ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study examines the teaching process implemented in the speaking program at Harau Valley English School (HARVES), a Kampung Inggris institution in West Sumatra. Although the program emphasizes communicative speaking practice, tutors and learners continue to encounter various challenges during classroom instruction. Previous studies have mainly focused on teaching strategies and tutors’ challenges, with limited attention to the actual teaching process in speaking classes. Therefore, this study explores the teaching process as well as the challenges faced by tutors in teaching speaking and learners in learning speaking at HARVES. This study employed a qualitative case study design. The participants consisted of two tutors and three learners selected through purposive sampling. Data were collected through classroom observations using an observation checklist and semi-structured interviews. The observation focused on the stages of the teaching process, while the interviews explored the challenges experienced by tutors in teaching speaking and by learners in learning speaking. The collected data were analyzed thematically to identify recurring patterns and categories. The findings revealed that the teaching process followed five instructional stages: opening, stimulation, instruction/participation, closure, and follow-up. Tutors implemented learner-centered and interactive speaking activities to encourage active participation and communicative practice. However, tutors experienced several challenges, including limited instructional time, the need to address learners with diverse proficiency levels, difficulties in assessing speaking performance, and the unpredictable nature of speaking instruction. Learners also encountered four major challenges: inhibition, having nothing to say, low or uneven participation, and frequent use of the mother tongue during classroom interaction. This finding indicate that an organized and interactive teaching process supports speaking development, although its effectiveness is influenced by instructional and learner-related challenges. These findings provide practical insights for improving speaking instruction in non-formal English learning institutions, particularly Kampung Inggris programs such as HARVES.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Yuni Aprila, 2322012. Teacher's Challenges in Integrating Kurikulum Berbasis Cinta into English Classroom Interactions at MTsN 10 Agam. Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M. Djamil Djambek Bukittinggi (2026). Kurikulum Berbasis Cinta emphasized the integration of love-based values into classroom interactions to foster students' character development. However, previous studies had given limited attention to the practical challenges faced by English teacher's in integrating these values into classroom interactions, particularly in madrasah settings. Preliminary research at MTsN 10 Agam revealed that the implementation of Kurikulum Berbasis Cinta relied on general guidelines and teacher's individual interpretations and was accompanied by issues such as students' anxiety, uneven participation, and classroom discipline. Therefore, this study aimed to identify the challenges encountered by the English teacher in integrating Kurikulum Berbasis Cinta into English classroom interactions at MTsN 10 Agam. This study employed a qualitative case study design. The participants consisted of an English teacher as the main informant and 15 Grade VII students as supporting informants, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The data were analyzed using the interactive model of Miles. Data triangulation was employed to ensure the trustworthiness of the findings. The study identified three main challenges faced by the English teacher in integrating Kurikulum Berbasis Cinta into English classroom interactions at MTsN 10 Agam. The challenge in integrating the value of Love for Self and Human Being was encouraging students to participate actively and confidently during English classroom interactions. The challenges in integrating the value of Love for Knowledge were adapting instructional strategies to address students' diverse learning needs and facilitating students to express and develop their ideas during English classroom interactions. These findings imply that the successful integration of Kurikulum Berbasis Cinta requires adaptive instructional strategies, supportive classroom interactions, and continuous professional support for English teacher.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
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.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Raisa Maulidia, 2319051. Analysis of English Teaching Strategies for Students with Special Needs at SMPLB N 1 Bukittinggi in Mental Retardation Class. A Thesis, State Islamic University (UIN) of Sjech M. Djamil Djambek Bukittinggi. 2025
English is one of the elective subjects in inclusive school or Sekolah Luar Biasa (SLB). English has become one of the elective subjects and must be taken by students at SLB N 1 Bukittinggi. There are several problems encountered in this study. First, students are not interested in learning, which often causes them to lose focus. The second problem is that teachers find it difficult to deal with students' changing moods. This study aims to describe the strategies in teaching English for students with special needs and to identify the teacher challenges to teach students with special needs.
This research is qualitative research, case study. The informant in this research is English teacher at SLB N 1 Bukittinggi. The data was collected by observation, interviews, and documentation. Then, those are analyzed by reducing, displaying, and concluding the data.
