Language Learning Curriculum Research Articles

Flexible Approach In English Language Learning Curriculum Design: Optimizing Teaching In Merdeka Curriculum

The Merdeka Curriculum implemented in Indonesia aims to create an education system that is more adaptive and responsive to local and global needs. In English language teaching, curriculum flexibility allows teachers to adjust learning materials to students' local contexts, thus encouraging student engagement in the learning process. This study aims to explore the application of flexibility in English curriculum design under the Merdeka Curriculum in five junior high schools in Solok City, West Sumatra. A qualitative approach with a case study method was used, with data collected through in-depth interviews, classroom observations, and student interviews. The results showed that flexibility in the preparation of teaching materials and teaching methods allowed teachers to adjust teaching to local needs. However, teachers faced challenges in balancing local materials with national competency standards and limited resources. This flexibility increased student engagement, although some students struggled without adequate guidance. In conclusion, support in the form of guidance, training, and additional resources are needed to optimize the implementation of curriculum flexibility

From Words to Wonders: EFL Students' Perceptions of Digital Storytelling for Language Learning

This study investigated the use of digital storytelling (DST) in university-level foreign language classes in Vietnam, focusing on students' perspectives. While the term "digital storytelling" may not be widely recognized, it has been adopted by educators, students, and others worldwide as a way to create short films by integrating multimedia elements. The research problem addressed in this study was to extensively examine students' views on incorporating DST projects into their foreign language courses to enhance students' confidence, interaction, and motivation. Data was gathered through various methods, including questionnaires, interviews, observations, student-made videos, and online comments, to describe and interpret the case from the participants' (83 EFL students) perspective. The results indicate that DST positively impacted students' language confidence, critical engagement, motivation, and interpersonal relationships. Students recognized the advantages of DST, such as enhancing language skills and boosting engagement, but also acknowledged the need for more time, resources, and a clear educational strategy to fully integrate DST into the language learning curriculum.

The Effect of the Use of Mobile Learning Applications on Students' Listening Skills

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.

THE STUDENTS’ PERCEPTIONS OF USING SOCIAL MEDIA (INSTAGRAM) AS A WRITING TOOL IN EFL CLASSROOM

The purpose of this study is to explore and understand how students perceive social media as a writing tool within classroom settings, with a particular focus on English language acquisition. In today's digital age, social media platforms have become ubiquitous, influencing not only personal communication but also educational practices. Special emphasis is placed on how these digital tools can aid in the development of English language skills. The literature review underscores the increasing integration of technology in education and delves into the potential benefits and challenges associated with incorporating social media into traditional learning environments. Among the various platforms, Instagram stands out due to its visual format and capacity to foster creativity and engagement, making it a promising tool for enhancing English language learning. This research seeks to provide a nuanced understanding of the advantages and limitations of using social media as a pedagogical tool, particularly in relation to student engagement and language skill development. By gaining insights into students' attitudes and approaches to using social media as a writing tool, this study aims to equip educators with practical strategies for effectively integrating these platforms into language learning curricula. The ultimate goal is to enhance the educational experience, making it more relevant to students' everyday lives while preparing them for success in an increasingly digital world.

Enhancing English Learning in Arab Israeli Teacher Education

This research explores the profound importance of incorporating the mother tongue in English Teacher Education programs, aiming to uncover potential benefits and challenges. The study provides insights for educators, curriculum developers, and policymakers by scrutinizing motivation, cultural relevance, and language acquisition impact. Embracing the mother tongue holds the potential to create a more effective and engaging learning environment for English language learners. The research involves an in-depth analysis of how the mother tongue acts as a bridge for complex linguistic concepts, making the learning experience more accessible. Simultaneously, challenges are acknowledged, considering potential misconceptions and the need for effective pedagogical strategies. In essence, this study contributes substantively to the discourse on language education, providing evidence-based insights into the mother tongue in English teacher education programs. The expected outcomes guide the refinement of language learning strategies, empowering educators, curriculum developers, and policymakers to optimize teacher education programs for linguistic proficiency and cultural resonance among English language learners, utilizing a qualitative case study approach.

