Jadila: Journal of Development and Innovation in Language and Literature Education

Integrating Metacognitive Strategies and Islamic Reflection: A Case Study of Speaking Instruction

Muhammad Khairul Azmi, M. Zaini Miftah, Akhmad Ali Mirza — Wed, 12 Aug 2026 00:00:00 +0700

The study aims to identify the aspects of metacognitive strategies employed by the teacher in developing students' speaking skills and to examine how these strategies were implemented to enhance students' speaking skills. This qualitative case study involved an English teacher and students investigated the metacognitive strategies applied by an English teacher of the Islamic Junior High School in Sampit, Kalimantan Tengah Province, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of the teacher's lesson plans. The data were analyzed using thematic analysis following the six phases of Braun and Clarke, involving familiarization, coding, theme searching, reviewing, defining, and reporting. The findings show that the teacher systematically employed three interconnected metacognitive phases: planning through vocabulary-based and contextual preparation, monitoring through real-time feedback and peer-assisted learning, and evaluating through post-task reflection and differentiated feedback. These strategies were embedded in lesson planning and further reinforced through the Islamic value of muhasabah (self-reflection), creating a culturally grounded model of self-regulated speaking instruction. The teacher implemented the strategies through explicit modeling, guided practice, and gradual release of responsibility, resulting in observable improvements in students' confidence, fluency, and self-correction ability. This study concludes that the systematic integration of planning, monitoring, and evaluating strategies, combined with faith-based reflective practices, effectively supports speaking development and learner autonomy among EFL learners in Islamic junior high schools.

The Implementation of Genre-Based Approach In EFL Classroom : Teachers’ Challenges

Daffa Fadhil Wahyudin, Yanuarti Apsari, Aseptiana Parmawari — Wed, 12 Aug 2026 00:00:00 +0700

Writing is one of the most important skills, and writing skills are essential in various aspects and activities of life. Howevere, writing is one of the most difficult skills to teach and learn. In the context of learning English in Indonesia as a foreign language, the level of difficulty faced by students in English classes remains quite high. Therefore, the Genre-Based Approach is implemented to address these challenges. In addition, most previous research on GBA has primarily focused on teachers’ classroom experiences and research on strategies for overcoming difficulties and challenges in teaching remains very limited. Therefore, this study aims to investigate the challenges faced by English as a Foreign Language (EFL) teachers and the solutions they use to overcome these challenges. This study employed a descriptive qualitative design, two English teachers participated in the study. Data were colected through open-ended questionnaire and analyzed using thematic analysis. The finding revealed three major challenges, namely student related, intructional and assessment challenges. To address these challenges, teacher employed scaffholding, teaching adaptation, differentiated instruction and genre specific assesment practice. These findings indicate that the effectiveness and smooth implementation of GBA require teachers’ competence, creativity, and flexibility, as well as appropriate assessment practices.

Student-Centered Learning Practices in English Language Teaching under the Merdeka Curriculum Framework

Leni Nur’aeni, Natalia Anggrarini, Atikah Wati — Sat, 15 Aug 2026 00:00:00 +0700

The Merdeka Curriculum promotes student autonomy and competency development through Student-Centered Learning (SCL) implementation. As future educators, pre-service teachers are expected to design and facilitate active, meaningful, and independent learning experiences. However, translating SCL theory into classroom practice remains challenging, particularly during teaching internships. This study aims to analyze the implementation of SCL by pre-service English teachers within the Merdeka Curriculum framework during their apprenticeship program. A qualitative case study design was employed involving three pre-service teachers who completed teaching internships at senior high schools. Data were collected through classroom video observations and document analysis of lesson modules prepared by the participants. The analysis focused on the implementation of nine SCL characteristics—active, constructive, collaborative, enthusiastic, dialogical, contextual, reflective, multisensory, and Higher-Order Thinking Skills (HOTS)—as well as the application of six SCL-related learning models: Cooperative Learning, Problem-Based Learning, Project-Based Learning, Contextual Teaching and Learning, Discovery Learning, and Blended Learning. The results reveal that all participants successfully incorporated SCL principles into both their lesson modules and classroom practices. However, variations were identified in the selection of learning models and the extent to which SCL characteristics were integrated into teaching. Some pre-service teachers demonstrated stronger implementation of collaborative and reflective learning than others, indicating differing levels of pedagogical competence. These results suggest that while pre-service teachers possess a foundational understanding of SCL, consistent and effective implementation requires continuous guidance, practical training, and reflective mentoring.

Exploring College Students’ Experiences and Speaking Confidence in an English Immersion Program at Australian Village

Amanda Zahratunnisa Wardana, Fitra Ramadani, Hartatya Novika, Supiani — Sat, 15 Aug 2026 00:00:00 +0700

The study investigates the lived experiences of students in the English Immersion Program at Australian Village, focusing on the enhancement of their speaking confidence. Utilizing a qualitative descriptive research design, the research involved six students from UNISKA MAB Banjarmasin who participated in a one-week immersion program, selected through purposive sampling to reflect diverse initial levels of speaking engagement. Data collection was achieved via semi-structured interviews and field observations, analyzed through thematic analysis. Key findings indicated that the immersive, English-only setting and structured activities—such as professional meetings, debates, seminars, and speeches—greatly aided language habituation and mitigated speaking anxiety. Participants benefitted from active peer interactions and supportive facilitators, which helped them conquer their fear of making mistakes, enhance fluency, and increase confidence in spontaneous expression. The outcome confirms that the immersion program successfully converted passive engagement into active involvement, greatly increasing EFL learners' speaking confidence. In order to develop students' oral communication abilities, the study advises educational institutions and EFL teachers to incorporate immersion-based models and English-speaking environment efforts into their curricula.

An Analysis of Stylistic Devices in the Poetry Collection Hujan Bulan Juni by Sapardi Djoko Damono

St. Marwah, Nur Hafsah Yunus, Muthmainnah, Herlina Ahmad, Shafiq ur Rehman — Sun, 16 Aug 2026 00:00:00 +0700

This study aims to analyze the language styles and stylistic elements employed in the poetry collection Hujan Bulan Juniby Sapardi Djoko Damono. The study focuses on how the poet uses various linguistic and stylistic devices to convey ideas, emotions, experiences, and philosophical meanings in his poems. A qualitative descriptive method is employed with a stylistic approach to examine the relationship between linguistic choices and the aesthetic and semantic effects they produce. The data consist of words, phrases, clauses, and sentences containing elements of language style, which were collected through documentation and note-taking techniques and subsequently analyzed descriptively and interpretatively.The findings indicate that Sapardi Djoko Damono makes extensive use of metaphors, personification, hyperbole, repetition, symbolism, and imagery. Metaphors are used to express abstract ideas through concrete comparisons, while personification gives human characteristics to objects, nature, and abstract concepts, creating a more intimate and emotional atmosphere. Hyperbole strengthens emotional emphasis, repetition highlights important ideas and creates rhythm, and symbolism allows ordinary objects or natural phenomena to represent deeper meanings. Imagery also plays an important role in enabling readers to visualize, hear, feel, or emotionally experience the situations presented in the poems. In addition, the poet's careful selection of simple yet meaningful diction contributes to the subtle, contemplative, and distinctive character of his poetry. Therefore, the study concludes that the stylistic richness of Hujan Bulan Juni significantly contributes to its literary value and demonstrates Sapardi Djoko Damono's important role in enriching modern Indonesian literature.