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All Journal English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Jurnal Basicedu Al-Ta'lim Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Research in English and Education Journal Studies in English Language and Education Jurnal Penelitian Pendidikan Indonesia
Muhammad Aulia
Universitas Syiah Kuala
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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.
Teacher strategies in utilizing learning media: a descriptive qualitative case study in elementary schools Sarman Sarman; Nasir Usman; Suparta Rasyid; Muhammad Aulia
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256352

Abstract

In the context of Simeulue Regency, Aceh, teachers are required to adapt to these limitations by developing practical strategies for utilizing available learning media. This study aims to explore and analyze teacher strategies in utilizing learning media, focusing on the types of media used, instructional planning, classroom implementation, and perceived effects on student engagement and learning processes. This research employed a descriptive qualitative approach with a case study design conducted in three public elementary schools (SDN 8, SDN 13, and SDN 14 Simeulue). Data were collected through classroom observations, in-depth interviews with nine teachers and three school principals selected purposively, and documentation analysis. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation to identify recurring patterns of strategy use. The findings indicate that teachers predominantly utilize visual media (pictures and charts), real objects from the surrounding environment, and simple digital media. These strategies are perceived by teachers to enhance student motivation, participation, and conceptual understanding, as reflected in increased classroom interaction, student responsiveness, and attentiveness during learning activities. However, the effectiveness of media utilization is influenced by supporting factors such as teacher creativity and school leadership support, as well as inhibiting factors including limited facilities and teachers’ digital competencies. This study contributes to a contextual understanding of how learning media are strategically utilized in resource-limited elementary schools and highlights that media function as pedagogical supports rather than determinants of measurable academic achievement. The findings suggest that sustainable media utilization requires continuous professional development and institutional support tailored to rural school contexts.
Questioning in the EFL Classroom: Teachers' and Students' Perspectives Rizqa Fajria; Zulfadli Abdul Aziz; Muhammad Aulia
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

Abstract

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.
Co-Authors Adnan Adnan Asnawi Muslem Aulia Rusdy Diana Achmad Jumli Alam Mapgun M Yamin Nasir Usman Rasyid, Suparta Rizki Kurniawati Rizqa Fajria Roni Ageng Hidayatullah Sarman Sarman Teguh Khaerudin Yunisrina Q. Yusuf Zulfadli A. Aziz