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ACITYA Journal of Teaching & Education
Published by Universitas Muhammadiyah Kalimantan Timur
ISSN : -     EISSN : 26559722     DOI : https://doi.org/10.30650/ajte
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
ACITYA Journal of Teaching & Education provides scientific article of teaching and education that can be publications of scientific articles, book reviews, original research reports, and reviews in education. This journal consists of three sections. Paper must be submitted according to the section. Section English Language Teaching, English Literature, & English for Specific Purpose Section Curriculum Development, Teacher Education, ICT & Learning Media Section Phisycal Education, Classroom Action Research, & Educational Studies.
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Articles 10 Documents
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Search results for , issue "Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education" : 10 Documents clear
Adapting to the New Frontier The Transformative Role of Academics in Shaping Higher Education Sershan, Naidoo; Mansingh, Ara; Naidoo, Kiveshni; Uddin, Razack Sheriff; Singh, Mishka
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.3985

Abstract

The higher education trajectory has transformed significantly since 2020, largely due to the SARS-CoV-2 pandemic. This period saw both students and academics navigating personal and professional transitions, leading to mental health and work-life balance challenges. Education 5.0, characterized by extensive use of technology, calls for a reassessment of current teaching practices and an exploration of the evolving role of academics in the post-2025 higher education space. Academics are crucial in driving research, designing curricula, and mentoring students. This study is grounded in Gagne’s Conditions of Learning Theory, the Technological Pedagogical Content Knowledge (TPACK) model, and Technological-Motivational-Learning Theory. The focus is on envisioning how the academic landscape should adapt to meet the needs of Generation Alpha, who will enter higher education in 2029. There is a need to nurture intellectual curiosity, inspire critical thinking, and prepare students for future challenges. This study reviewed existing literature to analyze shifts in South African higher education, challenging traditional models and promoting institutional adaptability. Secondary data analysis was employed to envision the evolving role of educators in the post-2025 higher education environment. Findings highlight the current needs of Generation Z and the necessity for academic systems to upskill in preparation for Generation Alpha. Recommendations include embracing activated online pedagogies, upskilling academics, and utilizing EdTech and gamification in higher education. This approach aims to reshape the academic landscape to better cater to the needs of future cohorts, emphasizing the importance of disruptive technology and digital pedagogical knowledge.
Students’ perceptions of the quality of podcasts and vodcasts in teaching academic writing skills at a distance education institution Mohale, Ntshimane Elphas
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4079

Abstract

First-year students in an open distance e-learning institution face academic writing challenges. These challenges can lead to higher dropout rates, increased failures, and delayed completion of qualifications. Key challenges include poor adherence to academic writing conventions, generating suitable content, citation and referencing issues, and writing style deficiencies. To address these academic writing challenges, podcasts and vodcasts were introduced as supplemental support tools. Podcasts and vodcasts aimed to reduce transactional distance and increase collaborative teaching and learning interactions. The student body, consisting of 30,000 individuals from diverse socio-economic and cultural backgrounds, participated in the study. A qualitative research approach was employed, collecting data through online evaluation questions and focus group discussions. The findings revealed that students faced numerous issues: poor sound quality due to weak voice projection, lecturers speaking too quickly and using complex language, excessively lengthy multimedia files, and information overload, which hindered comprehension. Based on students’ responses, guidelines were developed to assist and inform current and future lecturers about creating high-quality podcasts and vodcasts. These guidelines aim to enhance the academic writing skills of first-year students and create a community of practice among lecturers. Recommendations include maintaining a calm, audible, and neutral tone of voice, limiting podcasts and vodcasts to 15 minutes, communicating in straightforward plain English, simplifying module content, and providing transcriptions. These measures are intended to make multimedia resources more effective and accessible, thereby improving students’ academic performance and retention.
Building bridges: Content-teacher and language-teacher collaboration in South African high schools Mpofu, Nhlanhla
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4103

