Language Curriculum Research Articles

Designing Communicative Competence-Based English as a Foreign Language Curriculum Development in Integrated Islamic Elementary Schools

This study investigates the implementation and design of English language curriculum development based on communicative competence in integrated Islamic primary schools. The data was taken from interviews, observation, and documentation techniques. The findings indicated that other parties, including the Olympic and competition procurement institutions, were involved in the development of the English language curriculum. English language teachers construct lesson plans under the supervision of the principal, guaranteeing fair execution. The Language Festival is a new design for developing communicative competence at the elementary school level through mentoring subject teachers as well as support from the school and parents. It is designed to demonstrate the richness and diversity of language and instruct and enlighten individuals interested in languages and cultures about the languages spoken worldwide. This kind of external institution involvement is important to increase students' enthusiasm in primary school. The challenges include adapting face-to-face and remote curriculums, internet networks, and school manual content. They are solved by maintaining qualifying time allotments, partnering with language experts, leveraging asynchronous media, updating handbooks, and training for teachers.

Implementation of Merdeka Belajar in Indonesian Language Learning in Senior High Schools

This qualitative case study explores the implementation of the "Merdeka Belajar" (Freedom to Learn) approach in Indonesian language learning at the senior high school level. The study investigates the perceptions and practices of Indonesian language teachers, the alignment between Merdeka Belajar principles and classroom instruction, and the challenges and opportunities associated with this innovative curriculum framework. Data was collected through semi-structured interviews, classroom observations, and the analysis of curricular materials. The findings reveal a varied landscape of Merdeka Belajar implementation, with some teachers enthusiastically embracing the approach and others struggling to adapt. Key factors influencing the process include teacher beliefs, administrative support, and the broader educational ecosystem. The study highlights the potential of Merdeka Belajar to transform Indonesian language education by fostering student-centered, personalized, and technology-enhanced learning experiences. The insights gained can inform policymakers, school leaders, and educators in their efforts to effectively integrate the Merdeka Belajar approach and deliver a more empowering and relevant language curriculum.

Using personal development activities to improve learners’ well-being

Abstract During the semester of Oct 2022 to Feb 2023, I decided to incorporate personal development activities into my C1-level General English classes at an Ecuadorian teacher training university in the hope that it would positively impact my students’ well-being both in the present and in preparation for their future careers and lives beyond the classroom. This was only the second face-to-face semester after the COVID pandemic had forced us into online learning for two years, and many students were struggling with a whole host of issues affecting their lives and learning. Throughout the 16-week semester, I supplemented the textbook with various activities focusing on mental and physical health that I had come across in my own self-development journey. This article hopes to point to a possible way to weave well-being competencies into the English language curriculum, which practitioners elsewhere may be interested in applying in their own classrooms.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

Review on Linkage Analysis between the 2022 Korean Language Basic Curriculum of Special Education and the Korean Language Curriculum (Ⅰ): Focusing on subject competencies, goals, and subject content system

Review on Linkage Analysis between the 2022 Korean Language Basic Curriculum of Special Education and the Korean Language Curriculum (Ⅰ): Focusing on subject competencies, goals, and subject content system

Needs Analysis of English Learning Skills for Students of Hospitality Study Program

Needs analysis plays a significant part in the construction of an English language curriculum that is tailored to learning needs. Students' descriptions of their needs, weaknesses, and desires constitute important factors that English teachers must consider before establishing appropriate lesson plans and teaching and learning resources. This study was designed with a descriptive qualitative research model. Data was collected through questionnaires and interviews. This data collection method involved all students from the Politeknik Indonusa Surakarta for Hospitality program in their first semester of Academic Year 2023, with a total of 93 students participated. The questions were provided online using Google form. When completing the questionnaire, respondents are given the choice from a number of different responses. Based to the results of the Needs Analysis on English subject, the main objective of Hospitality Study Program students learning English is to help them develop in their jobs in the service and hospitality industries. Students emphasized the importance of learning speaking skills, despite the fact that other language skills are equally important to improve. Each need to master aspects of English language skills, on the other hand, must be in line with their professional career development. This study has implications for fulfilling learning requirements in the hospitality study program as a guide to developing English teaching materials for students in the program. Keywords: ESP, hospitality Study Program; Needs Analysis, English Language Skills