The Impact of Video Games on Vocabulary Acquisition Among Young Learners in Kurdistan Region of Iraq

This study investigated the impact of video games on vocabulary acquisition among young learners of English as a second language in the Kurdistan region of Iraq-Erbil.The sample consisted of 74 male and female students, aged 12, who were studying English at a public school in the Kurdistan Region. The present study employed a quantitative, quasi-experimental design, where an experimental group received video game-based instruction, while a control group was taught using traditional methods. The results showed that the experimental group experienced an important development in their vocabulary test scores compared to the control group, indicating the effectiveness of video games in enhancing vocabulary acquisition. The study also found that the benefits of video game-based instruction were consistent across participants, regardless of their initial proficiency levels in English and information technology. Furthermore, the study revealed no significant differences in the vocabulary gains between male and female students. The findings suggest that incorporating video games into language learning curricula can be a valuable strategy to support the vocabulary development of young learners in the Kurdistan region. The study provides insights for educators, policymakers, and researchers regarding the integration of technology-based learning approaches in language education.

Gamified Learning: Evaluating the Impact of Duolingo on Language Retention and Academic Performance in Secondary School Students

The study investigates the relationship between Duolingo usage language learning retention, and academic achievements among high school students. Duolingo, it is known for its user-friendly interface and gamified learning approach, has acquired popularity in the field of language instruction. The major goal of this study is to determine if Duolingo usage improves academic achievement and language retention in secondary school students. This study lasted four months and involved 40 students from SMA Istiqamah Muhammadiyah Samarinda. The collection of data includes Duolingo achievement assessments and questionnaires indicated to assess patterns of Duolingo usage, language retention, and app satisfaction. Statistical analysis, specifically the Pearson correlation coefficient, was employed to assess the level and course of the correlation between Duolingo use and language learning results. The findings indicate a significant positive correlation between the use of Duolingo and the retention of language learning, as well as an improvement in academic achievements. The results suggest that integrating Duolingo into the language learning curriculum is beneficial for students, enhancing both their engagement and learning outcomes. Furthermore, the study highlights the need for further research to explore the specific mechanisms through which Duolingo impacts language learning and to expand the findings to larger and more diverse student populations. This research contributes valuable insights for educators and policymakers seeking to incorporate digital learning tools into language education and underscores the potential of Duolingo as an effective supplementary resource for language learning in secondary schools.

Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities

This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.

Arabic Language Learning Models in Schools: A Comparative Study of Islamic Boarding School-Based Madrasah Aliyah in The Kebumen, Indonesia

There are variances in learning Arabic across different institutions, such as Islamic boarding schools and Madrasah Aliyah. The objective of this study is to identify the similarities and distinctions across Arabic language learning models at Islamic boarding schools in Kebumen, Central Java, Indonesia. The focus of the research is restricted to MA Salafiyah and MA Yapika, which are the prominent Islamic schools in the Kebumen district. The research findings encompass two key aspects. Firstly, the Arabic language learning curriculum at MA Yapika and MA Salafiyah is a comprehensive curriculum that combines the Ministry of Religion curriculum with the Islamic boarding school curriculum. Secondly, the Arabic language learning model at the Islamic boarding school-based Madrasah Aliyah in Kebumen district consists of two approaches. (1) MA Yapika applies an Active Arabic Language Learning strategy (Active Learning) with specific practical objectives. (2) MA Salafiyah Wonoyoso focuses more on developing maharah lughawiyah (listening, speaking, reading, and writing) as the foundation of student competence.

Knowledge of English Affixes in Thai EFL Learners of Science and Language Programs

This study investigated the knowledge of affixes on vocabulary development among English as a Foreign Language (EFL) learners, focusing on the differentiation between students studying science and those studying the language. Affix knowledge, encompassing both prefixes and suffixes, is essential for expanding word family knowledge, serving as a cognitive bridge to proliferate word family members. To explore this, 111 secondary school students from a semi-urban Thai school, split into 53 science and 58 language program students, were assessed through receptive and productive affix knowledge tests. The findings reveal that science program students outperformed their language counterparts in receptive affix knowledge tests. Additionally, results indicated a learning continuum in affix acquisition, with students showing better average performance on receptive tests compared to more complex productive tasks. Notably, affix knowledge concerning prefixes was superior to that of suffixes across both test types. Moreover, the correlational analysis revealed a medium to strong relationship between English affix knowledge and vocabulary knowledge. The findings also suggest that suffix knowledge has a greater impact on productive vocabulary than on receptive vocabulary. Regression analysis supports the correlation results, highlighting that a deeper understanding of affixes is linked to stronger vocabulary knowledge in both comprehension and usage. These results suggest a structured progression in affix learning, from recognition to production, and underline the significance of affix knowledge in vocabulary expansion for EFL learners. The study emphasizes the need for further research into the mechanisms of affix acquisition and its role in language learning curricula.

