Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Innovative and Creativity
Ape Segenil
Universitas Islam Mulia Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Teacher Competence in English Language Teaching Using the Deep Learning Approach Devi Nurhastuti; Ape Segenil; Iin Inayah Ma’sum
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2597

Abstract

Teacher competence is crucial for effective learning, particularly in English language teaching. In response to 21st-century educational demands, the deep learning approach has emerged as a strategy to improve teaching quality by emphasizing conceptual understanding, critical thinking, reflection, and real-world application. Within the educational sphere, deep learning fosters meaningful, mindful, and joyful learning experiences—elements that are vital for both student engagement and teacher development. This study employs a literature review to examine the relationship between deep learning and teacher competence improvement in English instruction. Analysis of scholarly sources shows that effective implementation requires teachers to be creative in lesson planning, enhance pedagogical skills, and strengthen professionalism. Additionally, this approach supports reflective teaching and higher-order thinking skills essential for language instruction. Overall, deep learning not only enhances student outcomes but also significantly contributes to developing comprehensive teacher competence.
Students’ Reception of Intrinsic Elements and Moral Values in Hans Christian Andersen’s The Ugly Duckling Tri Jampi Setiyorini; Ape Segenil
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11114

Abstract

This study examines students’ reception of the intrinsic elements, moral values, and impressions of Hans Christian Andersen’s short story The Ugly Duckling. The study responds to the need for literary learning that not only identifies textual elements but also explores how students interpret moral meaning through reader response. A descriptive qualitative design was employed. The participants were 27 second-semester students from class B of the English Education Department at Universitas Muhammadiyah Purworejo in the 2025/2026 academic year. Data were collected from February 24 to March 10, 2026, through semi-structured interviews and document analysis. The interview data were transcribed, coded, and interpreted, while the document analysis was used to support the interpretation of intrinsic elements in the short story. The findings show that students identified four main themes: bullying, discrimination, hardiness, and the search for self-identity. The main characters identified were the ugly duckling, the mother duck, and the ugly duckling’s siblings. Students also recognized several messages, including not judging people by appearance, appreciating differences, avoiding bullying and discrimination, maintaining confidence, being patient, and never giving up. The moral values found in the story were patience, empathy, care, tolerance, justice, and struggle. Students were impressed by the ugly duckling’s patience, persistence, and refusal to take revenge. The study implies that The Ugly Duckling can be used as a meaningful literary text to support character education and moral reflection in English literature learning.
Co-Authors Devi Nurhastuti Iin Inayah Ma’sum Tri Jampi Setiyorini