Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan IJECA (International Journal of Education and Curriculum Application)
Masae, Aleeyah
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Developing a culture-based Indonesian language textbook for non-native speakers for academic purposes Syamsi, Kastam; Zuchdi, Darmiyati; Kusmiatun, Ari; Purbani, Widyastuti; Masae, Aleeyah
Jurnal Cakrawala Pendidikan Vol. 43 No. 1 (2024): Cakrawala Pendidikan (February 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i1.60321

Abstract

Language and culture could not be learned and taught separately. Therefore, a learning material based on culture should be considered for a meaningful instructional process. This study is aimed to develop a culture based textbook for academic purpose using a model of teaching language and culture. This model includes language  knowledge, language  awareness,  culture  awareness,  and  culture  experience. The first step (need assessment) concerning the need to develop a culture based textbook was done in the previous study by Zuchdi and Nurhadi (2019), while the level of students language competence and their cultural interest was done in the beginning of this study. This study was the development of an intercultural based textbook through these following procedures: defining objectives, identifying culture topics, developing materials and media of instruction, content layout and graphic design, internal and external review, try out for product validation, and developing final draft. Based on the survey, the majority of respondents were in level 3 and 4  of  Indonesian  language  competence,  so  this  textbook  was developed for that levels. The respondents were students taking Indonesian language program in Ahmad Dahlan University in Yogyakarta. The data were collected using pretest-postest and instructor's reflection, and then analyzed by finding out the difference between the scores category. Almost half of the pretest scores were in the low and medium category, while all of the postest scores were in the high category. Based on the the instructor's reflection, the students were really involving to study using this textbook. It can be concluded that the culture based Indonesian language textbook for academic purpose is effective for teaching and learning Indonesian as a foreign language.
Teacher Authority in Assessment-Oriented English Classroom Discourse: A Critical Discourse Analysis of In-Service Teachers in Indonesia Aziez, Feisal; Irawan, Dedy; Furqon, Miftahul; Masae, Aleeyah; Hikmah, Waridatul
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38101

Abstract

This study examines how teacher authority is discursively constructed in English classroom interaction within assessment-oriented teacher education contexts in underdeveloped regions. While prior research has explored classroom discourse and teacher authority, limited attention has been given to how authority is constructed in assessment-based instructional videos within in-service teacher education programs, particularly in marginalized contexts. Addressing this gap, the study employs a qualitative critical discourse analytic design to analyze seven instructional videos produced by participants of the In-Service Teacher Education Program (PPG Guru Tertentu) in Indonesia. Drawing on Fairclough’s three-dimensional model, the analysis involved transcription, iterative coding of linguistic and interactional features, and interpretation across textual, discursive, and social practice dimensions. The findings show that teacher authority is constructed through directive language, structured questioning, evaluative feedback, and regulated participation, positioning students primarily as responsive participants. These patterns reflect the influence of assessment-driven teaching contexts that prioritize visible control as an indicator of competence. The study extends Critical Discourse Analysis by highlighting the performative and assessment-mediated nature of teacher authority and underscores the need for more dialogic and participatory practices in teacher education.
Co-Authors Ari Kusmiatun Darmiyati Zuchdi Dedy Irawan Feisal Aziez Furqon, Miftahul Hikmah, Waridatul Kastam Syamsi Widyastuti Purbani