TEACHERS’ CHALLENGES AND APPROACHES IN ENHANCING STUDENTS’ SPEAKING SKILLS WITHIN THE MERDEKA CURRICULUM IN JUNIOR HIGH SCHOOL

The purpose of this research is to investigate the relevance of school facilities and infrastructure to sustainable education policy implementation. This has become necessary due to the high global demand for a conducive learning atmosphere for effective knowledge dissemination. Indeed, this could be achieved in a learning environment with adequate school facilities and infrastructure. Using a qualitative research approach with 15 research participants purposely selected among the Sokoto state education stakeholders and analyzed using Nvivo 10 software, it was discovered that the availability of facilities and infrastructure leads to the development of a school system as it facilitates effective teaching and learning and the effective implementation of education policies. The findings also showed that most public schools, especially in Sokoto State, do not have adequate school facilities and infrastructure; hence, they produce substandard graduates. It is therefore recommended that the government intensify efforts to make the required facilities and infrastructure available in schools and judiciously utilize them. The government should also join hands with education stakeholders to collaboratively provide these vital educational ingredients in schools. This is believed to ensure effective teaching and learning, sustainable implementation of the school’s policies, and further guarantee academic excellence for the benefit of present and future generations.

Effective Learning Techniques are an integral part of learning strategies; the student needs to be involved in the presentation in order to be successful in learning. Student learning outcomes are stated in the analysis of sample data at a rate of 20.15; high score 29.00 low score 13.00; 4% received less than average (13 -14 marks), 3% received average marks (15 marks) and 93% received above average (16 - 29 marks). We investigated effective learning strategies (interview, video clip, role play, role play, five-minute paper, clear break, and group performance) and student learning outcomes (SLOs) among a sample of 158 Wolaita Sodo University Department of Physics. Answering a list of learning questions and assessment of student learning outcomes. We have made our analysis reveal a statistically significant correlation between effective learning strategies and student learning outcomes; therefore learning strategies should also provide 14% (Rsq = 0.139) of variability included in students' learning outcomes and this has been found to be statistically significant (F (1,156) = 25.23, p <.05). In addition, video clip simulation emerged as the most effective learning strategy and had the highest association with student learning outcomes (r = 0.340, p <0.05). The findings discuss the importance of effective learning strategies that promote learning among university students.

The research aimed to describe the challenges done by English teachers in Lubuklinggau face in implementing effective vocabulary teaching. This research conducted in qualitative design with descriptive approach. Sample in this research as four English teachers at different junior high school that consist of state and Privat. In collecting the data, the researchers crated online questionnaire through google form and shared to the subject. The result showed Teaching English vocabulary to students presents challenges like lack of resources, motivation, and emotional barriers. Strategies include providing resources, motivating students, managing classroom dynamics, and using interactive exercises, multimedia resources, and differentiated approaches. To effectively teach English vocabulary, educators should utilize real-world examples, customize materials, and create a nurturing learning environment, while also ensuring efficient classroom control and time allocation. Keywords: English, Challenge, Learning, Teacher, Vocabulary

This research aims to identify the difficulties students experience in speaking English. A qualitative descriptive method was used to investigate these challenges by distributing questionnaires and conducting interview sessions. The study was conducted at a junior high school in Bandung, with eighth-grade students as the research participants. To gather valuable data, 26 students were selected using purposive sampling. The findings revealed that students face several difficulties in learning to speak English, including challenges with understanding grammar, fluency, pronunciation, limited vocabulary, lack of self-confidence, shyness, anxiety, and lack of motivation. Additionally, it is implied that by addressing the root causes of these difficulties, such as fear and lack of motivation, teachers can help enhance students' ability to communicate effectively in English.

This research intended to analyze factors of students’ lack of self confidence in speaking English. It was also aimed to present possible strategies used to overcome students’ lack of self confidence in speaking English. The type of this research was qualitative. This research was conducted in SMA Negeri 4 BauBau. This research focused on obtaining data from the English teacher and students at eleventh grade of SMA Negeri 4 BauBau in the academic year 2018/2019 as the subjects of the research. In collecting data, the researchers used observation, interview. The technique used in analyzing data were three steps, those were data reduction, data display, and conclusion drawing. The result of this research showed that the factors which cause students’ lack of self confidence were anxiety, shyness, fear of making mistakes, and lack of vocabulary. Meanwhile, the possible strtaegies to overcome students’ lack of self confidence in speaking English were lowering students’ anxiety in classroom, improving students’ vocabulary, boosting students’ self-confidence, and forming group discussion.