Pengaruh Penggunaan Permainan Edukatif dalam Pembelajaran Kosakata Bahasa Inggris pada Anak Usia Pra-Sekolah

This research aims to analyze the effect of using educational games on learning English vocabulary in pre-school children. The background of this research is based on the importance of learning English from an early age, where vocabulary mastery is a crucial basic component. The research method used was an experiment with a pretest-posttest control group design. The research sample consisted of 60 pre-school children who were randomly divided into experimental groups and control groups. The experimental group was given vocabulary learning using various educational games, while the control group used conventional methods. Data was collected through vocabulary tests before and after treatment, as well as observations during the learning process. The results of data analysis show that there is a significant increase in mastery of English vocabulary in the experimental group compared to the control group. These findings indicate that educational games can be an effective method in improving English vocabulary learning in pre-school children. This research suggests that educators consider the integration of educational games in the English language learning curriculum for early childhood.

The Appeal of Japan's Pop Culture: The Role of Drama, Anime, and Music in Learning Japan

Japan's pop culture, including drama, anime, and music, has a strong global appeal and has become a major entry point for many people to learn Japan. This study examines how these elements of pop culture affect interest and motivation in learning Japan. The main objective of the study was to analyze the extent to which Japan drama, anime, and music can increase students' interest in learning and engagement in learning Japan, as well as to understand the factors that influence such engagement. The research method used is a qualitative approach with data collection through surveys, in-depth interviews, and content analysis from various Japan pop culture media. The results show that Japan drama, anime, and music significantly increase students' motivation to learn Japan, especially through the introduction of new vocabulary, better pronunciation, and a deeper understanding of the culture. In addition, identification factors with characters or situations in dramas and anime, as well as interest in song lyrics, also play an important role in increasing student engagement. This research emphasizes the importance of integrating elements of Japan's pop culture in the Japan language learning curriculum to increase effectiveness and attract students more broadly.

Enhancing English Speaking Proficiency through Group Discussions

The purpose of the following study to discuss the group discussion and its influence on improving the English speaking skills amongst the university students. Evidence from the study goes on to demonstrate that speaking English is the most difficult yet crucial component of learning the language, particularly in a non-native context. The question at hand in this research pertains to whether structured group discussions effectively improve the spoken English skills among students. The issue is, therefore, relevant; the need for such practice to happen in academic settings amongst students who can speak English effectively. The study used a quantitative pre-test/post-test design for the evaluation of improvement before and after intervention by implementing group discussions. Findings reported significant improvements in students' speaking fluency, accuracy, and confidence. This finding implies that the language learning curricula should be designed and taught complete with the group discussions on topics of relevance to learners. This would be a better vehicle for the development of speaking proficiency in English.

Indonesian Language Learning Curriculum for Foreign Speakers (BIPA) based on moderation at UIN Raden Mas Said Surakarta

Indonesian Language Learning Curriculum for Foreign Speakers (BIPA) based on moderation at UIN Raden Mas Said Surakarta

EXPLORING THE POTENTIAL OF TIKTOK AS A SUPPLEMENTARY TOOL FOR ENGLISH LANGUAGE LEARNING AMONG STUDENTS

The use of social media as a profound educational platform holds great potential in augmenting students’ mastery of the English language, thereby facilitating substantial advancements in their linguistic competence. The introduction of TikTok has led to its rapid acceptance and preference among youth as a favoured social media platform. To explore the potential of TikTok as a supplementary tool for English as a Second Language (ESL) learning, a set of questionnaires was distributed to 150 students from various courses at Universiti Teknologi MARA (UiTM), Shah Alam Campus. The results revealed that there was a strong preference for utilising the platform in language learning as it fosters a sense of comfort and effective learning, allowing students to enhance their English language skills and establish familiarity with the language. Thus, the findings of this study demonstrate the considerable potential of TikTok as a supplementary tool for English language learning among university students. However, further research is required to explore the pedagogical implications of integrating TikTok as a tool in language learning curricula.

