http://localhost:8080/handle/123456789/39 Pendidikan Bahasa Inggris Mon, 26 Oct 2026 16:23:34 GMT 2026-10-26T16:23:34Z http://localhost:8080/handle/123456789/31733 INTEGRATING GOOGLE CLASSROOM AND COLLABORATIVE LEARNING TO IMPROVE STUDENTS WRITING SKILLS KHAIRUNNISA, ARDHANA The purpose of this study was to investigate the effectiveness of integrating Google Classroom and collaborative learning in improving students’ writing skills. This study employed Classroom Action Research (CAR) design consisting of two cycles: planning, acting, observing, and reflecting. The participants of this study were 25 students of Grade XI at SMA Taman Siswa Sawit Seberang. The data were collected through writing tests (pre-test and post-test), observation checklists, questionnaires, and interviews.The results of the study showed that there was a significant improvement in students’ writing skills. The mean score increased from 60 in the pre-test to 72 in Cycle I, 84 in Cycle II, and 88 in the post-test. The improvement was seen in all aspects of writing, including content, organization, vocabulary, grammar, and mechanics. In addition, the findings revealed that the integration of Google Classroom and collaborative learning enhanced students’ motivation, engagement, and participation in writing activities.In conclusion, integrating Google Classroom and collaborative learning is an effective strategy to improve students’ writing skills. It also creates a more interactive, student-centered, and technology supported learning environment. Sat, 18 Apr 2026 00:00:00 GMT http://localhost:8080/handle/123456789/31733 2026-04-18T00:00:00Z http://localhost:8080/handle/123456789/31649 TEACHERS’ VOICES: NAVIGATING ENGLISH TEACHING STRATEGIES AND CHALLENGES IN THE MERDEKA CURRICULUM FRAMEWORK SA’DIYAH, AINUN This study explores English teachers’ strategies and challenges in implementing the Merdeka Curriculum in Indonesian secondary schools. Grounded in a qualitative descriptive design, the research aims to capture teachers’ voices as they interpret and adapt curriculum principles in real classroom context. Data were collected through semi-structured interviews and document analysis involving English teachers with varying levels of experience. The findings reveal that while most teachers demonstrate a moderate understanding of the Merdeka Curriculum, its practical implementation remains inconsistent. Teachers tend to combine Communicative Language Teaching (CLT) with traditional grammar based approaches, while the application of Project-Based Learning (PBL) and differentiated instruction is still limited. Several key challenges were identified, including time constraints, limited resources, minimal institutional support, and diverse student competencies. These challenges contribute to a gap between curriculum ideals and classroom practices. To address these issues, teachers employ adaptive strategies such as peer collaboration, utilization of digital tools, and simplification of assessment methods. The discussion highlights that teachers’ voices reflect both enthusiasm for innovation and frustration with systemic barriers. The study concludes that successful implementation of the Merdeka Curriculum requires not only teacher adaptability but also continuous professional development, structured support systems, and collaborative learning environments. This research contributes to a deeper understanding of curriculum enactment and offers practical insights for improving English language teaching practices within the Merdeka Curriculum framework. Sat, 18 Apr 2026 00:00:00 GMT http://localhost:8080/handle/123456789/31649 2026-04-18T00:00:00Z http://localhost:8080/handle/123456789/31623 THE USE OF INSTAGRAM AS A LEARNING PLATFORM TO ENHANCE INTERNATIONAL STUDENTS’ ENGLISH SPEAKING SKILLS THROUGH PROJECT-BASED LEARNING DANY, KREYYA This study focuses on the use of Instagram as a learning platform to improve students’ speaking skills. The results show that students’ speaking ability improved after applying Instagram and Project-Based Learning in the classroom. The study is grounded in the growing integration of digital technology in language learning, which emphasizes authentic communication, student engagement, and meaningful learning experiences in real-life contexts.This research employed a qualitative descriptive design conducted at Universitas Muhammadiyah Sumatera Utara (UMSU). The participants consisted of 15 international students selected through purposive sampling based on specific criteria. Data were collected through observation, semi-structured interviews, and documentation, and were supported by pre-intervention and post-intervention speaking assessments. The assessment focused on key components of speaking, including pronunciation, vocabulary, fluency, and confidence. The findings reveal that the integration of Instagram and Project-Based Learning significantly enhances students’ speaking performance. The quantitative results indicate a substantial increase in the mean score from 55.3 in the pre-intervention stage to 84.3 in the post-intervention stage, with an average improvement of 29 points. This improvement reflects students’ development across multiple dimensions of speaking skills. Furthermore, qualitative findings show that students became more active, confident, and motivated during the learning process. The use of Instagram enables repeated practice, self-evaluation, and peer interaction through video-based tasks, creating an authentic and low-anxiety learning environment. In addition, the implementation of Project-Based Learning supports students in organizing ideas, engaging in collaborative learning, and presenting their speaking projects in a structured and meaningful manner. The integration of a digital platform with a student-centered learning model facilitates not only linguistic development but also learner autonomy and engagement. In conclusion, the integration of Instagram as a learning platform with the Project-Based Learning model provides an effective and innovative approach to enhancing international students’ English speaking skills. This study contributes to the development of technology enhanced language learning by demonstrating how social media can function as a meaningful pedagogical tool in improving speaking performance and learner engagement. Sat, 18 Apr 2026 00:00:00 GMT http://localhost:8080/handle/123456789/31623 2026-04-18T00:00:00Z http://localhost:8080/handle/123456789/31564 CROSS-CULTURAL CHALLENGES AND SELF-EFFICACY OF INDONESIAN EFL TEACHERS IN THAILAND MISS, AINIFITRIA DUERAMAE This article examines the level of perceived self-efficacy and pedagogical challenges faced by pre-service Indonesian teachers of English as a Foreign Language (EFL) during their international teaching practice in Thai classrooms. Based on Bandura's self-efficacy theory and grounded in a sociocultural perspective, this study employs a qualitative case study design. Data were collected through an online questionnaire consisting of Likert scale questions and open-ended questions, and analyzed using thematic analysis supported by descriptive interpretation of response patterns. The results showed that participants generally demonstrated moderate to high levels of self-confidence in classroom management, teaching strategies, and student engagement. Despite facing challenges such as language barriers, cultural differences, and teaching adjustments, participants developed adaptive strategies that strengthened their professional self-confidence. This study concludes that self-confidence in a cross-cultural context is socially constructed through experiential learning and intercultural interactions, highlighting the importance of integrating structured international practice programs into teacher education curricula. Sat, 18 Apr 2026 00:00:00 GMT http://localhost:8080/handle/123456789/31564 2026-04-18T00:00:00Z