The purpose of the study was to find out: (I) how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2) if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3) whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers) from four different junior high schools or SMPs (2 favourite and 2 non-favourite) in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT); (1) used the commercially prescribed textbooks to a large extent; (2) there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3) both groups of teachers adapted the textbooks or produced their own teaching materials.

Teaching English courses mainly improves students’ communicative competence for a successful integration into public life so English teachers should possess certain qualifications to deliver instruction well. This study aims to describe the causes and effects of employing non-English language major teachers to teach English courses in the Naguilian Cluster as basis in policy note formulation. It employed the descriptive survey research design and used a researcher-made questionnaire in gathering data. The study found out that none of the respondents pursued higher studies related with English since their baccalaureate degree is not English and they were underload. They believed that there should be strict hiring and selection of English teachers. Moreover, they greatly affect the quality of English language learning since they commit errors or mistakes in the production of learning resources or instructional materials in teaching English. Thus, English teachers should either have a bachelor’s degree related with English or a certification in English language teaching; should undergo intensive training to enrich their English language teaching pedagogy; and the preparation and development of learning resources or instructional materials in English teaching and learning should be led by English language teachers who are experts in this field. The study recommends the inclusion of a certification in English language teaching in the absence of a bachelor’s degree in English.

The aim of this study was to examine English teachers’ perceptions and concerns about the implementation of the2013 curriculum in Junior high school in Indonesia. This study reports findings from interpretive case study design in a private junior high school in Medan region, Indonesia with 2 teachers. Data were generated using questionnaires, focus group interview, classroom observation and documentation. The research focus was on how the English teachers have implemented the 2013 curriculum. The findings indicate that the implementation of the curriculum was still problematic due to the teachers’ lack of knowledge of the 2013 curriculum and the teachers’ pile of work. In addition, one of the teachers was still confused with the implementation of the 2013 curriculum, to work with teenagers’ students, overcrowded classrooms, learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of junior high schools, teachers need to develop their professional knowledge through socialization and the in-service training. The government policy planners need to provide initial teacher education that suit junior high school contexts, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.

This program-based community service (PkM) aims to improve the quality of English language learning at the Junior High School (SMP) level in South Konawe Regency through training in the form of classroom instruction and communicative practice activities. The method used in this activity is Asset-Based Community Services (ABCD) which involves English teachers as research subjects and main actors in designing, implementing and evaluating learning changes and improving existing competencies. Classroom Instruction training focuses on introducing innovative language learning methods that are relevant to the needs of junior high school students. In this case, the use of English for Teaching as the teacher's language of instruction in the classroom plays a very important role. This activity involves implementing a collaborative approach between teachers and PkM implementers as well as resource persons to identify the most effective learning strategies in the specific school context. Meanwhile, Communicative Practice Activities are focused on developing learning activities that promote active verbal interaction in English and are student-centered. It is hoped that the results of this activity can provide practical and useful guidance for junior high school teachers in improving the effectiveness of English language teaching. In addition, through a participatory process, it is hoped that a sustainable collaborative culture will be created among teachers to continue to improve the quality of English learning. Continuous evaluation will be carried out to measure the positive impact of implemented learning changes.

Student participation in English as Foreign Language (EFL) classrooms remains a significant challenge in rural Indonesian schools, where barriers such as low motivation, limited vocabulary, and lack of confidence hinder active engagement. This study investigates teaching strategies employed by two English teachers, TG and YF, at Junior High School 1 Gangga to address these issues. The objectives of the research are to identify the strategies used by the teachers, explore the challenges they face in activating student participation, and examine their perceptions of classroom engagement. A qualitative case study design was utilized, employing semi-structured interviews, classroom observations, and document analysis as data collection methods. Thematic analysis was applied to identify patterns and themes within the data. The findings reveal that both teachers employed differentiated learning, group discussions, reading aloud, and English games as key strategies to enhance student participation. However, challenges such as resource limitations, varying student proficiency levels, and low confidence levels were consistently reported. To address these, the teachers adapted their strategies by leveraging available resources, conducting personalized assessments, and fostering a supportive learning environment. The study underscores the importance of teacher flexibility and creativity in overcoming barriers to student participation. Its implications suggest the need for professional development programs to equip teachers with innovative strategies and improved resource allocation to support effective teaching in similar EFL contexts. These findings contribute to the broader discourse on enhancing EFL learning outcomes in under-resourced settings.

