Journal Compound: Improving the Quality of English Education

ALIGNING RECOUNT TEXT INSTRUCTION WITH THE EMANCIPATED CURRICULUM: INCLUSIVE EFL STRATEGIES FOR VISUALLY IMPAIRED LEARNERS

Naufal Rangkuti — 2025-06-30

This study explores the alignment of English recount text modules with the Emancipated Curriculum and investigates the instructional strategies and assistive support employed in inclusive EFL classrooms for visually impaired learners. Using a qualitative descriptive method, data were collected through document analysis and classroom observation at a special needs school. The findings indicate that the learning modules generally adhere to the principles of flexibility, inclusivity, and student-centered learning, though some elements require refinement to better promote collaboration and higher-order thinking. Instructional strategies such as Discovery Learning and multisensory input were implemented, alongside assistive technologies like screen readers and Braille resources, which supported the development of receptive skills. However, challenges were found in resource availability, teacher training, and integration of assistive tools. Student responses revealed increased engagement and progress when inclusive and adaptive strategies were applied. These findings highlight the need for continued curriculum improvement, enhanced teacher preparation, and institutional support to ensure equitable EFL learning experiences for blind students.

SCIENTIFIC APPROACH AND STUDENT-CENTERED LEARNING IN ELT: A SYSTEMATIC LITERATURE REVIEW OF INDONESIAN RESEARCH (2013–2025)

Mongga Kaharap — 2025-06-30

The integration of the scientific approach into English Language Teaching (ELT) has played a transformative role in Indonesian education since the implementation of the 2013 Curriculum. This systematic literature review explores how the scientific approach aligns with student-centered learning principles and its pedagogical implications in the Indonesian ELT context from 2013 to 2025. A total of 52 peer-reviewed journal articles indexed in SINTA 1 to 3 and international databases were analyzed using the PRISMA model. The review focuses on the pedagogical strategies, learning outcomes, teacher readiness, and classroom practices associated with the scientific approach. Findings indicate that the scientific approach supports learner autonomy, critical thinking, and communicative competence when implemented with contextual sensitivity and adequate teacher training. However, various challenges persist, including misalignment in assessment, limited resources, and superficial understanding of scientific stages. The paper provides implications for curriculum designers, teacher educators, and policymakers to strengthen scientific pedagogy in Indonesian ELT

ENHANCING STUDENTS’ SPEAKING SKILLS THROUGH BOARD GAMES AS INTERACTIVE LEARNING MEDIA IN ENGLISH CLASSES

Isnawati Diah — 2025-06-30

This study employed a qualitative descriptive method within the framework of a best practice implementation. Conducted as a classroom-based intervention, the research aimed to document and reflect on an innovative teaching approach using board games to enhance speaking skills. Implemented at SMP Islam Darussalam Palangka Raya with 7th-grade students, the activity addressed challenges such as low student motivation and fear of making mistakes. Inspired by the 2023 Essential Skills of English Teacher Training (ESETT) in Bali, the board games were designed to provide a low-stress, student-centered environment that encourages spontaneous speaking and collaborative learning.The activity allowed students to practice speaking in real-time with their peers, which helped reduce pressure and increase confidence. Results indicated improvements in student participation, fluency, and willingness to communicate. Furthermore, this method is highly adaptable—not only for English but also for different subjects—making it a practical and flexible instructional tool aligned with the Merdeka Curriculum. The findings suggest that board games can be a sustainable and inclusive solution to improve language learning in diverse educational settings.

EMPLOYING MY NEXT WORDS E-BOOK AS THE LEARNING MEDIUM IN SPEAKING FOR BEGINNER CLASS

Vannia Liebnis — 2025-06-30

This study aimed to investigate students’ perceptions regarding the use of the English e-book MY NEXT WORDS as a learning medium in a speaking course for beginner-level students. The e-book, published by the Indonesian Ministry of Education and aligned with the Kurikulum Merdeka, was designed to enhance language acquisition through relevant and structured content. Employing a mixed-methods approach, this research gathered data from beginner speaking students at JJC Academy using questionnaires and short interviews. The findings revealed that most students held a positive perspective toward the use of the e-book. They found the content accessible, the activities engaging, and the topics relevant to real-life communication needs. Students also noted improvements in their speaking confidence and motivation to practice English. However, some limitations were highlighted, such as the limited novelty of vocabulary content for more advanced beginners. As a result, students suggested integrating additional multimedia components like interactive videos and games to enrich the learning experience. This study underscores the potential of digital resources like e-books in supporting English language development when thoughtfully implemented in the classroom.

IMPROVING EMOTIONAL BALANCE OF AT-RISK STUDENTS THROUGH GUIDANCE AND COUNSELING USING A LOVE-BASED CURRICULUM APPROACH

Helmi Supriyanti — 2025-06-30

Emotional balance is essential for everyone, including at-risk students, as it helps them overcome challenges and live their daily lives more effectively. This study aims to develop and test the effectiveness of guidance and counseling services using a love-based curriculum approach to improve the emotional balance of at-risk students. This research employed a mixed-method Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The analysis and design stages utilized a qualitative approach through interviews and observations involving 37 students at MAN Kota Palangka Raya in the 2024/2025 academic year. The implementation and evaluation stages used a quantitative approach with statistical analysis techniques to measure the effectiveness of the love-based curriculum. The findings revealed that guidance and counseling services with a love-based curriculum approach were effective in enhancing the emotional balance of at-risk students, as indicated by an 89.2% reduction in anxiety levels, a 91.9% increase in the ability to manage negative emotions, and a 62.2% improvement in positive interpersonal relationships. The indicators of success for the love-based curriculum include increased empathy, self-awareness, and social skills, while the indicators of emotional balance include reduced anxiety, improved management of negative emotions, and enhanced interpersonal relationships. In conclusion, guidance and counseling services using a love-based curriculum approach are highly effective in improving the emotional balance of at-risk students through the implementation of dzikir therapy, Peer Guidance (Bimbingan Teman Sebaya), and huma betang counseling.