and characters. Therefore, since 2022, all teachers are required to adapt student-centered learning methods in their teaching process. One of the proposed methods is differentiated learning that allows students to be recognized based on their learning preparation, learning interests and learning profiles. As regulation, teachers are required to create student profiles using various instruments to map students and become the basis of differentiated learning. When differentiated learning is implemented in Indonesia with various backgrounds both cultural and learning styles, teachers face new challenges. Therefore, this study was conducted to review the application of differentiated learning methods as part of the implementation of Kurikulum Merdeka. Observation is carried out by filling out an Observation Form that focuses on the application of differentiated learning based on the accuracy of content, process, and product. Interviews were also used to clarify the findings. Qualitative data obtained through the two methods were analyzed descriptively by following the stages proposed by Cresswell, namely transcribing, coding and classifying, interpreting, and drawing conclusions. The results showed the implementation of differentiated learning in public secondary schools in Tapin Regency. The implementation of differentiated learning is at the pre-learning stage, during learning, and at the evaluation stage.  
Pelatihan Pembelajaran Bahasa Inggris Berbasis Kearifan Lokal Lingkungan Bagi Guru Bahasa Inggris Se-Kabupaten Tanah Laut Yasyir Fahmi Mubaraq; Tri Winindyasari Palupi; Hendera; Yulieda Hermaniar
Jurnal Pemberdayaan Masyarakat Vol 10 No 2 (2025): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v10i2.12776

Abstract

This training program, conducted as part of a community service initiative, aims to enhance English teachers’ competencies in integrating local wisdom and environment insight into learning, with an emphasis on teaching practice (peer teaching) and simulations using innovative media. The program was implemented through a series of training sessions that provided each participant with opportunities to practice teaching strategies, develop materials based on regional potential, and design authentic assessments. Pre-test results showed that most teachers were in the moderate category in understanding and applying local wisdom-based learning, with weaknesses in the aspects of authentic evaluation and material format suitability. During the training, the peer teaching model enabled teachers to provide constructive feedback to each other, while innovative media simulations encouraged creativity and technological skills. Questionnaire feedback indicated that teachers felt this method helped “bring the learning context closer to students’ lives.” These findings confirm that combining peer teaching with innovative media simulations is effective in improving teachers’ pedagogical skills while reinforcing the relevance of teaching materials to local contexts.
Co-Authors Hendera Hidya Maulida Ida Rusdiana Norliani Tri Winindyasari Palupi Yasyir Fahmi Mubaraq