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Published by CV. Melekliterasi Press
ISSN : -     EISSN : 30325412     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Language Teaching Lingustics and Literature is a journal devoted to the publication of original papers published by Melekliterasi press. It is a peer-reviewed and open access journal of humanity studies, including linguistics, literature, philosophy, psychology, law, education, communication science and cultural studies. Journal of Language Teaching Lingustics and Literature accept paper in English. Authors who want to submit their manuscript to the editorial office of Journal of Language Teaching Lingustics and Literature should obey the writing guidelines. If the manuscript submitted is not appropriate with the guidelines or written in a different format, it will be rejected by editors before further reviewed. The editors will only accept the manuscripts which meet the assigned format. Journal of Language Teaching Lingustics and Literature is published twice per year: December and May. the Author can write the manuscript in English and Indonesian. Please make the new Template Article then submit your manuscript.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature" : 10 Documents clear
EVALUATION OF MINIMUM COMPETENCY ASSESSMENT (AKM) IN CLASS VIII STUDENTS AT PERTAMAN MIDDLE SCHOOL (SMP) ON THE LITERACY AND NUMERATION ABILITIES OF STUDENTS IN THE BOYOLALI REGION avika, azizah
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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One of the work programs that must be carried out by class VI teaching campus participants is to carry out the Minimum Competency Assessment (AKM) for Elementary School (SD) level, carried out in class V, at Junior High School (SMP) level, carried out in class VIII and for Vocational High Schools ( SMK) is carried out in class XI. In this activity we carried out a Minimum Competency Assessment (AKM) at the Junior High School (SMP) level. This activity was carried out to determine the extent of students' literacy and numeracy abilities. Minimum Competency Assessment (AKM) is carried out in two stages, namely pre-test and post-test. In the pre-test, 35% of students answered correctly in numeracy and 50% in literacy. In the post test, 32% of students answered correctly in numeracy and literacy. So the Minimum Competency Assessment (AKM) program is running quite well. From the results obtained, the results of the Minimum Competency Assessment (AKM) literacy increased and the results of the Minimum Competency Assessment (AKM) decreased.
IDENTIFYING CURRENT ENGLISH TEACHING PRACTICES OF IMPLEMENTATION KURIKULUM MERDEKA IN SMP NEGERI 1 TOHO Rati, Rati Tarsila Patrisia; Hafis, Malikul; Sahrawi
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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Abstrak Penelitian ini bertujuan untuk menganalisis praktik pengajaran Bahasa Inggris dalam implementasi Kurikulum Merdeka di SMP Negeri 1 Toho serta mengidentifikasi tantangan yang dihadapi oleh para guru. Dengan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi dan wawancara terhadap tiga guru, termasuk koordinator kurikulum dan dua guru Bahasa Inggris, serta observasi di kelas VII-C, VIII-A, dan IX-C. Hasil penelitian menunjukkan bahwa guru telah menerapkan strategi pembelajaran seperti pembelajaran berbasis proyek dan integrasi teknologi, sejalan dengan prinsip Kurikulum Merdeka yang menekankan pembelajaran berpusat pada siswa dan diferensiasi. Namun, tantangan yang dihadapi meliputi keterbatasan sumber daya dan kesiapan guru dalam mengadopsi metode pembelajaran baru. Penelitian ini memberikan rekomendasi bagi pendidik dan pemangku kepentingan untuk meningkatkan efektivitas implementasi Kurikulum Merdeka dalam pengajaran Bahasa Inggris di tingkat sekolah menengah pertama. Kata kunci: Pengajaran Bahasa Inggris, Kurikulum Merdeka, Sekolah Menengah Pertama, Strategi Pembelajaran, Implementasi. Abstract This study investigates the implementation of English teaching practices under the Kurikulum Merdeka in SMP Negeri 1 Toho and identifies challenges encountered by educators. Employing a qualitative case study approach, data were collected through observations and interviews with three teachers, including a kurikulum coordinator and two English instructors. Classroom observations were conducted in classes VII-C, VIII-A, and IX-C, each comprising 30–34 students. Findings reveal that teachers have adopted strategies consistent with Kurikulum Merdeka principles, such as project-based learning and technology integration. However, challenges persist, notably limited resources and the need for enhanced teacher preparedness in adopting new pedagogical methods. The study recommends targeted professional development and resource allocation to bolster the effective implementation of Kurikulum Merdeka in English instruction at the junior high school level.
