Langua: Journal of Linguistics, Literature, and Language Education

The implementation of the Merdeka English Curriculum in the teaching and learning process at SMA N 7 Halmahera Selatan

S Syamsia — 2025-04-01

This research aims to investigate the implementation of the English Merdeka Curriculum in the teaching and learning process and to identify the problems encountered by teachers during the implementation of the English Merdeka Curriculum in the teaching and learning process at SMA Negeri 7 Halmahera Selatan. In Indonesia, the government has introduced the Merdeka Curriculum as part of an educational transformation aimed at improving learning outcomes, fostering critical thinking, and enhancing student engagement. The implementation of the Merdeka English Curriculum introduces new teaching methods, learning assessments, and technological integration, which significantly impact the teaching and learning process in senior high schools. The subject of this research is an English teacher who teaches class X students at SMA Negeri 7 Halmahera Selatan. The researchers used several techniques to collect data for this study. The methods used are observation, interview, and documentation. The result of this research was the English Merdeka Curriculum at SMA Negeri 7 Halmahera Selatan has been implemented well, following national education standards and fostering a positive learning environment. However, challenges such as teacher adaptation, resource limitations, student readiness, and professional development need to be addressed to further improve the curriculum’s effectiveness.

Exploring lecturers’ experiences in teaching writing skills through online learning

Risnawati Taslim — 2025-04-01

The purpose of this research was to explore the experiences of three lecturers in teaching writing online, the types of online learning platforms used, the techniques employed in teaching writing online, and the challenges faced by the lecturers. This research applied a descriptive qualitative method, and three lecturers participated as respondents in this research. Data were collected through interviews and a checklist questionnaire, and the data were analyzed using content analysis. The results showed that in teaching writing online, the lecturers used some online learning platforms they were familiar with, such as WhatsApp Messenger, Virtual Class, Zoom meeting, and Google Meet. Further, in terms of techniques in teaching writing, it is found that the lecturers use the Picture technique, Reading technique, Teaching organization technique, Controlled writing technique, Mind mapping, and List techniques. It was also found in this research that there were several challenges faced by the lecturers during teaching writing online, including (1) Lecturers faced challenges in controlling students while writing their drafts; (2) Lecturer sometimes face challenges of time management; (3) It takes time to access the online learning platform, and some online platforms require a payment; and lastly, (4) the lecturers have limited access to the internet.

Beyond the classroom: a phenomenological inquiry into the challenges of English language learning for non-ELT students at UII DALWA

Kuzairi Kuzairi — 2025-10-05

This study investigates the challenges of English learning faced by non-ELT students at Universitas Islam Internasional Darullughah Wadda'wah (UII DALWA). Situated in a unique trilingual environment dominated by Arabic and Indonesian, these students encounter distinct barriers. Through unstructured interviews with 20 participants from various non-ELT programs, the research identifies and categorizes these challenges into four main areas. The findings indicate that Linguistic-Cognitive Difficulties, such as limited vocabulary, grammar anxiety, and pronunciation issues, are the most prevalent challenges. These are closely followed by Affective-Psychological Barriers, including anxiety and fear of making mistakes. Furthermore, Socio-Cultural and Motivational Factors, such as perceiving English as irrelevant to Islamic identity, and Contextual-Environmental Constraints, like limited exposure and practice opportunities, significantly hinder proficiency. The study concludes that these challenges are deeply interconnected, creating a cyclical barrier to language acquisition. It recommends developing tailored pedagogical strategies that integrate Islamic content to boost motivation and address the specific needs of this student population, suggesting avenues for further research into effective interventions.