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All Journal Journal of Education and Learning (EduLearn) Jurnal Pendidikan Progresif
Rifah, Lailatul
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Humanities Education Library & Information Science Social Sciences Other

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Fostering Intercultural Communication in Primary Education: Designing Two-Dimensional (2D) Dialogic Reading Materials for Online Classroom Sabilah, Fardini; Rifah, Lailatul
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Fostering Intercultural Communication in Primary Education: Designing Two-Dimensional (2D) Dialogic Reading Materials for Online Classroom. Objectives: Within the ongoing process of globalization, intercultural communication has been identified as one of the key competences of the 21st century. In the context of Primary Education, intercultural communication can be defined as the “ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (Deardorff, 2006).  Methods: The design of this research is Research and Development (R & D) by using 4D (Define, Design, Develop and Disseminate. There are two kinds of questionnaire that will be used in the Define step, they are: (1) needs analysis questionnaire, and (2) expert judgment questionnaire. Findings:  The needs analysis questionnaire is distributed to the English teachers in Primary Education to identify the target needs and the learning needs of the students. The expert judgment questionnaire is used to evaluate the Dialogic Reading material. The data from the needs analysis questionnaire will be analyzed using frequency and percentage and the results are then will be used as the basis to design and develop the materials, while the data from the expert judgment questionnaire were analyzed using descriptive statistics. Conclusion: The integration of intercultural contents with dialogic reading with CROWD questions formula is good online material that can boost primary school students to learn English better. It is recommended that further researcher can create another topic of Dialogic Reading which is more up to date, interesting in its’ illustration or pictures and more advance in the digital technology, for example in the form of 3 or 4-dimensional animation.   Keywords: intercultural communication, dialogic reading, english for young learners.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202425
Indonesian and Korean teachers’ awareness of interculturality and world Englishes Lestiono, Riski; Setyaningrum, Rina Wahyu; Gusdian, Rosalin I.; Rifah, Lailatul
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.20938

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English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
Co-Authors Fardini Sabilah Gusdian, Rosalin I. Rina Wahyu Setyaningrum Riski Lestiono