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All Journal ELT in Focus Islam Universalia : International Journal of Islamic Studies and Social Sciences Jumper : Journal of Educational Multidisciplinary Research Studies in English Language and Education IJELaSS: International Journal of Education, Language and Social Scince Jurnal Ragam Pengabdian
Sari Diana
STAIN Teungku Dirundeng Meulaboh
Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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 1 
Cultural Contents in an English as a Foreign Language (EFL) Textbook for Senior High School Sari Diana
ELT in Focus Vol. 4 No. 2 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v4i2.5791

Abstract

This research investigates the cultural contents in an English textbook for senior high school which has been published by Ministry of Education. To reveal what cultures are represented in the textbook, the cultural contents in this study are categorized into the source culture, the target culture, or the international culture (Cortazzi & Jin, 1999). This study is a qualitative research which employs a cultural analysis toward an English textbook for senior high school students of grade XI. The data for the study are in the form of written texts and illustrations that may accompany the reading contents. The research finds that source culture is more dominant in the textbook, and it is presented in form of historical facts and names chosen for characters, public figures and locations in the textbook. Based on the findings it is recommended that more target culture and international culture be included in the textbook.
The Implementation of K13 Curriculum in Madrasah Aliyah in The South West Region of Aceh (English Teachers’ Perspectives) Erizar; Tuti Hidayati; Sari Diana
Islam Universalia: International Journal of Islamic Studies and Social Sciences Vol 3 No 2 (2021): Islam Universalia
Publisher : Cyber Media Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56613/islam-universalia.v3i2.202

Abstract

Teacher's perception of the K-13 is believed to be one of the factors that lead to the success or failure of the curriculum implementation. This is because the K-13 makes teachers have to adjust and change the learning style in the classroom. Considering the various phenomena about the K-13, the researcher was interested in conducting research the Implementation of the K-13 in the South West Region of Aceh (English Teachers’ Perspectives). In this research, the researchers also analyzed some obstacles faced by the English Teachers in implementing the K-13 and what solutions offered by STAIN Teungku Dirundeng Meulaboh as one of the universities which produce the teachers in the South West Region of Aceh. The research applied quantitative and qualitative approach that involved 21 English teachers who teach English at Madrasah across South West of Aceh. The result of the study indicated that the implementation of K-13 has not been effective due to several reasons such as the allocation time is insufficient and too many forms of assessment. Moreover, the English teachers issued that the biggest obstacle in implementing the K-13 was the excessive administrative demands. Therefore, the government of Indonesia, in this matter, the Deparment of Education has to ascertain that the majority of English teachers receive training related to K-13 and review the time allocation provided to the English teachers. For the English teachers, they should be creative and innovative in improving their understanding on K-13 using printed and online resources.
Factors affecting English performance between students residing in tourist and non-tourist areas Tuti Hidayati; Sari Diana; Faizatul Husna; David D Perrodin
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27237

Abstract

Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and  social media, and (3) family support.
Microteaching Implementation and Student Readiness for Teaching Practice: A Preliminary Study TENGKU HAFINDA; Sari Diana; Maya Agustina; Masni
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.66

Abstract

Microteaching plays a crucial role in preparing pre-service teachers, but its implementation is hindered by inconsistent rubrics, the absence of standardized procedures, and concerns about student readiness. This study aimed to explore the implementation of microteaching and student readiness for teaching practice through a preliminary investigation. A descriptive method was employed, combining document analysis and a survey. Document analysis was conducted on three microteaching rubrics used by lecturers and one academic guideline, while the survey involved 20 students who had completed their teaching practice, using five Likert-scale statements. The findings revealed variations in weighting across assessment aspects such as lesson planning, teaching skills, media usage, and reflection. The review also indicated the absence of a specific standardized operational procedure for microteaching. Furthermore, 65% of students reported that microteaching did not adequately prepare them, 55% perceived inconsistency among lecturers’ assessments, and 70% expressed the need for standardized rubrics and a formal microteaching unit. These preliminary results emphasize urgency of conducting a more systematic evaluation of professional practice curricula in teacher education programs.
Integrating English Games to Enhance Intrinsic Motivation in Young Learners’ Classroom Asliati Asliati; Rilyani Harahap; Nurliyandi; Cut Mutiara Dewi; Sari Diana
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 1 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i1.351

