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This Author published in this journals
All Journal New Language Dimensions International Disability Innovation Journal
Silfia Asning Tias
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dialogic Reading in Intensive Reading Lessons: Indonesian Secondary EFL Teachers’ Perspectives Haris Praditya Wijaya; Silfia Asning Tias; Soe Soe Win
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p58-71

Abstract

Intensive reading in Indonesian secondary EFL classrooms is often shaped by teacher-centered instruction, literal comprehension tasks, and examination-oriented practices. These conditions may limit students’ opportunities to engage critically and personally with texts. This qualitative descriptive study investigated how nine senior high school English teachers in Surabaya perceived and planned Dialogic Reading strategies in intensive reading lessons. Data were collected through semi-structured interviews and instructional portfolio analysis, including lesson plans and teaching modules. The data were analyzed through data condensation, data display, and conclusion drawing. The study was informed by Rosenblatt’s Transactional Theory and Whitehurst’s Dialogic Reading framework, particularly the CROWD prompts and PEER sequence. The findings indicate that several teachers attempted to move from an efferent, text-centered reading orientation toward a more transactional approach. Distancing, open-ended, and Wh-prompts were used to connect texts with students’ sociocultural experiences, while non-judgmental evaluation and peer expansion supported safer classroom interaction. The study suggests that Dialogic Reading can provide a low-resource pedagogical framework for making intensive reading more interactive, contextual, and emotionally supportive in Indonesian secondary EFL classrooms.
Impact of Differing Welfare Models on the Theoretical Framing and Implementation of Physical Accessibility Shanon Wangner Santoso; Silfia Asning Tias
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.53161

Abstract

Despite the global shift toward a social model of disability that emphasizes removing environmental barriers, many countries still struggle to translate legal rights into accessibility. This study examines how different national welfare systems, such as the productivist model in Japan and the rights-based model in Indonesia, impact the actual implementation of disability infrastructure. Using a qualitative comparative case study and a Most Different Systems Design (MDSD), this research analyzed primary legal documents and official reports from the 2024-2025 period. The findings reveal a significant social policy paradox in both nations. In Japan, productivist focus on economic utility has created adequate physical infrastructure, yet has resulted in social isolation in individuals. Conversely, Indonesia’s rights-based approach provides strong humanistic rhetoric but suffers from policy decoupling, where progressive laws are not matched by material reality, and further sustained by deep-rooted familialism. Therefore, the study concludes that both countries must move beyond purely economic or symbolic goals toward Implementation Engineering. By adopting an interactional understanding of disability, policymakers can bridge the gap between legal rhetoric and physical actuality to create a genuine architecture of belonging.
Co-Authors Haris Praditya Wijaya Shanon Wangner Santoso Soe Soe Win