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<p> This study aims to determine students' perceptions of learning English during the COVID-19 pandemic at SMK N 2 Pariaman.</p>
ABSTRACT Amalia Dwi Rahmawati, “The Effect Of The Dictogloss Technique on Student Listening Comprehention Ability at SMAN 2 Bukittinggi” A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2026. This study aimed to investigate the effect of the Dictogloss Technique on the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi. It also sought to determine whether students' listening comprehension improved significantly after being taught using the Dictogloss Technique and whether there was a significant difference in listening comprehension ability between students taught using the Dictogloss Technique and those taught using the traditional listen-and-answer technique. This study employed a quantitative approach with a quasi-experimental design. The sample consisted of 66 tenth-grade students, including 33 students in the experimental class and 33 students in the control class. The experimental class was taught using the Dictogloss Technique, while the control class received instruction through the traditional listen-and-answer technique. The research instrument was a listening comprehension test administered as a pre-test and a post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, the paired samples t-test, and the independent samples t-test through IBM SPSS Statistics. The findings showed that the mean score of the experimental class increased from 69.51 in the pre-test to 81.03 in the post-test, while the control class improved from 69.17 to 76.06. The paired samples t-test yielded a significance value of 0.000 (p 0.05), whereas the independent samples t-test produced a significance value of 0.037 (p 0.05). These findings indicate that the Dictogloss Technique significantly improved students' listening comprehension ability and resulted in significantly better achievement than the traditional listen-and-answer technique. Therefore, it can be concluded that the Dictogloss Technique is an effective instructional technique for improving the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi.
ABSTRACT Classroom management is one of the essential competencies that pre-service English teachers are expected to develop during teaching practicum because it enables them to create productive learning environments and facilitate effective English language learning. However, managing English classrooms during teaching practicum remains challenging, as pre-service teachers must simultaneously address students' behavioral, instructional, linguistic, and contextual needs while adapting their pedagogical knowledge to authentic classroom situations. Therefore, this study aimed to investigate the classroom management challenges experienced by English pre-service teachers during teaching practicum and to explore the strategies they employed to overcome those challenges. This study employed a qualitative descriptive design with a retrospective approach. Seven English pre-service teachers from the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi who had completed their teaching practicum in 2025 at partner schools were purposively selected as the informants. Data were collected through semi-structured interviews and analyzed using the interactive data analysis model proposed by Miles, Huberman, and Saldaña (2020), comprising data condensation, data display, and conclusion drawing and verification. The findings revealed seven interconnected classroom management challenges experienced by the informants, namely disruptive student behavior, instructional and communication challenges, attention and time management, low student interest, low student participation, teacher readiness challenges, and unexpected classroom situations. Rather than occurring independently, these challenges influenced one another throughout the teaching practicum. The study also found that the informants employed three complementary categories of classroom management strategies: preventive, corrective, and engagement strategies. In addition, English anxiety, limited vocabulary, and translanguaging emerged as important findings, indicating that language-related factors played a significant role in shaping students' participation, classroom engagement, and the pre-service teachers' classroom management practices. Overall, this study concludes that classroom management in English language teaching is a dynamic and adaptive process that requires pre-service teachers to integrate pedagogical knowledge, professional judgment, and language-sensitive instructional practices. These findings highlight the importance of strengthening classroom management preparation in teacher education programs while extending current understandings of classroom management in English Language Teaching by emphasizing the role of linguistic and contextual factors in shaping pre-service teachers' classroom management practices.
