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All Journal Al Ishlah Jurnal Pendidikan Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra
Roni La'biran
Universitas Kristen Indonesia Toraja
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring the Effective Model of Teaching English Speaking Practiced at University Roni La'biran
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3962

Abstract

Model applied by the lecturer depends on the student's ability to accept the subjects being taught and the student's ability, so it takes the phases of the model used to influence students to be able to speak English well. The purposes of the research are to discover model of teaching speaking practiced at university, students’ perceptions toward the model, the impact of the model, and kinds of interaction used in model of teaching speaking. The researcher employed qualitative methods for the study. The data resources for the research chosen through random sampling was used lecturer from Bosowa University of Makassar, which also included observation and interviews. The result of this study confirms that the model of teaching speaking practiced in Bosowa university was the mastery learning model. This model can be divided into five phases namely: Orientation, Presentation, Structures Practice, Guided Practice, and Independent Practice. The impacts of speaking model are active responsive such as students active to practice their English, students hard working to practice their speaking such as personality practice and group discussion, students have high motivation to practice their English such as prepare core point of speaking exercises, students have good self –confident such as the students are not shy to practice their English, and student have speaking fluency in practicing speaking. Types of classroom interaction used lectures in teaching speaking are closeness interaction, virtual interaction. The impact of the teaching speaking model is active responses, high student motivation, self-confidence, and speaking fluency.
Bridging Cultures: Collaborative Learning Between Malagasy Darmasiswa Scholar and English Education Student at UKI Toraja Roni La'biran; Markus Deli Girik Allo; Judith Ratu Tangdiarrang; Elim Trika Sudarsi; Nilma Taula'bi; Resnita Dewi; Adrial Kala’lembang; Maminiaina Andosoa Faniriana
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6028

Abstract

This study investigates the collaborative learning experiences between Malagasy Darmasiswa scholars and English Education students at Universitas Kristen Indonesia Toraja (UKI Toraja). The Darmasiswa program, initiated by the Indonesian government, facilitates cross-cultural academic exchange by offering scholarships to international students, including those from Madagascar. The research focuses on how these intercultural collaborations impact participants' language acquisition, communication skills, and educational development. Using qualitative methods, including semi-structured interviews and participant observation, data were collected from both Malagasy and Indonesian students engaged in joint learning activities. These activities encompassed intercultural workshops, language exchanges, and collaborative projects centered on cultural comparison and language practice. Preliminary findings indicate that collaborative learning fosters improved intercultural communication skills, increased language fluency, and greater cultural empathy. Both groups reported enhanced confidence in cross-cultural settings and a deeper understanding of each other’s cultural perspectives. The learning environment was described as more inclusive and mutually supportive. The findings underscore the educational value of structured intercultural collaboration. Participants not only developed stronger language and communication skills but also demonstrated increased cultural awareness and engagement. These outcomes suggest that such initiatives significantly contribute to the holistic academic growth of both international and local students. The study recommends enhancing collaborative learning by integrating structured intercultural components, expanding joint activities, and promoting ongoing peer engagement. These improvements could deepen intercultural understanding and further enrich the educational experience for all participants.
Toraja Cultural Immersion: A Community Service Initiative for a Higher Education in Australia Markus Deli Girik Allo; Roni La'biran; Judith Ratu Tandiarrang; Elim Trika Sudarsi; Nilma Taula'bi; Venni Banne Tasik
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5902

Abstract

Cultural immersion programs are increasingly recognized for their role in fostering cross-cultural exchange, deepening cultural understanding, and promoting mutual learning. This study investigates the impact of a Toraja Cultural Immersion program, held in Bali from 6–21 July 2024, involving students from the University of Western Australia (UWA) and the English Education Study Program at UKI Toraja. A qualitative research design was adopted to evaluate the program's outcomes for participants and the host community. Twenty-one UWA students and seven UKI Toraja members were selected through purposive sampling to ensure diverse perspectives. Data were collected via semi-structured interviews and participant observation during activities such as teaching, cultural rituals, and community service. Thematic analysis was applied to transcribed data to identify recurring themes. The findings reveal that the program significantly enhanced participants' cultural awareness and intercultural competence. UWA students gained deeper insights into Toraja culture and demonstrated improved adaptability and understanding of cultural nuances. Meanwhile, members of UKI Toraja observed increased enthusiasm for English language learning and cultural preservation efforts within their community. The program successfully bridged cultural gaps, fostering mutual learning and providing educational benefits for both groups. The involvement of local facilitators from UKI Toraja was pivotal in contextualizing cultural experiences and guiding participants. This study underscores the value of cultural immersion programs in promoting intercultural competence and educational exchange. Future research should explore the long-term effects of such programs on participants' personal and professional development.
DEVELOPING THE ROOTS-ELT MODEL FOR TEACHING ENGLISH IN REMOTE PRIMARY SCHOOLS: A CONTEXT-RESPONSIVE FRAMEWORK FOR 3T SETTINGS IN NORTH TORAJA, INDONESIA Roni La'biran; Resnita Dewi
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 3 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i3.4537

Abstract

Teaching English in remote and resource-constrained primary schools requires a model that is pedagogically simple, culturally meaningful, and resilient when digital infrastructure is limited. This conceptual development study proposes the ROOTS-ELT model for primary-school English teaching in 3T-type settings in North Toraja, Indonesia. The study used a design-oriented synthesis of recent research on teaching English to young learners, rural English education, culturally responsive pedagogy, low-resource instruction, and current Indonesian primary-school English policy. The synthesis identified five interrelated design requirements: familiar cultural content, comprehensible oral input, low-tech multimodal resources, structured peer interaction, and continuous recycling with performance-based assessment. These requirements were translated into five instructional stages represented by ROOTS: Relate to local experience, Offer comprehensible input, Organize collaborative practice, Task learners with meaningful communication, and Spiral review and assessment. The model positions Toraja culture and everyday village life as learning resources while maintaining a clear English-language objective. It treats technology as optional support rather than a prerequisite and allows strategic use of Indonesian and local languages as scaffolding. Because this article develops a conceptual framework rather than reporting a classroom intervention, the model requires empirical validation through teacher review, pilot teaching, learner performance measures, and iterative revision in selected remote primary schools in North Toraja.
Co-Authors Adrial Kala’lembang Judith Ratu Tandiarrang Judith Ratu Tangdiarrang Maminiaina Andosoa Faniriana Markus Deli Girik Allo Nilma Taula'bi Resnita Dewi Sudarsi, Elim Trika Venni Banne Tasik