Abstract

In educational contexts where learners are instructed in a language different from their mother tongues, governments develop strategies to improve their proficiency in that language. This study examined how content and language integration was carried out in educational settings where English is used as the medium of instruction, focusing on multilingual South African high schools as the research sites to understand this phenomenon. The study included six participants grouped into three pairs, consisting of English teachers and content teachers from Economics and Life Sciences. Data were collected through lesson plan analysis, classroom observations and semi-structured interviews and analysed using inductive thematic analysis. The findings reveal three key themes: collaboration alignment for content and language learning; lesson planning collaboration; and collaboration focused on developing learning materials. The study suggests moving away from deficit-oriented approaches in content and language teaching and adopting an asset-based orientation that recognises and values learners’ strengths.
Strengths and Weaknesses in Lesson Plan Designing: A Case Study on EFL Preservice Teachers’ Practicum Vicente Jiménez, Yoana Paola
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4108

Abstract

Lesson planning is an integral aspect in the knowledge and training of EFL teachers, providing a framework for effective classroom instruction. Consequently, this research aimed to describe EFL preservice teachers' knowledge on lesson plan designing during their practicum, identifying strengths and weaknesses. For this purpose, the qualitative method and a case study approach were employed, analyzing lesson plans, field notes, and reflective journals of four preservice teachers doing their practicum in the teacher education program at Universidad Nacional de Loja. Content analysis was used to evaluate the components of 16 lesson plans through a rubric and field notes. Findings revealed that lesson objectives were clear and aligned with Bloom's Taxonomy, although the ABCD format was not consistently implemented. Practice activities aimed to strengthen language skills but sometimes lacked diversity. Instructional materials were created to encourage participation. Assessment tasks showed high alignment with lesson objectives, and summative assessment was the type mostly used by preservice teachers. Various feedback types, including informal, positive and self-generated were identified. These insights offer valuable implications for refining preservice teacher training and enriching classroom experiences.
English Language Learning Experiences in Selecting Youtube Video Isni Yulia Nur; Endang Susilawati; Surmiyati; Regina; Eusabinus Bunau
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4117

Abstract

YouTube can be a valuable tool for enhancing students' understanding of the English language, as it is well-recognized as a website that offers a diverse range of videos across many contexts. YouTube is a valuable and accessible resource for learning English due to its wide collection of instructional videos (Khoiroh, 2021). This research aims to determine the criteria for selecting YouTube videos, the challenges, and the impact of using YouTube videos to learn speaking and listening skills through descriptive qualitative research. The participants of this research are four students from class A+ sixth-semester English education regular-A students at Universitas Tanjungpura in the 2023/2024 academic year. The interview was used in data collection and analyzed using qualitative analysis techniques. Based on the participants' experiences, they use YouTube videos to learn English, such as improving their speaking and listening skills, using audio quality, native speakers, daily conversation context, subtitles, and video duration as the criteria they use to select YouTube videos. Apart from that, they also used recommendations given by lecturers or friends, and they consider these videos trustworthy because they have been used before by their lecturers or friends. The participants also experienced challenges when selecting the YouTube videos they would use. The challenges include finding videos with good audio quality, dealing with poor production quality, finding relevant videos, and overcoming technical problems. Using the criteria for YouTube videos that suit the participants' needs and facing several challenges in selecting it, they still said that YouTube videos can improve their speaking and listening skills.
Boosting Vocabulary Mastery Through TED Talks Video: Students’ Perceptions and Challenges Anggoro Jati, Tri; Karim, Sayit Abdul; Matas, Gordan
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4122

Abstract

Audio-visual content has emerged in the current digital era as a powerful tool for enhancing students’ vocabulary mastery. This study explores the perceptions and challenges students encounter when using TED Talks as a medium of learning English vocabulary. Employing a qualitative research design, this study collected the data through open-ended questions. Fifteen students in the third-grade XII of MAN 2 Yogyakarta participated as the respondents. The data was qualitatively analysed by explaining every respondent's answers based on each theme. Furthermore, the respondents ‘answers were analysed using the interactive model theory proposed by Miles and Huberman (1994). The finding revealed that students perceived positive view on the TED Talks video by appreciating their engaging content and authentic language exposure available. However, several challenges were identified including difficulties in understanding various accents, the fast pace of some talks, and the complexity of specific vocabulary. Despite these obstacles, students found strategies to overcome these challenges such as repeated viewing of videos, using subtitles, and additional vocabulary practice. This study inferred that TED Talks can be a valuable resource for enhancing learning vocabulary, and provides adequate support and supplementary learning materials for learners. This study offers insights for educators on effectively integrating TED Talks video into classroom practice, and language curricula, and suggests directions for future similar studies.
Implementing Local Wisdom Through Project-Based Learning in ELT and Pancasila Student Profile Fani, Armin; Novi Nurdian; Novi Suma Setyawati
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4185