MENILAI PRAKTIK PENGAJARAN EFL SAAT INI TENTANG IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH MENENGAH salsabila, iqzzy; sahrawi; maliqul hafis
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This research aims to assess English as a Foreign Language (EFL) teaching practices in the implementation of the Merdeka Curriculum and identify challenges faced by teachers in applying it at the secondary school level. The research employed a case study approach with interviews as the data collection instrument, involving one curriculum teacher and one English teacher at SMPS PGRI 1 Sungai Raya Kepulauan. The findings show that teachers have developed a basic understanding of the curriculum that allows them to apply it, although not comprehensively. Teachers adopt student-centered approaches and integrate technology in the classroom, aligning with the core principles of the Merdeka Curriculum. The main challenges identified include the lack of specific training related to curriculum implementation, difficulties integrating existing pedagogical approaches with the demands of the new curriculum, and student adaptation to new learning methods. Despite facing challenges, teachers have demonstrated resilience and adaptability in implementing the curriculum relatively effectively.
IDENTIFYING GAPS AND NEEDS IN ENGLISH TEACHING PRACTICES FOR EFFECTIVE IMPLEMENTATION OF THE KURIKULUM MERDEKA AT SMA NEGERI 3 NGABANG Siringo Ringo, Kezya Luna; Hafis, Maliqul; Sahrawi
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This study aims to identify the gaps and needs in implementing the Kurikulum Merdeka in English language teaching at the senior high school level. A qualitative method was employed, with data collected through observation, interviews, and documentation. The findings reveal several key gaps, including limited learning facilities, insufficient teacher understanding of the curriculum and differentiated assessment, low student engagement and readiness, and challenges in aligning assessments with Learning Outcomes. Additionally, the use of technology and teacher training remain suboptimal. This study recommends targeted professional development, improved access to learning resources, and stronger institutional support to ensure the effective implementation of Kurikulum Merdeka. 
ROLE OF PROFESSIONAL DEVELOPMENT IN SUPPORTING IMPLEMENTATION OF THE MERDEKA CURRICULUMAT SMAS TUNAS BHAKTI PONTIANAK Patricia, Putri Maria; Maria Patricia, Putri; Sahrawi; Hafis, Malikul
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This study investigates the role of professional development in supporting the implementation of the Merdeka Curriculum at SMAS Tunas Bhakti Pontianak. Using a qualitative case study approach, data were gathered through interviews with an English teacher and the Vice Principal for Curriculum, as well as classroom and training observations. Thematic analysis revealed that professional development improves teachers’ ability to design teaching tools, apply student-centered methods, and implement project-based learning. Participation in training and learning communities (Kombel) strengthened pedagogical skills and collaboration. Despite facing limited resources and time constraints, teachers showed increased readiness and adaptability in implementing the curriculum. The findings emphasize the importance of sustainable, relevant, and practical training programs to ensure successful curriculum implementation.
IDENTIFYING GAPS AND NEEDS IN ENGLISH TEACHINGPRACTICES FOR EFFECTIVE  IMPLEMENTATION OF THE KURIKULUM MERDEKA  AT SMASTUNAS BHAKTI PONTIANAK Hafis, Malikul; Sahrawi; Calista, Claudia
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This study aims to identify gaps and needs in English language teaching practices to support a more effective implementation of Merdeka Curriculum at SMAS Tunas Bhakti Pontianak, a small private school with limited resources. Merdeka Curriculum emphasizes differentiated learning, character strengthening through the Pancasila Student Profile, and project-based learning approaches. However, in its implementation, various obstacles emerged, such as teachers' limited understanding of new learning approaches, low student engagement, and the dominance of conventional learning methods. In addition, the lack of infrastructure such as digital devices, collaborative spaces, and varied learning media is also an additional obstacle. This study also found that teachers need continuous and specific professional training related to teaching module development, differentiated learning design, and PjBL implementation. The results of this study contribute to improving teacher capacity and school readiness in implementing Merdeka Curriculum, and provide input for stakeholders to design mentoring programs that are appropriate to the conditions in the field.