This Research discusses about teaching attractive materials that are suitable for the students and situation in Junior High Schools in Arfak Mountains Regency. This research aims to identify kinds of teaching attractive materials that suitable to the students and situation in Junior High Schools in Arfak Mountains Regency, and to indicate some types of teaching attractive materials chosen that can be developed by English teachers concerning to availability of the equipment needed in Arfak Mountains Regency. This research used Qualitative method, and the data is collected from observation or interview. The result of this research is found there are only some that might be able to be adopted to use in teaching English in SMP Arfak Mountain Regency. Those are realia, games (board race, Simon says, board jumble race, and hot seat), audio/tapes, and pictures. To develop those types of teaching materials, teachers are expected to be able to create their own teaching materials proposed.

This article was conducted to find out the teachers’ difficulties in teaching reading comprehension of the seventh-grade students at SMPN 22 Palembang. The research design used in this study was descriptive qualitative method. The participants in this study were two English language teachers who teach in grade seventh at SMPN 22 Palembang. The data were collected using a semi- structured interview with open-ended questions. Then, data from interviews was analyzed using thematic analysis in this study as part of the analysis. After analyzing the data, the findings showed that there are five difficulties that teachers face when teaching reading comprehension in seventh grade students at SMPN 22 Palembang, as follows: (1) students’ lack of motivation, (2) limited instructional time, (3) lack of background knowledge (4) students’ limited vocabulary, and (5) lesson plan constraints. Therefore, this research discusses the difficulties experienced by English teachers in seventh grade, thus it is hoped that readers especially English teachers who experienced similar difficulties can use this research to increase their variety of learning activities and overcome the difficulties they are faced.

This study aims to explore the need for students' workbooks based on local wisdom in the Merdeka Curriculum for junior high school students, particularly at SMPN 3 Air Besar. The study is motivated by the importance of local wisdom in shaping students' character and identity, as well as the need for appropriate teaching materials that can support the implementation of the Merdeka Curriculum. This study employed a survey research design to elicit information. To identify the students' needs, data was collected through questionnaires, interviews, and direct observations. The interviews were conducted with students, English teachers, and villagers to gather in-depth information about the students' needs in the materials design. The study proposes various positions for EFL teachers to perform, including visionaries, cultural mediators on a local level, intercultural educators, and role model practitioners. It offers strategies for EFL teachers to include local cultural elements into their classroom instruction, such as establishing a local culturally responsive pedagogy, cultural sensitivity and awareness, and leveraging technology and information to support teaching. Incorporating local culture into EFL teaching can benefit students by raising cultural awareness, developing cultural literacy, building intercultural competence, enhancing language learning experiences, and acquiring skills in eliciting meaning. By using a workbook that takes into account the specific requirements of the students, teachers can better address their learning needs and create a more effective and engaging learning environment. It is recommended that English language teachers utilize the workbook that is based on local wisdom, as it aligns with the Indonesian National Educational System and the current Merdeka Curriculum, which emphasizes the relation between teaching English and the learners' closest environment for meaningful language use. Overall, the study focuses on exploring the need for a supplementary workbook that integrates local wisdom and culture into English language teaching, aiming to enhance students' language proficiency and cross-cultural communication skills.

Two highly effective math learning strategies are spaced practice (in which problems of the same kind are distributed across many sessions) and interleaved practice (in which problems of different kinds are mixed rather than blocked). Though these strategies are supported by data, students may be reluctant to use them if they perceive the strategies as ineffective or unpleasant. In Study 1, we surveyed 174 grade 7 math students about the efficacy and likability of spaced and interleaved practice. Spaced practice was often judged likable, but nearly half of students failed to recognize its efficacy. Interleaved practice was judged both unlikable and inefficacious by most students. In Study 2, we further explored perceptions of interleaving in a survey of 233 grade 7 math students. Again, students erroneously judged interleaved practice to have low efficacy. Compared to blocked practice, interleaved practice was judged less effective, less preferable, more time-consuming, and more difficult. This work identifies perceptions that may discourage students from using effective learning strategies and also shows that specific perceptions differ by strategy. Helping students overcome their negative perceptions of spacing and interleaving is an important future direction.

As college school leavers transition into higher education or the workforce, they face numerous challenges in adapting to new learning environments and expectations. Effective learning strategies are crucial to ensuring their success in these new settings. This paper explores how WEKA, a powerful data mining tool, can be leveraged to shape and enhance student learning strategies for college school leavers. By analysing educational data, WEKA can provide insights into the most effective learning methods, helping educators tailor their approaches to meet the specific needs of these students. The paper discusses the application of WEKA in educational data mining, highlights its capabilities, and presents case studies demonstrating its effectiveness in shaping learning strategies.