Abstract

This study delves into implementation of local wisdom through project-based learning (PjBL) in English language teaching (ELT) and Pancasila student profiles development program. Conducting through interview research principles, this study aims at describing the implementation phases of local wisdom through PjBL in ELT and Pancasila student profiles development program and its constraints. The participants of this study are school principals, three English teacher, and two students. In-dept interviews were conducted as data collection technique. The finding of this shows that the implementation covers planning, integrating, and assessing phases. The finding also elaborates some practical constraints. While providing valuable information, this study acknowledges its limitation and offers suggestion for future research.
Kindergarten and elementary school teachers’ numeracy knowledge and understanding Farida, Alief; Agung Ginanjar Anjaniputra; Sri Wuli Fitriati; Issy Yuliasri; Pasca Kalisa
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4200

Abstract

Numeracy is essential for students to achieve academic success and develop practical problem-solving abilities in their daily lives. This study aims to investigate the integration of numeracy into the teaching practices of different lessons by elementary school and kindergarten teachers in Semarang, Indonesia. The data of this qualitative research were acquired from 26 teachers using a qualitative technique, which involved an open-ended questionnaire and the analysis of lesson plans. The result of the study shows that only two of the four components of numeracy were known by the teachers. Domain I, which pertains to quantitative information, is the most prominent. Still, Domain II, which relates to spatial information, and Domain IV, which encompasses strategies, techniques, and tools, are noticeably lacking. The study emphasizes the need to provide well-rounded teacher training that covers all aspects of numeracy in order to improve the quality of numeracy instruction. The implications indicate the need for specific professional development programs to solve these gaps, thereby enhancing students’ numeracy skills and academic achievement. Keywords: application of numeracy components, elementary education, numeracy
Rethinking Teacher Professional Development in Public Secondary Schools in Zimbabwe Mugwaze, Fortunate
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4228

Abstract

Effective professional development practices are instrumental to the performance of schools as teachers play a pivotal role in shaping educational outcomes for learners in any country. In Zimbabwe, economic and social challenges have affected the availability, relevance, and effectiveness of professional development for teachers in public secondary schools. The principals' lack of instructional leadership and poor management skills have exacerbated the situation. Major gaps exist between current practices and strategic goals, highlighting the need for improved professional development. The study is motivated by the urgent need to rethink and redefine professional development in schools in Zimbabwe to improve teacher performance and retention. Situated in the interpretivism paradigm, this qualitative study used semi-structured interviews and document study to gather data. Findings highlight the urgent need for context-specific, continuous, and culturally responsive professional development programmes that address classroom management, discipline, and indigenous knowledge systems. Additionally, the study identifies the need for leadership training, enhanced support systems, and incentives for teacher engagement in professional development. The findings contribute to the broader discourse on human capital development in education, offering practical recommendations for improving professional development in resource-constrained and challenging environments.
The Meanings of Silence in Indonesian EFL Classrooms Rizki, Aris Bahari; Andania, Ruqoyyah Amilia; Kusumawati, Eny
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4289

Abstract

This study examines the reasons for students’ silence and the beliefs of students and lecturer about silence in EFL classrooms at Indonesian universities. It explores the perspectives of both students and lecturers on this issue. The participants are three students who are currently assigning as students at the second semester of undergraduate program at one of Indonesian universities and the students’ lecture. The study used semi-structured interviews to collect the data. The study found that students' lack of confidence in speaking English was a major factor contributing to their silence in the EFL classrooms. Some expressed fear of making mistakes or being judged by their peers, which hindered their willingness to participate in class discussions. Additionally, foreign language anxiety was identified as another significant factor, with students feeling overwhelmed and anxious about speaking in a language that is not their first language. Furthermore, the use of silence as a form of politeness was also observed, as students believed that interrupting or speaking out of turn was disrespectful. These factors not only affected students' individual participation but also had an impact on the overall classroom dynamics and communication. The study highlights the importance of addressing these challenges in EFL teaching and suggests strategies such as creating a supportive and non-judgmental classroom environment, incorporating activities that promote confidence-building and oral communication skills, and providing opportunities for students to practice English in a safe and encouraging setting. Overall, the study underscores the significance of understanding the role of silence in communication and its implications for effective EFL teaching in Indonesian universities.

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