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All Journal Journal of Language, Literature, and English Teaching (JULIET) Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Fu'ad Sholikhi
Islamic university of balitar
Education Languange, Linguistic, Communication & Media

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Perceptions of Balitar Sociology Students Using English-Subtitled Korean Dramas in Vocabulary Learning Fu'ad Sholikhi; Muhamad Fajar Muzaki
Juliet Vol 7 No 2 (2026): JULIET Volume 7 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i2.8307

Abstract

Combining education and enjoyment has emerged as a crucial language learning tactic, particularly for English language learners who want to improve their vocabulary. This study explores how Islamic University of Balitar sociology students perceive about using Korean dramas with English subtitles as a vocabulary-learning resource in ESP classes. The primary aim is to investigate how multimedia input from Korean dramas influences vocabulary recognition, critical thinking, and cultural understanding while supporting technical vocabulary acquisition relevant to sociology. This study is important in practice because it has the potential to inform creative teaching techniques that mix modern media with language education. This study used a case study approach, and data were acquired using the semi-structured interview and class observation techniques recommended by the researcher. Ten students who took part in this study found that viewing real-life communication beyond the textbook helped them improve their vocabulary learning (including word recognition and technical vocabulary), critical thinking, and cultural awareness. They argued that this strategy can be used as a medium for vocabulary learning, and that the narrative of the movie motivated ten sociology students to learn more English vocabulary.
Inclusive Teaching Practices and Classroom Participation: Examining the Role of Teacher Readiness, Differentiated Instruction, and Academic Belonging among Diverse Learners Dilli Ram Rai; Edward Francis G. Gabor; Yassine HADDIOUI; Fu'ad Sholikhi
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 4 (2026): : November: Scientia Causa: Journal of Contemporary Pedagogy and Learning Scien
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/5r1pys21

Abstract

Inclusive teaching requires instructional responsiveness that supports participation without separating learners by ability or background. This comparative study examined teacher support, differentiated instructional responsiveness, and academic belonging across six Southeast Asian education systems using publicly available PISA 2022 indicators. Student-reported teacher interest, extra help, school belonging, loneliness, and outsider status were analysed descriptively against OECD reference values, with country-level pattern comparison used to identify configurations of support and participation. Teacher interest ranged from 57% to 79%, while extra help ranged from 64% to 86%. Belonging ranged from 73% to 86%, showing that strong social connection did not always coincide with the highest instructional-support indicators. Indonesia displayed high belonging despite below-OECD teacher-support measures, whereas Singapore combined very high extra help with belonging slightly below the OECD benchmark. The results indicate that inclusive participation depends on both instructional responsiveness and relational school conditions. Policy attention should connect teacher preparation for differentiation with routines that cultivate belonging, reduce exclusion, and sustain active participation among diverse learners.
Co-Authors Dilli Ram Rai Edward Francis G. Gabor Muhamad Fajar Muzaki Yassine HADDIOUI