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Contradiction between Policy and Teacher Belief about Intercultural Approach to English Language Teaching in Indonesian Universities Aulia, Muhammad
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4, No 4 (2021): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i4.2793

Teacher belief about Intercultural Approach to English Foreign Language Teaching (EFLT) is central for its practical teaching and learning activities. Otherwise, intercultural communicative competence (IC) will not culminate in improved knowledge, skills, and attitudinal development. A linear consistency between what a policy constitutes and how teachers perceive, and act is fundamental for the pedagogy. However, such a harmony has not been exhaustively investigated on multiple-layered practices and actors. It is found that there exists contradiction on institutional and individual levels in understanding the the pedagogy. It is suggested that these teachers must be equipped with professional developmental activities involving reflexivity on both their own wisdom of practice and critical awareness to be integrated into intercultural teaching and learning activities.

University Teachers’ Intercultural Profiles and Their Own Positionings towards Intercultural Language Teaching and Learning of English Muhammad Aulia; Teguh Khaerudin
Proceedings of AICS - Social Sciences Vol 11 (2021): the 11th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar

The intercultural approach to English language teaching and learning has been taught and implemented in Indonesian universities in multiple names: intercultural communication, intercultural pedagogy, and others. In essence, intercultural values are promoted and inculcated into Indonesian learners of English. However, the pedagogy itself can be interpreted diversely across individuals and contexts. The present study strives to reveal the interrelationship between teacher personal development and teacher belief in shaping one’s intercultural profile positioning. This is vital for understanding the real implementation of the intercultural pedagogy in English as a Foreign Language (EFL) teaching setting. As a qualitative exploratory case study, this study interviewed six teachers of three universities in Indonesia. Their voices were extracted and analyzed to understand the teachers’ positionings related to intercultural EFL pedagogy. The qualitative data analysis identified some themes related to the individual teacher beliefs, which emphasized resistance, contradiction, and ambivalence as intercultural EFL teachers. The present study highlights these intercultural profiles and emphasizes the importance of understanding EFL teachers’ intercultural positioning to improve the quality of the intercultural pedagogy. The intercultural approach to EFL teaching and learning is known to be highly personal, contextual, and dynamic. Understanding the formation of teacher identity and awareness of the sociocultural relations in EFL teaching contexts should be a matter of concern for future research and EFL teacher professional development.Keywords: intercultural pedagogy, teacher education, Indonesian universities, and intercultural profiles.

PENGGUNAAN BIG BOOK DALAM PEMBELAJARAN MEMBACA PERMULAAN DI SEKOLAH DASAR Adnan Adnan; M Yamin; Muhammad Aulia; Rizki Kurniawati
Jurnal Basicedu Vol 3, No 3 (2019): July Pages 850 - 993
Publisher : Universitas Pahlawan Tuanku Tambusai

Rendahnya keterampilan membaca harus diatasi agar siswa tidak mengalami kesulitan dalam hal membaca. Upaya yang dilakukan untuk mengatasi permasalahan membaca permulaan siswa kelas I SD adalah denga menggunakan media pembelajaran big book. Penelitan ini bertujuan ingin mengetahui: (1) proses penggunaan big book dalam pembelajaran membaca permulaan. (2) hasil belajar siswa dengan menggunakan big book dalam kegiatan membaca permulaan di SDN 51 Banda Aceh. Pendekatan dalam penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Subjek siswa kelas I SDN 51 Banda Aceh yang berjumlah 28 orang. Teknik pengumpulan data berupa tes dan observasi. Hasil penelitian menunjukkan rata-rata nilai pre tes yang diperoleh siswa adalah 71,79. Setelah diterapkan media big book pada kegiatan membaca permulaan nilai rata-rata meningkat menjadi lebih baik yaitu 79,28. Dengan demikian dapat disimpulkan bahwa penggunaan media big book terhadap kemampuan membaca permulaan siswa kelas I SDN 51 Banda Aceh

Cultural Discourse Statement as Teacher Belief in Intercultural Classes at Universities in Indonesia Muhammad Aulia
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2291