The finding of the research show that teacher used several teaching strategies, namely Repetition, Direct Instruction, Total Physical Response (TPR), and sometimes teacher used game example playing guessing games. Teacher also uses simple learning media such as pictures to help students comprehension. The challenges faced by teacher include difficulties to adjusting the strategies to be used and adabtable student’s condition, teacher difficulties to deal the student’s mood and limited time in the class. Based on these findings, it can be concluded that the selection of strategies that are appropriate and in accordance with the characteristics of students with special needs is important.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
In an effort to improve the quality of English language teaching, portfolio assessment has been used as an approach to evaluate students’ learning processes and outcomes more authentically. Portfolio assessment is designed to provide a comprehensive picture of students’ progress through the collection of various works and self reflections. However, the implementation of portfolio assessment in English language teaching still faces several challenges in classroom practice. This study employed a case study method aimed at analyzing the challenges faced by teachers in implementing portfolio assessment in English language teaching. The data were collected through observation and interviews with English teacher to gain an in depth understanding of their experiences in applying portfolio assessment. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing conducted in one of the schools that implemented portfolio assessment. The findings revealed that the implementation of portfolio assessment involved several stages such as planning, collecting students’ work, reflection, and evaluation. The teacher made efforts to apply the principles of portfolio assessment, including continuous assessment, active student involvement, and the implementation of her role throughout the process.. However, several challenges were found, including time limitation, large class size, students’ inconsistency in managing their portfolios, and difficulties in the final evaluation process. Despite these challenges, the implementation of portfolio assessment had a positive impact on increasing students’ motivation and engagement in English language learning.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
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.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Tujuan penelitian ini menganalisis pengaruh Opportunities dan Challenges terhadap Keberhasilan Young Entrepreneur dan mengestimasi Social Media Marketing memoderasi hubungan antara Opportunities dan Challenges terhadap Keberhasilan Young Entrepreneur pemilik usaha café dan restaurant di Kabupaten Lima Puluh Kota dan Kota Payakumbuh. Penelitian ini menggunakan analisis SEM PLS dengan menggunakan alat Smart PLS 3.0. Data penelitian yang digunakan adalah primer bersumber dari pengumpulan data dengan instrument skala likert yang disebar melalui goole form. Responden yang digunakan adalah sebanyak 61 responden merupakan pemilik usaha café dan restaurant dan merupakan generasi millennials. Hasil penelitian menunjukkan bahwa Opportunities (X1) berpengaruh positif dan signifikan terhadap Keberhasilan Young Entrepreneur (Y). Challenges (X2) berpengaruh positif dan signifikan terhadap Keberhasilan Young Entrepreneur (Y). Social Media Marketing (Z) memoderasi secara positif dan signifikan hubungan antara Opportunities (X1) dan Keberhasilan Young Entrepreneur. Social Media Marketing (Z) memoderasi secara positif dan signifikan hubungan antara Challenges (X2) dan Keberhasilan Young Entrepreneur (Y). Temuan ini mengindikasikan bahwa pemanfaatan Social Media Marketing dapat memperkuat pengaruh Opportunities dan Challenges terhadap keberhasilan usaha pada Young Entrepreneur di bidang café dan restoran. Semakin efektif pemasaran media sosial yang dilakukan, semakin kuat pengaruh peluang dan tantangan terhadap keberhasilan wirausahawan muda. Implikasi pada penelitian ini adalah pentingnya bagi pengusaha muda untuk memanfaatkan social media marketing dalam menjalankan bisnisnya guna mencapai pertumbuhan dan daya saing yang optimal.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research was aimed to find out the teacher challenges in teaching English in Merdeka Curriculum. This research was due to some problems. First, the challenges of teacher in using technology in the classroom. Second, the teacher lack of training or professional development in using Merdeka Curriculum. This research employs a qualitative approach to explore the challenges faced by English teachers in implementing the Merdeka Curriculum at SMAN 1 Banuhampu. The study uses a case study design, focusing on specific instances to gain a deep understanding of the phenomena. The primary informant is the English teacher, and data is collected through classroom observations and structured interviews. Observation involves non-participant video recordings of classroom interactions, while interviews use open-ended questions to gather detailed insights. Data analysis follows Sugiyono’s steps of data reduction, data display, and conclusion drawing, ensuring validity through methodological and data source triangulation. This approach aims to provide a comprehensive understanding of the teacher's challenges, enhancing the reliability and applicability of the findings. The implementation of the Merdeka Curriculum presents significant challenges for English teachers, particularly in preparing and giving lessons to accommodate different types of students. Teachers often need to prepare diverse materials to meet varied learning needs, requiring additional time and resources, typically managed outside regular school hours. They face difficulties in adapting teaching methods to different student types, often simplifying initial material difficulty to enhance comprehension. Furthermore, integrating technology in the classroom is challenging due to a lack of training and resources, creating a technological skills gap that can hinder lesson delivery and exacerbate educational inequities. To address these challenges, ongoing professional development, collaborative planning, adequate resource allocation, regular student feedback, robust support systems, and targeted technology integration training are essential for creating an effective and inclusive teaching environment under the Merdeka Curriculum.
