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All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Jurnal Pendidikan Usia Dini QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JURNAL EDUCATION AND DEVELOPMENT JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching and Linguistics English Language Teaching Educational Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics Indonesian Journal of Business Analytics (IJBA) Formosa Journal of Sustainable Research (FJSR) Journal of Educational Sciences The Journal Of English Teaching For Young And Adult Learners International Journal of Contemporary Studies in Education Indonesian Journal of Education and Learning REGISTER JOURNAL LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Basikin Basikin
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Investigating Teachers' Attitudes towards Multicompetence in English Language Teaching Pertiwi, Isnaini Roro; Basikin, Basikin
International Journal of Contemporary Studies in Education Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i1.1714

Abstract

Purpose – This study investigates English tutors’ attitudes toward multicompetence in an English course in Yogyakarta. Multicompetence views language learners as users of multiple linguistic systems rather than imperfect native speakers. Despite its growing relevance in language education, limited research explores how tutors in private language courses perceive this concept. Therefore, this study aims to examine tutors’ perspectives on multicompetence and its relevance to English language learning. Methodology – This study employed a qualitative descriptive research design. Six English tutors from an English course institution in Yogyakarta were selected using purposive sampling. Data were collected through semi-structured interviews to explore tutors’ perceptions of multicompetence. The analysis followed three stages: familiarization with the data, coding, and interpretation. The interview transcripts were analyzed thematically to identify patterns related to teaching perspectives and the use of learners’ first language. Findings – Tutors generally hold positive attitudes toward multicompetence. They emphasize effective communication rather than native-like fluency and consider students’ first language as a valuable learning resource. Tutors also view multilingual ability as an advantage in language learning. The study suggests that integrating multicompetence into teaching can support communicative competence and more inclusive learning environments. Novelty – This study provides insights into tutors’ perceptions of multicompetence within the context of private English language courses. Significance – The findings may benefit English teachers, teacher trainers, language course providers, and researchers by helping develop more inclusive language-teaching practices.
Integrating World Englishes in English-Medium Instruction: A Systematic Literature Review for Inclusive Pedagogy Hawa, Faiza; Rohmatillah; Basikin, Basikin; Ciptaningrum, Dyah Setyowati; Wibowo , Adjie Pradana
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.19190

Abstract

The speedy growth of English-Medium instruction (EMI) in higher education has brought more concern on language equity and inclusion. Following the situutation, some challenges concerning on persistent language standard ideology, native-speaker centering, internalization pressure, and and teachers’ lack preparation for multi language classroom existed. This study examined how WE is integrated within EMI and identified an insistent void between theory and classroom practice. While current studies progessively concentrate on inclusive and pluralistic approaches, a study on sustained pedagogical integration and its implication of integrating WE into EMI is lacking.  Adopting Systemic Literature Review (SLR), 22 articles issued in the year between 2014-2025 were examined. The results indicate that incorporating World Englishes into English Medium Instruction faces challenges related to idelogogical, institutional, stemming mostly from native-speakerism impact and lack of training support for lecturer. Nonetheless, positive trend is emerging in the acceptance of english variation among teacher and students, especially within intercultural communication setting. The findings bring wider implications for educators and policy makers aiming to connect internationalization objectives with inclusive pedagogies within higher education level like the need for adopting translanguaging strategies, developing context-sensitive curricula, and improving teachers’ intercultural competence. This study underlines that incorporating World English into English Medium Instruction goes beyond language proficiency, fostering more comprehensive, fair, and adaptable learning context in higher education globally.
Co-Authors -, Retma Sari Abd. Syakur Adaninggar Septi Subekti Ajeng Anggraeni Anandari, Christina Lhaksmita Bambang Sugeng Basri Chandra Fauzi Dewi Ratih, Dewi Dyah Setyowati Ciptaningrum Erna Andriyanti Faiza Hawa Fitri Hidayati Huka, Britshy Rosanadya Islamiaty, Dian Kawai, Santi Kesaulija, Anggelvania Liany Kita Ngatu, Simon Petrus Maman Suryaman Manafe, Thedy Hardi Maulana, Danang Esha Nana Apriliana Nisa, Liana Buruuja Nurhastuti, Devi Nury Supriyanti Oktari, Eskananti Intan Pertiwi, Isnaini Roro Putri, Nazmelia Indah Relmasira, Mega Victoria Retma Sari Rochma, Anis Firdatul Rohmatillah Sabrina, Rizqi Samsul Maarif Shafira Zulmeida Sri Istiqomah Surya Sagiro Batubara Sutrisna Wibawa Suwarsih Madya Syafiqurrakhman, M Amien Umar, Nasir Vineki Riyadini, Maria Wibowo , Adjie Pradana Widyastuti Purbani Ximenes, Adalciza Agusta Yuliyanto Sabat, Yuliyanto Zulkifli, Riffat Haqhani