No Content Description 1 Publication Journal 1
Jurnal Bima: Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra Vol.2, No.1, Maret 2024
e-ISSN: 3021-7768; p-ISSN: 3021-7768; Hal 288-292 DOI: https://doi.org/10.61132/bima.v2i1.618
Journal 2
Student Research Journal Volume.2, No.1 Februari 2024
e-ISSN: 2964-3252; p-ISSN: 2964-3260, Hal 114-120 DOI: https://doi.org/10.55606/srjyappi.v2i1.999 Journal 3
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024 ISSN: 2776-7493 (Media Cetak)
ISSN: 2808-2079 (Media Online) Published by. HAR PRESS Indonesia Journal 4
International Journal of Linguistics, Literature and Translation ISSN:
2617-0299 (Online); ISSN: 2708-0099 (Print) DOI: 10.32996/ijllt Journal Homepage: www.al-kindipublisher.com/index.php/ijllt
2 Author Journal 1
Fitri Waruwu Journal 2
Nurul Hikmah Giawa Journal 3
Haryanto Atmowardoyo Geminastiti Sakkir Rini Isnaeni Sakkir Journal 4
Samah BENZERROUG
3 Title Journal1
English Teachers' Views on Changes To The Independent Curriculum In
English Language Learning Journal 2
English Teachers’ Views On Curriculum Transformation In Indonesia Journal 3
Effective and Ineffective English Teacher Journal 4
Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study
4 Problems of the study
Journal 1
How teachers understand the concept of an independent curriculum, analyzing the impact independent curriculum on teaching and learning as well as obstacles and challenges in implementing the independent curriculum.
Journal 2
How does the curriculum overhaul influence the day-to-day teachings of an English language instructor?
What challenges emerge in the wake of such educational shifts?
More importantly, do these changes truly enhance the fabric of learning and teaching within schools?
Journal 3
Explain the characteristics of effective English teachers and explain the characteristics of ineffective English teachers!
Journal 4
What extent can the learner competencies, efficiency role of the teacher and the quality of the teaching and learning process be effective in developing the learners’ skills and competencies and promoting the EFL classroom situation.
5 Theory Journal 1
This is according to Elmore and Sykes (1992) that when a curriculum is developed and implemented in the school system down to the classroom, the implementation mechanism influences learning practices which in turn influences student learning outcomes.
Journal 2
Hidayah, et al. (2022:82) state teachers' perceptions of curriculum changes include aspects of objectives, materials, strategies, organizations, and evaluations.
Journal 3
Lie (2007) noted that there is an urgent need to better inform and advise
policymakers on the design, implementation, and evaluation of EFL curriculum.
Journal 4
Learning, on the other hand, is the process of translating new knowledge and skills into behaviour. Three domains of learning are identified: cognitive; concerning the theories, facts, concepts and problem solving, affective; related to feelings and emotions, psychomotor; referring to new skills and new way of doing things (Davis 1994:1 2).
6 Method Journal 1
The research method used is a qualitative descriptive method.
Journal 2
This research was conducted by utilizing instruments such as questionnaires.
Journal 3
The Qualitative Experiment Design is a qualitative research design that aims to describe and analyze items based on reality.
Journal 4
This study is an exploratory research which investigates the methods that are used in teaching English as a foreign language in the Algerian schools. It highlights the teaching and learning process and the development of the basic receptive and productive language skills and components on the basis of the Competency-Based Approach (CBA).
7 Participants /sample size
Journal 1
Data collection conducted in November 2022 through unstructured interviews with teachers who implementing the Independent Curriculum.
Journal 2
This research exposes a qualitative approach in a questionnaire given to 6 English teachers (2 high school teachers and 4 junior high school teachers).
Journal 3
This research focuses on 3 classes (A, B, C) of students in the fourth semester of the 2022/2023 academic year who took this course as many as 117 students.