HUBUNGAN ANTARA GAYA PEMBELAJARAN DAN TEMPOH WAKTU FOKUS: IMPLIKASI TERHADAP PEMBELAJARAN BAHASA MELAYU SEBAGAI BAHASA ANTARABANGSA

Learning a new language can be a challenging experience for students. In today's world, being able to communicate successfully in Bahasa Melayu is becoming more crucial, particularly for foreign students interacting with local students. However, learning a new language requires time and effort, and students struggle to balance language learning with academic and personal commitments. In addition, there is a viewpoint that the implementation of classes for a long period of time can lower students' interest and attentiveness in class. This due to a long period of time which can cause students to become tired and bored, and this situation will also lead to a lack of understanding of the learning content which will have a negative impact on the students themselves. Therefore, this study aims to investigate the relationship between the focus time period and the learning style of international students in learning Malay language. This study is based on Dunn & Dunn's Theory (1992) and the ARCS Model (Keller, 1984). Data was collected through a questionnaire distributed to international students at Universiti Utara Malaysia (UUM). The questionnaire contains questions related to the duration of the student's focus during the Malay language learning session and learning style. The analysis of the study is using a quantitative approach, which is data collection using an online questionnaire instrument (Google form). In conclusion, an understanding of the focus period and learning style of international students can help educators and counselors in planning more effective teaching strategies that suit the individual needs of students. This also has important implications in designing a more inclusive and effective Malay language curriculum in the context of higher education in Malaysia.

Digital Character Management: Building the Indonesian Language in the Era of Society 5.0

This research aims to explore the role of the Indonesian language in shaping digital character in the Society 5.0 era. Through a qualitative approach, this study analyzes various approaches in scientific research related to digital character governance. The results show that character education in the digital era faces challenges and opportunities. Digital literacy, technology-based learning, and social media usage have significant impacts on shaping students' characters. The Indonesian language curriculum needs to be updated to include aspects of digital literacy and the ethics of technology usage. Strengthening collaboration between schools, families, and communities is also necessary to build positive digital characters. Recommendations for the development of digital character through the Indonesian language include enhancing the digital literacy of teachers and students, curriculum adjustments, promoting positive social media usage, and strengthening collaboration among stakeholders. Further research can explore innovative teaching methods in technology-based Indonesian language learning and the long-term impacts of digital literacy integration in Indonesian language education on student character development.Keywords: Digital Character, Governance, Indonesian Language, Society 5.0

An Analysis of Arabic Language Curriculum Development in Indonesia

Curriculum development must be considered according to the times, the development of science, the needs of students, and the needs of society. In Indonesia, curriculum development from the Learning Design Curriculum (1947) is currently being implemented. The purpose of this paper is to understand the approaches used in curriculum development, and to analyze the development of the Arabic language curriculum in Indonesia. The results of this study indicate that the approaches used in curriculum development are both the administrative and grassroots approach, while the development of the Arabic language curriculum in Indonesia begins with the 1964 curriculum, spanning all the way to the 2022 independent curriculum. Curriculum changes over time have been carried out in a balanced and proportional manner. This is reflected in the teaching of Arabic language skills, which are taught to continue to experience development and refinement. In addition, the orientation of learning Arabic is not only for studying religion, but also oriented toward the realization of Arabic language competence, communicative competence, and cultural competence.