ArticleOpen AccessPDF tersedia
2023•Artikel Penelitian dan Pengabdian
Before it was declared a pandemic in March 2020, the Malaysian government was compelled to begin enforcing the MCO countrywide on 18 March 2020, and the World Health Organization classed the COVID-19 outbreak as a public health emergency. The MCO’s implementation significantly impacted the Malaysian economy, resulting in a 17.1% fall in GDP in the second quarter of 2020. Implementation of MCO during the Covid-19 pandemic has direct and indirect effects and implications on project management. This situation also may interfere with the project deliverables since project management is extremely sensitive to rapid changes. The issues that the project manager faces and how the software affects project deliverables have been examined in this study. From the standpoint of a software development project, the researcher will identify the challenges the IT project manager poses and their impact on project deliverables. In this study, we will evaluate whether implementing the MCO during the Covid-19 pandemic has given significant challenges to the IT Project Manager to successfully deliver the software development project. The literature review resulted in challenges; furthermore, the interview with three IT Managers of an ICT company in Malaysia discussed 18 challenges drawn from the analysis of the interviews. Hence, these findings of the innovative study area on software development have provided an enhanced judgment and interpretation on deciding mitigation strategies in the early stage of software development projects during the MCO
ArticleOpen AccessPDF tersedia
2023•Artikel Penelitian dan Pengabdian
Before it was declared a pandemic in March 2020, the Malaysian government was compelled to begin enforcing the MCO countrywide on 18 March 2020, and the World Health Organization classed the COVID-19 outbreak as a public health emergency. The MCO’s implementation significantly impacted the Malaysian economy, resulting in a 17.1% fall in GDP in the second quarter of 2020. Implementation of MCO during the Covid-19 pandemic has direct and indirect effects and implications on project management. This situation also may interfere with the project deliverables since project management is extremely sensitive to rapid changes. The issues that the project manager faces and how the software affects project deliverables have been examined in this study. From the standpoint of a software development project, the researcher will identify the challenges the IT project manager poses and their impact on project deliverables. In this study, we will evaluate whether implementing the MCO during the Covid-19 pandemic has given significant challenges to the IT Project Manager to successfully deliver the software development project. The literature review resulted in challenges; furthermore, the interview with three IT Managers of an ICT company in Malaysia discussed 18 challenges drawn from the analysis of the interviews. Hence, these findings of the innovative study area on software development have provided an enhanced judgment and interpretation on deciding mitigation strategies in the early stage of software development projects during the MCO.
ArticleOpen AccessPDF tersedia
2023•Artikel Penelitian dan Pengabdian
This research is a survey research to find out the opportunities and challenges of online learning in West Sumatra. A total of 227 students were randomly selected from two universities in West Sumatra as research participants. By conducting in-depth interviews, information was obtained about students' views on online learning in West Sumatra. An unstable internet network is a major problem for students to take online learning. Online learning opportunities in West Sumatra, namely: online learning provides benefits because it is more flexible and can be followed anywhere and anytime, students can carry out learning while entrepreneurship or work, and various educational institutions in West Sumatra with their quality have the potential to be able to keep up with the times by carrying out online learning in a more planned and programmed way. The challenges of implementing online learning in West Sumatra, namely: provincial and local governments need to provide internet services widely and reach all regions in West Sumatra, students need to be educated to be able to become independent learners from an early age, teachers need to design accessible learning content by students and must be by the needs of students, and the government needs to make efforts to provide extensive library services that can be accessed online.