The present study analyses teacher narratives related to teacher belief toward intercultural EFL pedagogy. It aims to investigate cultural discourse statement by university teachers indicating teacher belief about culture. The gap between what the demand for EFL teaching and teacher belief is still understudies, which results in varied interpretations on how an intercultural classroom teaching should be managed. The qualitative design involved 6 university teachers from 3 different universities in Indonesia, representing the west, the central, and the east parts of the Indonesian archipelago. The data were obtained by two different sessions of interviews on each participant. The data were transcribed and transformed into text and analyzed by using discourse analysis with N-VIVO Software. The present study adopted narrative studies, focusing on teacher education and intercultural education. The results of the study revealed that the university teachers have shown their critical awareness towards the interaction between language teaching, culture, and sociocultural relations. They are critically aware of the complexity of culture. And finally, they have critical awareness of interrelated discourse building on identity, power, and other ideological aspects influencing their own teaching context. This study illuminates that cultural belief is one of the most important factors shaping the intercultural teaching and learning activities at university level. The present study needs to be replicated to gain broader outlook of intercultural EFL pedagogy in Indonesia. Future research needs to focus on how personal experiences including formal education can re-build teacher belief that elevates intercultural communicative competence of teacher.

A study of ontogenetic level of language development and gender differences affecting language use in Acehnese language Muhammad Aulia
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

There have been numerous studies analysing gender differences in language use. Most of them predominantly adopted static or hierarchical approach with obsolete understanding of gender differences. Concurrently with the high demand of socio-cultural aspects inclusion in language development studies, the research of gender in language use has also driven to the same direction with mixed talk and the use of dynamic approach as an alternative for more inclusive socio-cultural spectrum. Two student university classes were observed and their classroom conversations in mixed gender were meticulously selected for detailed analysis via N-VIVO. The study shows that social dimensions such as power, status, economy, and identity seem to be influential to Acehnese language users in mixed talks. Yet, some mixed talks are more likely to be affected by individual ontogenetic language development; the dominance of talk is relatively fading and mutual-respect is bold. Therefore, the advocacy for the dynamic approach to conducting further research in this domain is decisively important. It is also crucial for more thorough and deep analysis on the genetic language development of speakers such as their social backgrounds and study or learning experiences. This paper draws merely a minor part of a larger research project conducted in Aceh and is expected to be a trigger for future studies.

The Investigation of Teacher’s Questioning Strategies in Speaking Class Aulia Rusdy; Asnawi Muslem; Muhammad Aulia
Research in English and Education Journal Vol 8, No 2 (2023): June 2023
Publisher : Universitas Syiah Kuala

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This research aimed to discover the questioning strategies that English teachers used in speaking class and why English teachers used the questioning strategies in speaking class at SMP Negeri 5 Lhokseumawe. This research applied a descriptive qualitative method. The data were collected from the observation by video-recording and interview. This study focused on the theory proposed by Wragg Brown (1993, as cited in Irawati et al., 2021). The data were taken from two English teachers at SMP Negeri 5 Lhokseumawe to determine the questioning strategies. In analyzing the data, the researcher used descriptive analysis. This research showed that the teacher used questioning strategies, such as structuring, directing, distributing, prompting and probing, listening to replies and responding, and pausing and pacing. Furthermore, there were two types of questioning strategies the teachers could not use in speaking class: pitching and putting clearly, and sequencing. Moreover, the underlying reason why the English teacher used the questioning strategies to increase students' activity and to measure students' knowledge about the material.

Improving English Speaking Performance Through Discussion Games Jumli Alam Mapgun; Muhammad Aulia
English Education Journal Vol 13, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i2.22517

This experimental research aims to justify whether Discussion Games improve students’ performance in speaking and to examine the students’ performance in learning speaking through the application. A total of 60 students involved in the study and they were divided equally for both the experimental and control groups. The data were collected from the pre-test, the treatment, the post-test, and questionnaire. The speaking test was given to both groups and the test scores were assessed by two examiners. The data were analyzed and interpreted using the SPSS 17.0 software program. The results reveal that the text types of Discussion Gamescan improve students’ performance in speaking and the application of Discussion Games increase students’ performance in learning speaking. The result of the students’ speaking score from the pre-test to the post test demonstrates a significant difference with Sig. (2 tailed) is lower than 0.05. Furthermore, the comparison of the students’ speaking improvement between the experimental and control groups is 0.000. It means that the improvement is recognized to be of significance and Discussion Games can increase students’ performance in speaking. The findings suggest that the experimental class responded positively to Discussion Games and confirmed that the strategy help them improve their speaking skills.