Literary Works and Technology Aids Inclusion in Foreign Language Learning: Case of Kosovo Students’ Approach

Introduction: The research in this paper was adapted to provide insight into the expectations, prejudices, and openness of higher education students of the University of Prishtina to the inclusion of literary material in the teaching/learning of English and French as a second foreign language (FL2). Simultaneously, as the modern and technologically developed world requires, the paper deals with the opinion on the contribution of appealing teaching material and technology aids in the acceptance of literary works (LWs) in foreign language learning (FLL). Purpose: Apart from some excerpts in the course books, LW inclusion in foreign language learning (FLL) is almost non-existent in the Kosovo education system. Through this study, we concurrently aim to raise the awareness of the students of the advantages that literary works can bring into the foreign language classroom incurring learner-centred teaching/learning, progression of critical thinking and judgment skills as well as sharing experiences and opinions through non-linear and more spontaneous manner. Method: In this study, 69 respondents are freshmen at the University of Prishtina (UP), Faculty of Philology who are mainly future teachers of foreign languages and elected English and French language as their FL2. The method used in this paper consists of quantitative and qualitative approaches aiming for a more thorough analysis through the SPSS statistical computer program and descriptive statistics. Conclusion: The findings revealed that the students have a positive approach to the merge of LWs and foreign language learning, less through printed LWs and more through digitized literature. Hence, applying the merging of literature with language, in the new pedagogical practices and English/French language curricula can be optimistic expectations. Significance: The significance of the study lies in the fact that this under-investigated issue can help in creating insight into the current condition in FL classrooms and help FL curriculum changes in the Kosovo middle and upper high schools as well as higher education FL course curriculum. This study raises hope for merging language and literature in FL classrooms.

Kurikulum Bahasa Arab KMA 183 pada Tingkatan Madrasah Aliyah

In 2019 the Ministry of Religion issued KMA 183 concerning Islamic Education and Arabic Curriculum in madrasas. The aim of developing the curriculum is to answer existing challenges, namely internal and external challenges, internal challenges, namely making Arabic language learning functional and communicative, and external challenges, namely making students able to use Arabic as a means of communication on an international scale. This research aims to analyze whether the Arabic language curriculum at Madrasah Aliyah has answered existing internal and external challenges. The method used by researchers is qualitative, with the type of library research. Data sources were taken from documents related to KMA 183 Arabic language subjects, both from KMA 183 Decisions and scientific articles. The data collection technique uses documentation techniques, then the data analysis is carried out in 3 stages, namely the stages of data collection, data categorization, data analysis, and data presentation. Based on the results of the analysis, curriculum development, and objectives as well as competencies, materials, and themes in the Arabic language curriculum at Madrasah Aliyyah are appropriate and can answer existing challenges.

TEACHING CREATIVE WRITING AS MEANS OF PRODUCTIVE SKILLS DEVELOPMENT FOR HIGH SCHOOL STUDENTS

The article is devoted to the topical issue of teaching creative writing to high school students in Ukrainian schools. Based on the analysis of foreign and Ukrainian studies, the authors of the paper clarified the concept of «creative writing», outlined its fundamental difference from academic writing as a component of a foreign language curriculum and its importance in the process of teaching English. The article provides a definition of creative writing and outlines its fundamental separate status in relation to academic writing. It is emphasized that, according to many scholars, creative writing is defined as the author's self-expression. Creative writing is subjective in nature; it involves the author's non-standard thinking; encourages recourse to imagination, the possibility of realizing non-standard thinking, feelings, ideas. It is also noted that there are a lot of different types of creative writing, that can be classified as fiction or non-fiction. This work also outlines the prerequisites for teaching creative writing. These are: intensive reading of works by prominent writers, poets or screenwriters, as well as bloggers and speechwriters; the need to involve students in observation outside of school, heuristic conversations, etc. It is noted that such a process is natural for the development of a child's language, and is also a way of reflecting on the information received. The study provides examples of various techniques for teaching creative writing, which involve such aspects as: writing an individual essay after visiting emotionally stimulating locations; creating a short story with minimum of words; writing a poem based on the Japanese poetry of Haiku, writing an address to oneself in the future, continuing a story with a given beginning, etc.