Journal 4
Algerian Teacher 8 Findings Journal 1
English teachers' perspectives on the evolving independent curriculum in English language learning offer valuable insights into the practical implementation and perceived effectiveness of these educational reforms. The study likely explores how teachers perceive the independent curriculum's impact on their pedagogical approaches, classroom dynamics, and student outcomes. It may reveal a range of opinions, from enthusiastic adoption to cautious reservations, influenced by factors such as the availability of resources, the level of training provided, and the alignment of the curriculum with the specific needs and learning styles of their students. Further research may delve into whether teachers feel empowered by the curriculum's flexibility to innovate and tailor their instruction or if they find the changes challenging to navigate due to a lack of clear guidelines or support.
Ultimately, understanding these diverse perspectives is crucial for policymakers and curriculum developers to refine and optimize the independent curriculum, ensuring it effectively serves both teachers and students in the ever-evolving landscape of English language education.
Journal 2
the six English teachers create a rich and varied picture of curriculum change in Indonesia. Although faced with different challenges, these teachers demonstrated resilience and adaptability that contributed to the successful
implementation of the curriculum.
Journal 3
Research results show that lack of subject matter knowledge and professional development are also major factors influencing teacher effectiveness. Teachers who are not updated with the latest developments in their field tend to be unable to provide clear and relevant feedback to students and fail to manage the class well. Poor communication skills and a lack of empathy for students' individual needs further exacerbate this situation, creating a less conducive learning environment. Therefore, educational institutions need to focus on training and professional development for teachers to improve their skills in various aspects of teaching and interaction with students.
Journal 4
The teaching of English as a Foreign Language in the Algerian schools aims to develop communicative, linguistic, cultural and methodological skills. The ultimate objective of the teaching and learning process in the
EFL classroom is the developments of the four basic language skills as well as language components. It implements the competency-based approach that contributes a lot in enriching the quality of this process as it enables to: -give a meaning to learning situations; - make learning more effective; -found future learning situations; -integrate primary, intellectual and social skills.
9 Implication s
Journal 1
This implies research focused on understanding teachers' attitudes, challenges, and adaptations in response to the independent curriculum.
The findings likely reveal the impact of the curriculum changes on teaching methodologies, classroom practices, and ultimately, student learning outcomes in English. Such research could offer valuable insights for policymakers, curriculum developers, and educators involved in implementing or refining similar educational reforms.
Journal 2
Despite the challenges, this research
shows that curriculum change can positively affect the teaching and learning environment. It is hoped that this research will provide valuable insights into the perspectives of English language teachers, emphasizing the need for strategic support during the transition to maximize the achievement of curriculum goals.
Journal 3
An analysis of 117 students in the English Language Education Study Program identified key characteristics of effective English teachers, including strong subject matter mastery, effective communication, creativity, adaptability, and patience. Effective teachers organize classes well, assign appropriate tasks, and demonstrate empathy. Conversely, ineffective teachers often lack enthusiasm, organization, and flexibility, leading to boring presentations. Critical issues include poor communication skills, insufficient subject knowledge, and inadequate professional development. The findings emphasize the need for improvements in teacher competencies to enhance teaching effectiveness and enrich student learning experiences.
Journal 4
The findings indicate that each partner in the pedagogical couple has got his own role, needs and characteristics. Between these two partners, there is a sort of educational cont act or a common aim that is success.
The nature of this success is determined by the educational system in which they are involved, including the teaching and learning conditions and the problems encountered. Language teaching and learning process aim primarily at stabilizing the acquired knowledge and reinvest it in
learners’ daily life. That knowledge should not remain theoretical for the learner, but it should rather serve him in his school or familiar milieu and in his adult life later on as a worker or a citizen. When this objective is reached, language process is said to be effective. Hence, researchers are u rged to find a better way to motivate learners and develop their learning styles and strategies by taking into consideration the EFL classroom situation in which the teaching and learning process is taking place.