A study of ontogenetic level of language development and gender differences affecting language use in Acehnese language Muhammad Aulia
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i1.7009

There have been numerous studies analysing gender differences in language use. Most of them predominantly adopted static or hierarchical approach with obsolete understanding of gender differences. Concurrently with the high demand of socio-cultural aspects inclusion in language development studies, the research of gender in language use has also driven to the same direction with mixed talk and the use of dynamic approach as an alternative for more inclusive socio-cultural spectrum. Two student university classes were observed and their classroom conversations in mixed gender were meticulously selected for detailed analysis via N-VIVO. The study shows that social dimensions such as power, status, economy, and identity seem to be influential to Acehnese language users in mixed talks. Yet, some mixed talks are more likely to be affected by individual ontogenetic language development; the dominance of talk is relatively fading and mutual-respect is bold. Therefore, the advocacy for the dynamic approach to conducting further research in this domain is decisively important. It is also crucial for more thorough and deep analysis on the genetic language development of speakers such as their social backgrounds and study or learning experiences. This paper draws merely a minor part of a larger research project conducted in Aceh and is expected to be a trigger for future studies.

AN EXPLORATORY STUDY ON STUDENTS’ ANXIETY IN THE PROCESS OF COMPOSING AN ENGLISH ESSAY Diana Achmad; Muhammad Aulia; Roni Ageng Hidayatullah; Yunisrina Qismullah Yusuf
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.8559

Writing proficiency is a crucial language skill for students to acquire, necessitating the production of compositions such as essays. This research aims to identify the manifestations of anxiety experienced by students during the composition of English essays and to ascertain the underlying factors precipitating such apprehension. Participants consisted of 34 fifth-semester students from the Department of English Education at Universitas Syiah Kuala. Employing qualitative methodology, the study utilized questionnaires and interviews as research instruments to collect data. Questionnaires were used to capture data concerning diverse forms of student anxiety, while interviews were conducted to elucidate the determinants of anxiety specifically related to composing English essays. Outcomes revealed that cognitive anxiety was predominant, afflicting 43.5% of fifth-semester students, showcasing its prevalence in this cohort. Additionally, language complexities, self-confidence deficits, fear of critical evaluation, and the pursuit of perfection emerged as pivotal sources of essay-writing apprehension. These findings underline the multifaceted nature of student anxiety during English essay composition, thereby serving as a valuable resource for educational stakeholders seeking insights to enhance students' writing competencies.

Questioning in the EFL Classroom: Teachers' and Students' Perspectives Fajria, Rizqa; Aziz, Zulfadli Abdul; Aulia, Muhammad
AT-TA'LIM Vol 31, No 3 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v31i3.922

Interaction is one crucial aspect that should occur between teacher and student to achieve learning objectives. Asking questions is one of the ways to get to the interaction. The interaction between teachers and students in the classroom, therefore, needs to examine. This qualitative research aims to analyze teachers' and students’ perspectives on teachers’ questioning. The purpose of this study is to know teachers’ and students’ perspectives on teachers’ questioning in the classroom. The result of this study was analyzed descriptively, and the data were collected by interviewing three teachers and eight students at an Islamic Junior High School in Banda Aceh. Based on the finding of the result, it showed that the teachers and students believe that teachers’ questions are important because teachers’ questions help teachers check their students understanding, motivate students in speaking practice, and motivate students in learning. The findings of this research help teachers realize that teachers' questions are important, so the teachers can use a proper type of questioning in the classroom. Furthermore, the teachers can build more interaction and help students to get more understanding and critical thinking. Finally, the researcher offers some implications and recommendations derived from this study. First, recommend that the teacher ask more high-order questioning in the classroom. Second, employing questioning strategies throughout the entire lesson. The third, paying attention to all students.

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