Broadening Understanding of the World and Introducing Foreign Culture and Knowledge through Juvenile Literature

Language and culture are intertwined and cannot be isolated from one another while translating culture, particularly in the realm of literature, poses significant challenges. An effective foreign language curriculum ought to encompass cultural subjects. Educators working with children should adeptly infuse the cultural aspects of the language being taught into the educational materials. In the present era of technological advancements, people’s lifestyles, communication methods, and sources of information have all shifted towards electronic platforms. However, an excessive reliance on the digital environment for social interactions can have a detrimental impact on the development of young children. While it has become commonplace for modern children to embrace diverse foreign cultures, customs, languages, and traditions primarily through electronic means, this trend carries numerous adverse health consequences. Moreover, it hampers children’s ability to socialize, communicate openly and freely with others, and develop essential soft skills necessary to become well-rounded individuals. Furthermore, various health and psychological studies indicate that excessive exposure to technology impedes brain development, hindering a child’s capacity to think critically and imagine creatively. Since parents cannot constantly monitor their children’s online activities, youngsters may come across inappropriate content from various information sources and imitate them, leading to negative behavioral and psychological issues. However, the most effective way to liberate children from the clutches of technology, such as cell phones, computers, tablets, and televisions, is through the power of storybooks and literary works.

Attitudes and Perceptions of TVET Foundation Students towards the use of Podcasts in Enhancing Listening Skills

Integration of technology in education has resulted in high adoption of digital tools in English teaching and learning. In addressing the needs of digital natives, podcasts are increasingly popular as innovative learning materials to enhance students’ receptive and productive language skills. Despite the growing literature on the use of podcasts in various educational contexts, there is a limited focus among students in the Technical and Vocational Education and Training (TVET) environment. Hence, this study was conducted to examine the students’ attitudes towards the use of podcasts in ESL listening classrooms, as well as their perceptions on podcasts as learning materials for enhancing listening skills. This study was conducted using a quantitative research design. Data was collected through online survey method using a structured questionnaire as the primary instrument. The questionnaire was distributed to 83 TVET foundation students at a polytechnic in Perak. A follow-up semi-structured interview was also conducted with ten respondents. Data from the questionnaire was analysed using IBM SPSS Statistics Version 29 and presented through analysis of mean scores and standard deviations. The interview findings were selectively transcribed to consolidate the statistical findings. The findings indicated students’ positive attitude towards the use of podcasts in the ESL listening classroom, primarily attributed to the learning enjoyment, the suitability of content and the nature of topics. This study also found that TVET Foundation students perceive podcasts as useful learning materials to enhance their listening skills, knowledge and motivation. Despite a few concerns about the technical aspects of the podcasts, the findings of this study reported students’ positive perceptions on the ease of access and intention to continue using podcasts in the future. The results of this study are significant for educators in making informed decisions on effective instructional strategies in ESL listening classrooms. The findings also provide valuable insights to policymakers in enhancing the English language curriculum for TVET foundation students through the integration of technology.

ASSESSMENT OF YORUBA LANGUAGE CURRICULUM IMPLEMENTATION IN LOWER PRIMARY SCHOOLS IN OSUN STATE, NIGERIA

There is notable inadequacy in the amount of Yoruba Language content being offered to learners, which could impede their self-sufficiency. It thus appears that the methods and instructional materials stipulated for Yoruba Language Curriculum are not adequately used to impart knowledge to the pupils. This study, therefore, examined the qualifications of teachers teaching Yoruba Language in lower primary schools in Osun State; assessed the availability and usage of instructional materials in teaching Yoruba Language in the lower primary schools and ascertained the appropriateness of the methods being used as stipulated in the Yoruba Language curriculum in the study area. These were with a view to providing empirical information on the quality of teachers teaching Yoruba Language, the availability as well as usage of instructional materials and the appropriateness of the methods being used at the lower primary schools in Osun State. The study employed a descriptive survey research design. Three research instruments were employed in this study namely Yoruba Language Teachers’ Questionnaire (YLTQ), Yoruba Language Instructional Material Checklist (YLIMC) and Yoruba Language Teaching Method Observation Checklist (YLTMOC). Data collected were analyzed using percentages and frequency counts. The results showed that majority (62.8%) of the Yoruba Language teachers possessed Nigerian Grade II Teachers Certificate and the National Certificate of Education (NCE) as their educational qualifications. The findings of the study also showed that most of the instructional materials that were available in the schools were not adequately used by the teachers teaching Yoruba Language in the study area The study further revealed that methods used in majority of the schools are appropriate as prescribed by the National Policy on Education (2013).Keywords: Yoruba Language; curriculum; lower primary; instructional resources

