Article Per Year (5 Year)
p-Index From 2020 - 2025
2.162
P-Index
This Author published in this journals
All Journal Abdimas Indonesian Journal MATAI: International Journal of Language Education Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Lewier, Christian Albert
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : MATAI: International Journal of Language Education

 1 
Survey on the Use of Project Based Learning Model in Teaching Speaking at SMPN 2 Ayamaru Binnendyk, Sophia; Hukom, Salmon; Hukom, Salmon; Bilmona, Hanafi; Lewier, Christian Albert
MATAI: International Journal of Language Education Vol 5 No 1 (2024): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i1.16555

Abstract

Project Based Learning (PBL) has implemented as a teaching model in English class. This study aims to explore teacher’s and students’ perception on the use of PBL in speaking class. The study used descriptive qualitative research. It was carried out at SMPN 2 Ayamaru, and the sample of the study is an English teacher and three students. In collecting the data, the researchers used interview. There were six questions for teacher and five questions for students. The results show that both teacher and students had positive impression about the use of PBL in speaking class. The teacher used PBL because its characteristics were appropriate with speaking as tool of communication. PBL can help students in improving their speaking ability, besides PBL also promotes team and collaborative work among students. In doing a project, the students can give feedback toward language barriers when their mates did mistakes. The teacher also can provide feedback. Lastly, the students feel more confident in presenting the project because in PBL, the students did more practice in groups.
Inclusive Strategies: A Qualitative Study of Practices and Perceptions in the English Education Program, Pattimura University Ferdinandus, Marcy Saartje; Lewier, Christian Albert
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22524

Abstract

This study explores inclusive strategies in English Language Teaching (ELT), focusing on how teachers can effectively address students’ diverse social, cultural, and linguistic backgrounds as well as their varying learning styles and proficiency levels. Grounded in a descriptive qualitative approach, the research draws from literature analysis, document reviews, and previous studies on inclusive pedagogical practices. The findings reveal that differentiated instruction, technology integration, and culturally responsive materials significantly enhance learner engagement, equity, and motivation. Recognizing students’ individual learning preferences—whether visual, auditory, or kinesthetic—enables teachers to design varied activities that support participation and foster confidence. Furthermore, incorporating multicultural and local content in English classrooms promotes cultural awareness and a sense of belonging, particularly in mixed-ability settings and underserved regions such as Indonesia’s 3T areas. Peer and cooperative learning, task differentiation, and adaptive feedback are also found to be effective strategies for bridging learning gaps. These inclusive approaches not only support language development but also nurture intercultural competence, empathy, and collaborative skills essential in global communication. The study concludes that English teachers should adopt empathy-driven, flexible, and culturally sensitive pedagogical approaches to ensure equitable learning opportunities for all learners. Continuous professional development is also recommended to strengthen teachers’ capacity to implement inclusive practices effectively.
Co-Authors Binnendyk, Sophia Ferdinandus, Marcy Ferdinandus, Marcy Saartje Hanafi Bilmona Hukom, Salmon Hukom, Salmon James Inggrit Olivin Tanasale Latuheru, Henry Lekatompessy, Felicia Miranda Lekatompessy, Jeny Lekawael, Rosina Fransisca Joan Lekusa, Vecky Maruanaya, Rita Fransina Meyer, Fredi Meyer, Fredy Monica Monica, Monica Pattikawa, Meytty Jeanly Relmasira, Mega Victoria Soyem, Abraham Stella Rose Que Titaley, Febrio