IDENTIFYING GAPS AND NEEDS IN ENGLISH TEACHING PRACTICES FOR EFFECTIVE IMPLEMENTATION OF THE KURIKULUM MERDEKA AT SMPN 6 SENGAH TEMILA Marsella, Dea; Hafis, Malikul; Sahrawi
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This research aims to identify the gaps and needs in English teaching practices at SMPN 6 Sengah Temila. This research employs a case study design with a qualitative approach. Interviews, observations, and documentation were used to collect data. The findings indicate that the gaps in the implementation of the Kurikulum Merdeka include teachers’ limited understanding and skills in teaching, such as difficulties in applying appropriate methods and utilizing technology in their instruction, low student engagement in learning, lack of resources and facilities, and challenges in conducting effective assessments. The identified needs in English teaching include the need for advanced skills and further training related to the Kurikulum Merdeka, as well as the need for adequate resources, facilities, and infrastructure. This research contributes to teachers, principal, and government by providing insights to enhance the effectiveness of the Kurikulum Merdeka implementation in English teaching at SMPN 6 Sengah Temila.
ENHANCING EFL STUDENT ENGAGEMENT THROUGH DEEP LEARNING APPROACHES Aditama, Madya; Suwarna; Djoko Prannowo, Dwiyanto; Ainun Najib, Muhammad Reza; R Iswari, Ismi Islamia
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This study explores the influence of deep learning strategies on student engagement in EFL classrooms and examines teachers’ perceptions of their implementation. Conducted at SMP N 2 Bandar, the research employed a qualitative phenomenological approach involving classroom observations, semi-structured interviews, and documentation. The findings reveal that strategies such as problem-based learning, collaborative tasks, reflective questioning, and scaffolded critical thinking significantly enhance cognitive, emotional, and behavioral engagement among students. Observable indicators included increased participation, group collaboration, on-task behavior, and curiosity-driven questioning. Teachers reported that these approaches encouraged more meaningful learning, boosted student confidence, and fostered greater ownership of the learning process. Despite facing challenges like limited time and diverse student readiness, teachers believed that deep learning fostered a more dynamic and student-centered environment. The study concludes that deep learning strategies, when applied consistently, can transform EFL instruction by making learning more interactive, relevant, and engaging. These findings offer practical implications for English teachers seeking to promote deeper involvement and long-term motivation in language learning.
CODE MIXING IN ESL CLASSROOM: BARRIER OR BRIDGE TO LANGUAGE LEARNING? Islamia, Ismi; Giri Aditama, Madya; Ainun Najib, Reza
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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This article explores the dual role of code mixing in English as a Second Language (ESL) classrooms, examining whether it serves as a barrier or a bridge to effective language learning. Drawing from theoretical perspectives and practical classroom observations, the discussion highlights the potential benefits of code-mixing, such as enhancing comprehension, reducing learner anxiety, and facilitating smoother transitions to target language use. However, the article also addresses the potential drawbacks, including reduced exposure to English, overreliance on the first language (L1), and limited immersion. The findings suggest that code-mixing can be a valuable pedagogical tool when used strategically and in moderation. Ultimately, the article concludes that the impact of code mixing depends on how it is implemented by educators, emphasizing the importance of thoughtful and purposeful application to maximize its benefits while minimizing its risks in ESL settings. Therefore, ESL educators must exercise pedagogical awareness to balance innovation and integrity in language teaching while adapting to learners’ linguistic needs.
KINDNESS STRATEGY : AN APPROACH TO BUILDING GOOD CHARACTER IN STUDENTS Dian Prastiwi, Liyana; Anwar; Trias Puguh Jatmiko, Henry
Journal of Language Teaching Lingustics and Literature Vol. 3 No. 01 (2025): Journal of Language Teaching Lingustics and Literature
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 Building character and cultivating positive behavior is the main focus of education in the 21st century. One innovative approach that meets the challenges of the times is the application of kindness as a learning strategy. This study aims to explore the effectiveness of kindness- based learning strategies in shaping students' character and good habits. in a way general . The study used a descriptive qualitative approach to explore the implementation of the strategy The results of the study show that the implementation of kindness strategies through social projects, character literacy , and weekly reflective activities significantly shape attitudes sensitivity , concern , and closeness in a way emotional between students.

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