The Role of Suprasegmental Features in English Phonology: Prosodic Hierarchy and Intonation Patterns

This study explores the significance of suprasegmental features in English phonology, focusing on prosodic hierarchy and intonation patterns. The analysis delves into how these features play a crucial role in structuring spoken language, particularly in conveying nuances, emotions, and pragmatic information. The study highlights the importance of understanding suprasegmental features in enhancing speaking proficiency in English and their relevance to English language curriculum development. Further research opportunities in English phonology, such as investigating other suprasegmental features and adopting an interdisciplinary approach, are suggested to deepen the understanding of English phonological structures and improve the quality of teaching speaking skills in English. This study emphasizes the valuable insights gained from a deeper understanding of the role of suprasegmental features in English phonology for teaching, research, and overall understanding of oral language

Teaching English Speaking through Discourse in the State Islamic Universities in Borneo

Introducing accurate discourses and understanding the discourses that students encounter in their daily lives is crucial for enhancing the teaching of spoken English language. To enhance students' linguistic proficiency, the method of teaching speaking through discourse involves immersing them in authentic dialogues and diverse communication scenarios. This is a descriptive qualitative research, employing a case study approach. The participants of the research are the teachers and students of the State Islamic University of Sultan Aji Muhammad Idris Samarinda and the State Islamic University of Antasari Banjarmasin. To collect data for the study, the researcher used a variety of research instruments, such as interviews, field notes, and questionnaires. This study's data analysis method adheres to the principles of qualitative research. The interactive model was used for the data analysis, which included stages for data collecting, data condensation, data display, and conclusion drawing. Research findings indicate that students have a preference for teachers who not only teach English language curriculum but also demonstrate how to achieve a successful future. For English teachers, it is important to teach students not only English-speaking materials but also proper behaviour and politeness. In terms of English language proficiency, students highlight that speaking is the primary skill in acquiring English since it demonstrates their mastery of the language.

Review of selected research in applied linguistics published in Australia (2015–2022)

Abstract This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, Papers in Language Testing and Assessment and TESOL in Context. Five key areas of research are discussed: First Nations peoples and their multilingualism, language and migration, language testing and assessment, language curricula and pedagogy, and teacher development, and their identity and pedagogical beliefs.

Assessment of Inclusion in Upper Basic English Language Curriculum in Nigeria

The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

Research on Madrasas in International Publications: Bibliometric Analysis with Vosviewer

The large number of studies on madrasas on Scopus means that madrasas can be used as an option for researchers in conducting research. This research aims to look at the grouping and novelty of keywords using Vosviewer. This research used 323 documents that had been sorted according to keywords. From the results of the analysis, there are fourteen research groups based on keywords in madrasa research in the Scopus database, namely improving educational practices in madrasas, developing madrasa education in rural areas, preserving architectural heritage in madrasas, improving the Arabic language curriculum in Aliyah madrasas, Islamic pedagogy and practice. memorization, heritage preservation and restoration techniques, Islamic boarding school management, integration of character in online learning during the pandemic, madrasas and maktab religious education and national training, teacher performance and academic achievement, development of religious character, leadership in moral education, environmental learning in Muslim communities, as well as the study of Islamic history. Meanwhile, the novelty of keywords such as mausoleum, Islamic boarding schools, learners, character building, online learning, emotional intelligence, critical thinking skills, and learning outcomes indicates the novelty of the keywords so that these keywords can be used as research recommendations in research on madrasas in the Scopus database.