Abstract

This study investigated students’ perception of the integrating English games to strengthen intrinsic motivation among young English learners in West Aceh. Using a mixed-methods sequential explanatory design, quantitative data were collected through a questionnaire administered to 27 fifth-grade students at SD Negeri 12 Meulaboh, followed by semi-structured interviews with six participants. The findings indicated that, in term of enjoyment, 100% of students reported that learning English through games was enjoyable and helped them understand the lessons more easily, while 92.5% felt more confident and motivated during the activities. Regarding interest, students showed strong engagement, with all respondents stating that games increased their focus, and over 96% agreeing that games reduced boredom and improved their confidence in responding to teachers’ questions. The results also demonstrate a strong desire to continue learning English using games, as 100% agreed that games increased their liking for English, and more than 96% hoped for similar activities in future lessons. Additionally, students displayed high enthusiasm, with 96.2% feeling closer to their peers and more motivated to continue learning English, while 92.5% stated that games boosted their courage to speak without fear of mistakes.
Islamised English Language Teaching (ELT) Materials as Culturally Responsive Pedagogy: A Systematic Review Ainol Mardhiah; Hayatul Muna; Diana Purwati; Sari Diana
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 2 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i2.432

Abstract

This systematic review examines the conceptualisation, pedagogical benefits, and challenges of Islamised English Language Teaching (ELT) materials in Muslim educational contexts. Using the PRISMA framework, 24 peer-reviewed studies published between 2022 and 2026 were systematically identified from Google Scholar. The review included empirical journal articles on Islamised ELT materials or the integration of Islamic values into English language teaching, while books, conference proceedings, theses, dissertations, review articles, inaccessible publications, and non-ELT studies were excluded. The selected timeframe captures recent developments in culturally responsive pedagogy and the growing interest in contextualising English education within Muslim educational settings. The findings show that Islamised ELT materials are generally viewed as culturally responsive resources that integrate Islamic values, learners’ identities, and local contexts into English learning while still supporting global communication. The reviewed studies indicate that these materials can enhance students’ motivation, engagement, identity affirmation, character development, and contextualised learning experiences. They also encourage more reflective and value-based teaching practices. However, challenges remain such as limited teacher preparation, lack of contextualised resources, rigid curricula, and concerns about balancing local values with global perspectives. The review suggests that Islamised ELT materials have strong potential to make English learning more meaningful and relevant for Muslim learners when supported by appropriate material design, teacher training, and institutional support.
Translanguaging Practices in Multilingual Young Learners' Classroom: In a Child Development Center in Thailand Isra Risky Amanda; Faizatul Husna; Sari Diana
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/fwsrya56

Abstract

This study aims to explore translanguaging practices in multilingual classrooms involving young learners. Using a qualitative approach, data were collected through classroom observations and semi-structured interviews with five teachers. The findings reveal that translanguaging is consistently used as part of the teaching and learning process. Teachers employ multiple languages—English, Malay, and Thai—within a single learning activity to accommodate students’ diverse linguistic backgrounds. Language shifting is used strategically to clarify concepts and vocabulary, while repetition of instructions in different languages helps ensure students’ understanding. In addition, students respond using mixed languages, indicating that translanguaging occurs naturally in classroom interaction. The study also finds that translanguaging plays significant pedagogical roles, particularly in enhancing students’ comprehension, confidence, and participation. The use of students’ first language creates a more inclusive and supportive learning environment, allowing them to engage more actively in classroom activities. These findings suggest that translanguaging is not merely a communicative practice but also an effective pedagogical strategy in multilingual early childhood education.
Co-Authors Ainol Mardhiah Asliati Asliati Cut Mutiara Dewi David D Perrodin Diana Purwati Erizar Faizatul Husna Hayatul Muna Isra Risky Amanda Masni Maya Agustina Nurliyandi Rilyani Harahap Tengku Hafinda Tuti Hidayati