JEEL (JOURNAL OF ENGLISH EDUCATION AND LITERATURE)

Investigating English teachers' perceptions of the implementation of Kurikulum Merdeka

2025-12-24T18:02:58+00:00

This study investigates English teachers’ perceptions of the implementation of Kurikulum Merdeka, a newly introduced curriculum reform in Indonesia. Employing a case study design, the research involved in-depth interviews with English teachers from various secondary schools in Banten Province. The results show that teachers' reactions range from optimism and gratitude for the curriculum's adaptability to worries about scarce resources, a lack of professional development, and the unclear operationalization of important concepts. Although educators recognize Kurikulum Merdeka's capacity to promote student independence and contextualized learning, many say they require more precise instructions, ongoing mentoring, and infrastructure assistance. These insights show how important it is to make sure that policy goals are in line with what happens in the classroom and to give teachers more control over their lessons by constantly boosting their skills.

EFL teachers’ perceptions on teacher professional development

2025-12-24T18:10:38+00:00

The aim of this research is to explore EFL (English as a Foreign Language) teachers’ perceptions of professional development and its impact on their effectiveness in the classroom. Adopting qualitative approach, interview and questionnaire were utilized to collect the data. Findings indicate that teachers value professional development for improving pedagogy, language proficiency, and teaching strategies. Preferred activities include workshops, MGMP forums, and digital platforms. However, challenges such as time constraints, financial limitations, and lack of motivation hinder participation. Teachers emphasize the need for practical, relevant, and well-supported programs.

Using fun and collaborative learning to increase students’ confidence in writing

2025-12-24T18:15:29+00:00

This study investigates the implementation of fun and collaborative learning to increase students’ confidence in writing. A Classroom Action Research (CAR) design was employed, consisting of two cycles with the stages of planning, acting, observing, and reflecting. The findings show that in Cycle I, 40% of students demonstrated confidence in writing, 60% showed active involvement during the learning process, and 60% of the fun collaborative learning strategies were successfully implemented. In Cycle II, students’ confidence increased to 90%, their involvement reached 80%, and 90% of the fun collaborative learning procedures were implemented. The results indicate a significant improvement across cycles, and all success criteria were achieved.

Integrating Ecotheology into English language teaching: A conceptual framework for ecological awareness

2025-12-24T18:20:34+00:00

This article examines the potential integration of ecotheology into English Language Teaching (ELT) as a value-based approach to sustainability education. While environmental themes have been introduced in ELT, the spiritual–ethical foundations of ecological responsibility remain largely unexplored. Using a narrative literature review and thematic synthesis, this study analyzes recent works on ecotheology, eco-pedagogy, and Education for Sustainable Development (ESD). The review identifies key ecotheological principles—stewardship, sacredness of nature, justice, simplicity, and interconnectedness—and highlights their relevance to educational practices. Findings suggest that ELT offers flexible spaces for embedding ecological values through thematic content, reflective tasks, and project-based activities. The study proposes a Value-Based Ecotheological ELT Framework that integrates moral ecology with language learning. The framework contributes conceptually to sustainability-oriented ELT and opens avenues for future empirical research.

The use of Duolingo in EFL learning: Students’ and teacher’s perception

2025-12-24T18:25:11+00:00

This study investigates the use of Duolingo as a supplementary learning tool for Grade VIII students at SMP Mardi Yuana Rangkasbitung. Through interviews with the English teacher and ten students, the findings reveal high levels of engagement, with learners describing the app as game-like, convenient, and motivating. The teacher assigns two to three weekly missions to support out-of-class vocabulary practice, and this strategy aligns with broader research emphasizing the benefits of gamification for sustaining learner interest. While Duolingo’s features—such as streaks, badges, and instant feedback—enhance students’ motivation, both teacher and learners recognize potential risks related to digital distraction and screen overuse. To mitigate these issues, the teacher limits each homework session to 15 minutes and requires handwritten reflections to promote metacognitive awareness.