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All Journal Journal of Contemporary Islam and Muslim Societies Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya
Muhammad Jauhari Sofi
Utrecht University
Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers' Pedagogical Adaptation to Digital Culture: Qualitative Insights from Technology-Mediated Language Teaching Ahmad Lizamuddin; Mohammad Noor Zuhri; Muhammad Jauhari Sofi
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 6 No. 02 (2025)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v6i02.13707

Abstract

The rapid expansion of digital culture has reshaped the pedagogical landscape of language teaching, requiring teachers to rethink their instructional practices within technology-mediated environments. This study aims to explore how secondary school language teachers adapt their pedagogical approaches to the demands of digital culture and what factors influence their adaptation processes. Using a qualitative descriptive design, data were collected from ten language teachers in Kendal Regency through open-ended questionnaires and analyzed thematically. The findings reveal that pedagogical adaptation is a multidimensional process characterized by shifts from teacher-centered to student-centered digital orientations, the development of context-responsive digital strategies, and the negotiation of sociotechnical challenges such as device inequality, unstable internet, and diminished authentic interaction in online settings. The results also show that teacher professional identity and reflective decision-making function as central mechanisms shaping the depth and direction of pedagogical adaptation. This study extends existing theoretical frameworks-including TPACK, adaptive expertise, teacher identity, and pedagogical reasoning-by demonstrating how they interact dynamically within digital language teaching contexts. Practically, the study underscores the need for professional development that emphasizes reflective digital pedagogy, institutional support for technological equity, and collaborative spaces for sharing adaptive practices. The findings highlight that effective digital language teaching emerges not merely from tool proficiency but from contextually informed instructional reasoning and identity-driven pedagogical transformation.
RESISTING AND RE-APPROPRIATING ENGLISH IN PESANTREN: Islamic Identity As A Compass Muhammad Jauhari Sofi; Muhlisin Muhlisin; Dewi Puspitasari
Journal of Contemporary Islam and Muslim Societies Vol 10, No 1 (2026)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/jcims.v10i1.28906

Abstract

English learning in Indonesia is often framed as a neutral response to globalization, yet its ideological dimensions become especially visible in religious educational contexts. Drawing on a postcolonial and critical applied linguistics lens, this study examines how English learning in pesantren has been represented in existing EFL research with particular attention to student resistance and re-appropriation. Adopting a narrative review approach, the study synthesizes 28 scholarly sources comprising peer-reviewed journal articles, conference proceedings, and book chapters on EFL practices in pesantren. The findings show that resistance to English is shaped by ideological, curricular, interactional, and structural factors; it signals efforts to govern the language’s moral and cultural significance rather than a simple rejection of language learning. At the same time, English is actively re-appropriated through the localization of teaching materials, its use for Islamic purposes such as da‘wah, and hybrid multilingual strategies involving English, Arabic, and Indonesian. These processes accentuate forms of learner and teacher agency and challenge Western-centered models of English education. The study further emphasizes the need for context-sensitive pedagogies and highlights pesantren as an important site of postcolonial linguistic negotiation and epistemic agency.
Co-Authors Ahmad Lizamuddin Dewi Puspitasari Mohammad Noor Zuhri Muhlisin Muhlisin