The integration of digital technology into English language teaching requires instructional materials that are interactive, meaningful, and relevant to students' learning contexts. However, the reading materials used by eighth-grade students at SMPN 4 Bukittinggi were predominantly conventional, offered limited opportunities for interaction, and did not incorporate Minangkabau local wisdom to support meaningful reading comprehension. Therefore, this study aimed to develop interactive digital English reading instructional materials integrating Minangkabau local wisdom through the Interacty.me platform for eighth-grade students. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The development process was initiated through a needs analysis, followed by product design, expert validation, classroom implementation, and evaluation. The effectiveness of the developed materials was examined through a quasi-experimental design involving 59 eighth-grade students, consisting of 30 students in the control group and 29 students in the experimental group. Data were collected using needs analysis questionnaires, expert validation sheets, practicality questionnaires, and reading comprehension tests. The findings demonstrated that the developed instructional materials satisfied the established criteria of validity, practicality, and effectiveness. The expert validation yielded a Content Validity Index (CVI) of 0.87, indicating that the product was highly valid. The practicality assessment resulted in a score of 86.9%, classifying the instructional materials as highly practical for classroom implementation. In terms of effectiveness, the Mann–Whitney test revealed a statistically significant difference between the experimental and control groups (U = 70.000, Z = –5.739, p = 0.000 0.05), indicating that students who learned using the developed instructional materials achieved significantly better reading comprehension than those who received conventional instruction. These findings confirm that the integration of Minangkabau local wisdom into interactive digital reading instructional materials through the Interacty.me platform provides a valid, practical, and effective instructional resource for enhancing junior high school students' reading comprehension.
ABSTRACT Yudi Irawan, 2319018. An Analysis Of English Teacher’s Strategies In Implementing Differentiated Learning Of Kurikulum Merdeka At SMPN 6 Bukittinggi, Thesis, English Education Department. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. This research aims to find out and analyze the strategies English teachers at SMPN 6 Bukittinggi use to implement differentiated instruction under Kurikulum Merdeka. The study was motivated by several challenges identified in the field, including limited time allocation, large class sizes, low student motivation, and the heavy demands of preparing varied instructional materials. These obstacles hinder the optimal implementation of differentiated learning despite the strong theoretical foundation and flexibility granted by the new curriculum. The methodology used in this study was qualitative approach with a narrative design to explore the personal experiences and instructional practices of the educators. The informants consisted of two English teachers at SMPN 6 Bukittinggi, selected for their active involvement in applying differentiated strategies. Data were collected through semi-structured interviews, non-participant classroom observations, and field notes. The gathered data were then analyzed systematically using the technique of organizing, reducing, displaying, and drawing conclusions. The findings reveal that both teachers share common core practices, such as utilizing multimodal instructional activities to address varied learning styles, implementing flexible and heterogeneous grouping, and offering flexible product formats. However, they diverge significantly in other areas: one teacher maintains uniform learning materials and avoids project-based learning or learning stations due to time constraints, while the other utilizes diagnostic assessments to tier content and successfully implements both project-based learning and learning stations. In conclusion, the implementation of differentiated instruction is not uniform but is shaped by individual teachers' theoretical understanding and judgments regarding classroom conditions, time constraints, and the social and emotional consequences for their students.
The implementation of the Merdeka Curriculum encourages English teachers to integrate digital technology into student-centered learning. In this context, TPACK develop by Mishra and Koehler from Shulman’s Pedagogical Content Knowledge (PCK), becomes an important framework for understanding how teachers combine technology, pedagogy, and content in classroom instruction. This study aimed to investigate the implementation of TPACK among English in-service teachers at SMPN 2 Gunung Talang, Kab. Solok, and to identify the challenges they encountered in integrating technology into English language teaching. This study employed a descriptive qualitative research design. The participants consisted of six English in-service teachers. Classroom observations were conducted with two purposively selected teachers who actively implemented technology in their English classes, while interviews were conducted with all six teachers to obtain broader information regarding their experiences and perceptions. Data were collected through classroom observation checklists accompanied by qualitative field notes, semi-structured interviews, and documentation. The trustworthiness of the data was ensured through triangulation of observation, interview, and documentation data. The findings showed that the teachers had integrated basic digital technologies such as laptops, LCD projectors, PowerPoint, instructional videos, WordWall, and Quizizz into their English teaching. Technology was mainly used to support vocabulary, pronunciation, listening activities, and text presentation. Pedagogically, teachers applied interactive learning, group work, question-and-answer activities, and project-based learning to increase students’ participation. However, the integration of technology was not always fully connected with pedagogical strategies and English content in a holic manner. Several challenges were identified, a shortage of LCD projectors, unstable electricity and internet connections, technical problems during instruction, and the need for continuous professional development in educational technology. In conclusion, the study indicates that English teachers at SMPN 2 Gunung Talang have demonstrated practical efforts to integrate technology into English teaching. However, the implementation of TPACK remains at a basic and developing level. More comprehensive institutional support, adequate technological infrastructure, and continuous professional development programs are needed to strengthen teachers’ ability to integrate technology, pedagogy, and content effectively in accordance with the demands of the Merdeka Curriculum. Keywords: TPACK, English In-Service Teachers’, Merdeka Curriculum, Technology integration, English Language Teaching, Challenges.