IMPROVING SPEAKING ABILITY IN DISCUSSION SESSIONS BY MANIPULATING THE INSTRUCTIONAL PODCAST CONTENT

Most of the EFL learners faced problems delivering ideas to other people, especially in discussion sessions. They need guidance to fix their flaws. Instructional podcasts can be a valuable resource for enhancing speaking abilities, especially in conducting debate. By manipulating the content of the podcasts, educators can create engaging and interactive speaking activities that promote language production and fluency. Whether it is through guided discussion, interactive tasks, or role-playing activities, instructional podcasts provide students with the opportunity to practice their speaking skills in a meaningful and enjoyable way. By incorporating these strategies into language learning curricula, educators can empower students to become confident and proficient speakers. Through the exposure of some perspectives and the adaptation of a qualitative method for using podcast materials to enhance the students’ success in discussion, it can be concluded that the students’ abilities in delivering ideas are developed in discussion sessions. This kind of finding is beneficial for teachers teaching-related subjects. It also inspires other researchers to observe related topics.

THE USE OF PODCASTS AND VIDEO CASTS TO IMPROVE STUDENTS’ ORAL SPEECH COMPETENCE

This article explores the effectiveness of utilizing podcasts and videocasts as educational tools to enhance students' oral speech competence. With the widespread availability of digital technologies, educators are increasingly integrating podcasts and videocasts into language learning curricula. This study investigates the impact of these multimedia formats on students' speaking skills, examining their potential benefits and challenges in fostering oral communication proficiency. By synthesizing existing research and providing insights into practical implementation strategies, this article offers valuable guidance for educators seeking to leverage podcasts and videocasts to improve students' oral speech competence.

Integrating Resilience Considerations into English Language Teaching in the Context of Climate Change

This article explores the integration of resilience considerations into English Language Teaching (ELT) within the context of climate change. It emphasizes the critical intersection of ELT with climate change education and delineates strategies for incorporating resilience-focused approaches into language learning curricula. By examining the importance of resilience in addressing climate challenges, the article highlights key components and urgent calls for collective action. It delineates opportunities for integrating climate change topics into language learning, promoting critical thinking, global citizenship, and empathy among learners. Despite challenges such as diverse learner needs and language barriers, educators are encouraged to navigate these obstacles creatively. Through inclusive teaching practices and authentic learning experiences, ELT can empower learners to become informed advocates for environmental resilience and sustainability. This article underscores the educational imperative of integrating resilience into ELT, fostering a resilient future for generations to come.

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL

The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.

Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the American Council on the Teaching of Foreign Languages (ACTFL)

This paper aims to analyze the design of the Arabic language learning curriculum in the Merdeka curriculum. Researchers use the ACTFL standard in analyzing the content of the Arabic language curriculum in the aspect of competence and depth of mastery of Arabic formulated in the Merdeka curriculum. The purpose of this analysis is to compare Arabic learning outcomes in the Merdeka curriculum with ACTFL standards used internationally in learning foreign languages. The type of research used is qualitative research with a content analysis approach. Data collection methods with documentation. The data and data sources of this research are the Decree of the Director General of Islamic Education 3211 of 2022 concerning the learning outcomes of Islamic religious education and Arabic for the Merdeka Curriculum in Madrasah. Qualitative content analysis design of the Kripendorff model through the stages of selecting units, determining samples, recording data, reducing data, drawing conclusions, narrating research results. The results showed that the Arabic curriculum in the Merdeka curriculum based on ACTFL is divided into 2 aspects, namely: aspects of language skills and language proficiency levels. Language skills include: 1) language skills (language proficiency and language elements), 2) communication skills: interpersonal communication, presentation communication and interpretive communication, 3) cultural skills. The Arabic language learning curriculum design in the Merdeka curriculum is taught from phase A, the easiest level relevant to the ACTFL standard at the low beginner level and phase F is the highest level relevant to the ACTFL standard at the superior level. Analysis of Arabic learning outcomes in the Merdeka curriculum based on ACTFL standards is at the Novice Low to superior level.