Article Per Year (5 Year)
p-Index From 2021 - 2026
1.978
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 : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
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.
Peningkatan Kapasitas Guru dalam Merancang Pembelajaran Mendalam Melalui Pelatihan Pemanfaatan Board Game di SMPN 49 Maluku Tengah Latuheru, Henry; Monica, Monica; Bilmona, Hanafi; Ferdinandus, Marcy; Lekatompessy, Felicia Miranda; Lewier, Christian Albert
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1120

Abstract

The implementation of the Independent Curriculum requires teachers to create innovative and interactive learning processes, but the limitations of interesting media and strategies are often a challenge, especially in areas with limited access. This service activity aims to increase the professional capacity of 30 teachers from SMPN 49 and SMPN 53 Central Maluku in integrating board games as an effective learning medium and supporting the creation of Deep Learning. The method of implementing the activity is centralized training (hands-on workshop) and subject group assistance which is carried out for 1 day with a total duration of 3 hours. This training focused on sample board game analysis (My Favorite and Word Brick) and a prototype design mini-workshop by seven subject groups. The results of the evaluation showed a very satisfactory level of participant satisfaction with an average score of 3.75 out of a scale of 4.0, indicating that the applicable training method was in accordance with the needs of the teacher. In addition, 85% of participants stated that there was a significant increase in knowledge and self-efficacy on the potential of board games as a teaching medium. The concrete output produced is 7 board game prototypes that are ready to be implemented. The main benefit obtained is the diversification of teachers' learning strategies. In conclusion, this training successfully equips teachers with new skills in designing effective interactive media and makes a significant contribution to improving the quality of teaching at partner schools.
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