PEBSAS: Jurnal Pendidikan Bahasa dan Sastra

Teachers’ Strategies in Managing English Classrooms for Active Learning

2025-12-25T12:23:28+07:00

This study examines teachers’ strategies in managing English classrooms to promote active learning. Effective classroom management is essential in English language teaching, as it supports student engagement, interaction, and meaningful language use. A qualitative descriptive research design was employed to explore how teachers organize classroom activities, manage interactions, and address challenges in implementing active learning. The participants of this study were English teachers selected through purposive sampling based on their teaching experience and involvement in interactive learning practices. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques, with triangulation applied to ensure the trustworthiness of the findings. The results indicate that teachers employed various strategies to facilitate active learning, including establishing clear classroom rules and routines, organizing pair and group work, managing instructional time effectively, and fostering positive teacher–student relationships. These strategies were found to enhance student participation, confidence, and engagement in English learning activities. However, challenges such as large class sizes, mixed proficiency levels, and limited resources were also identified. Despite these challenges, teachers demonstrated adaptability by modifying classroom management practices to sustain active learning. In conclusion, effective classroom management strategies are crucial in supporting active learning in English classrooms. The findings of this study provide practical insights for English teachers and educational institutions in improving classroom management practices to enhance students’ English learning experiences.

AI-Powered Tools and Their Role in Developing Speaking Fluency in EFL Contexts

2025-12-24T19:18:39+07:00

Speaking fluency remains a major challenge for learners of English as a Foreign Language (EFL), particularly in contexts where opportunities for authentic oral interaction are limited. Recent developments in artificial intelligence (AI) offer new possibilities for enhancing speaking instruction through personalized, interactive, and low-anxiety learning environments. This study investigates the integration of AI-powered tools to enhance speaking fluency in EFL classrooms. Employing a qualitative descriptive research design, the study was conducted in an EFL classroom where speech recognition applications, AI-based chatbots, and automated feedback platforms were integrated into regular speaking activities over one academic term. Data were collected through classroom observations, speaking performance tasks, and semi-structured interviews. The findings reveal that AI-powered tools contributed to improvements in students’ speaking fluency, as reflected in increased speech continuity, reduced hesitation, and greater confidence in oral communication. Additionally, students expressed positive perceptions of AI-assisted speaking practice, highlighting increased motivation, reduced anxiety, and enhanced learner autonomy. The study concludes that AI-powered tools can serve as effective complementary resources in EFL speaking instruction when supported by appropriate pedagogical guidance. The findings provide practical implications for EFL teachers and contribute to the growing body of research on AI-assisted language learning.

Curriculum Innovation in English Language Education: A Comparative Study

2025-12-14T21:06:51+07:00

This study explores the implementation and impact of curriculum innovation in English language education at SMA Negeri 1 Padang Sidimpuan. Against the backdrop of national curriculum reforms and global educational trends, this research investigates how curriculum innovation is interpreted and practiced by English teachers, and how it influences teaching effectiveness and student learning outcomes. Employing a qualitative approach with case study methods, data were gathered through interviews, classroom observations, and document analysis. The findings reveal that innovative practices—such as the integration of technology, contextualized learning materials, and student-centered pedagogy—are being implemented to varying degrees. However, several challenges persist, including limited teacher training, inconsistent access to resources, and misalignment between innovation goals and assessment practices. The study concludes that successful curriculum innovation depends not only on policy directives but also on teacher agency, institutional support, and continuous professional development. This research contributes to the growing discourse on English curriculum transformation and offers recommendations for sustainable, context-sensitive innovation in secondary language education.

Local Culture Integration in English Language Teaching Materials

2025-12-25T00:54:06+07:00

The integration of culture in English Language Teaching (ELT) has become increasingly important as language is recognized as a social and cultural practice. In many EFL contexts, ELT materials are predominantly oriented toward Western cultures, which may create a cultural gap between learning content and learners’ lived experiences. This study aims to examine the integration of local culture in ELT materials and explore its pedagogical significance for EFL classrooms. Employing a qualitative descriptive research design, this study analyzed selected English teaching materials through document analysis, focusing on textual, visual, and task-based representations of local culture. The data were examined to identify forms of cultural representation, pedagogical functions, and the extent to which local culture supports meaningful language learning. The findings reveal that local culture is integrated through familiar themes such as traditions, daily social practices, and local values, which enhance learners’ comprehension, engagement, and confidence in using English. However, the integration remains limited and often superficial compared to the dominance of Western cultural content. The study concludes that local culture plays a crucial role in creating culturally responsive and contextually grounded ELT materials. A more systematic and balanced incorporation of local culture is therefore recommended to support effective language learning and intercultural competence in EFL contexts.

Integrating Culture in English Education: Impacts on Students’ Communicative Competence

2025-12-15T12:16:59+07:00

This study examines the integration of culture in English education and its impact on students’ communicative competence in an English as a Foreign Language (EFL) context. Recognizing that language and culture are inseparable, the study aims to explore how cultural elements embedded in English instruction contribute to students’ ability to communicate appropriately and effectively. A qualitative research approach was employed, involving classroom observations, semi-structured interviews with teachers and students, and document analysis of instructional materials. The findings indicate that cultural integration enhances students’ sociolinguistic and pragmatic competence, improves their understanding of contextual language use, and increases motivation and engagement in classroom interaction. The results also highlight the central role of teachers in mediating cultural understanding, as well as challenges related to limited resources, time constraints, and insufficient teacher training. Overall, the study concludes that integrating culture in English education supports the development of communicative competence and should be explicitly incorporated into curricula and teaching practices to prepare learners for meaningful intercultural communication.