ABSTRACT Mareti 2319086, Program Studi Pendidikan bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Agama Islam Negeri Sjech M. Djamil Djambek Buktinggi 2025M / 1447 H, An Analisys of the Challenges and Startegies of English Language Teaching at UPT SMPN Satu Atap Kebun Tinggi, Kecamatan Kampar Kiri Hulu, Kabupaten Kampar Kiri Hulu, Provinsi Riau This research background discussed about the challenges faced in the English language teaching process at UPT SMPN Satu Atap Kebun Tinggi, a rural school with limited resources and access. Preliminary observations and interviews revealed that students encounter psychological barriers such as low self-confidence and lack of motivation in learning English. Many students struggle to see the relevance of English in their daily lives and often feel discouraged due to poor performance. In addition, the school suffers from inadequate facilities, such as the absence of projectors, internet access, and teaching materials. Its remote location and poor road conditions also limit student attendance, especially during the rainy season, and make it difficult to recruit qualified teachers. This study aims to analyze the challenges and strategies in English language teaching at the school. A descriptive qualitative method was used, with data collected through semi-structured interviews and observations. The participants included the English teacher, students, administrative staff, and the vice principal. The findings showed several interrelated challenges: limited infrastructure, low student confidence, geographical constraints, and teacher shortages. To address these, the school applied several strategies, such as supporting teacher professional development, adaptively using educational technology, and collaborating with the government and local communities to improve the teaching and learning environment.
This research aimed to analyze how English teachers at SMKN 3 Payakumbuh adapted teaching to the four aspects of Differentiated Instruction (DI) content, process, product, and learning environment in alignment with Kurikulum Merdeka. The study focused on the challenges teachers encountered in accommodating students' diverse academic abilities, learning styles, and interests. It also examined the impact of limited guidance, time, and resources on the implementation of DI in English language teaching. The methodology used in this study is narrative inquiry, with data collection through direct observation and in-depth interviews. Observations were conducted over three meetings in class XI, focusing on four main aspects of DI: content, process, product and learning environment. Interviews were conducted with an English teacher and six students to understand their experiences regarding the application of DI in the teaching and learning process. Technique of data analysis was conducted through data collection techniques, data reduction, data presentation, and conclusion drawing. This approach enabled the researcher to obtain rich and in-depth narratives about the implementation of DI in the field. The results showed that the implementation of Differentiated Instruction (DI) in Class XI Culinary 4 included adaptations across content, process, product, and learning environment. The teacher adjusted content based on students’ readiness, offering options for text selection and modifying material difficulty based on feedback; however, some students still found the content challenging, suggesting a need for further refinement. In terms of process differentiation, collaborative learning and varied teaching methods were employed to address students' abilities, interests, and learning styles, though the teacher faced challenges in fully adapting all curriculum aspects to meet individual needs. Product differentiation allowed students to choose their preferred output formats, promoting creativity and engagement. Additionally, the teacher fostered an interactive learning environment by encouraging group discussions and collaboration, though some students remained less engaged, underscoring the need for strategies to ensure more consistent student participation and motivation.
