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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Wahana Pendidikan Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Kozuka, Yoshitaka
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Humanities Education Languange, Linguistic, Communication & Media Other

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Educators’ Voices Of Culturally Responsive Pedagogy In Elt Context: Revealing The Dominant Characteristics And Praxis Herda, Rozanah Katrina; Robiasih, Hasti; Kozuka, Yoshitaka; Margana, Margana
Wahana Pendidikan Vol 12, No 1 (2025): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i1.17060

Abstract

When teaching English in a multicultural setting, culturally responsive pedagogy (CRP) becomes even more important. It promotes diversity by recognizing the impact of students' different backgrounds and experiences on their identities. Teachers can increase student engagement, foster critical thinking, and improve language acquisition by incorporating culturally relevant materials and teaching strategies. This method respects students' cultural backgrounds and enhances their ability to understand and empathize with individuals from diverse backgrounds. The purposes of this mixed-method study with an explanatory design were to 1) find out what English language teachers think are the most important aspects of CRP and 2) find out how they use CRP to keep students interested. The participants (N = 95) are majoring in English from elementary, secondary, and higher education levels. The researchers used an online questionnaire and a semi-structured interview to gather the data from respondents. The researchers analyzed the questionnaire using the adjectival rating of a four-point Likert Scale and analyzed the interview using the verbatim technique. The findings revealed that the dominant key characteristics of CRP were care and empathy. Therefore, the interview results indicated that practicing CRP successfully boosted student engagement since their involvement and motivation appeared as well since teachers were 1) using relevant contexts and examples, 2) incorporating multicultural perspectives, 3) encouraging student-driven material selection, and 4) making personalization of content.
Revolutionizing English Teaching: A Systematic Literature Review on the Role of Technology in Communicative Language Teaching Wardoyo, Eko; Herda, Rozanah Katrina; Kozuka, Yoshitaka; Majid, Sheikha
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2025): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v5i2.6474

Abstract

English teaching has changed from traditional methods such as memorization to communicative approaches such as Communicative Language Teaching (CLT), where many teachers are now adapting technology to CLT. Over the past decade, numerous studies have been conducted to investigate the application of technology in CLT; however, comprehensive research on this topic remains scarce, particularly when considering the scope of the timeframe. To address this gap, the current study systematically reviews the academic literature published on the application of technology in CLT in articles from 2010 to 2025. This study aims to investigate research trends over the past 15 years and identify key findings from the reviewed studies after applying inclusive and exclusive criteria. A total of 40 articles published and indexed in Scopus were included, and this study follows the PRISMA guidelines and thematic content analysis. The authors identified research trends and discussed key findings. In terms of research trends on this topic, the highest number of articles was published in 2024 (n=5). Then, the country contributing the most to this topic was the United Kingdom (n=6). We also found challenges in the implementation of CLT and discussions on the learning media used and the pedagogical approaches employed for teaching English. Based on this review, it is hoped that it will serve as a reference for future research.
Psycholinguistics Angle of Interaction Model Using Classical Music in ESL Reading Herda, Rozanah Katrina; Kozuka, Yoshitaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i1.10542

Abstract

When introduced into English as a Second Language (ESL) reading classrooms, it has the potential to assist students in becoming more immersed in the language. The complex melodies and emotionally charged compositions characteristic of classical music have the potential to produce an atmosphere better suited to the comprehension of language in ESL reading classrooms. This mixed-method study that involved 33 students from one university in Indonesia was aimed to (1) investigate the significant difference between the mean scores of the pretest and the posttest in ESL reading using classical music and (2) describe the students' reflections on using classical music in the reading classroom. This study used pretest-posttest and students' reflection sheets as data collection instruments. The pretest and posttest results indicated that classical music significantly improved students' reading skills in ESL classrooms. The written reflections showed students were highly motivated to join the reading activity, as classical music was beneficial for enhancing students' mood and concentration, affecting their comprehension, vocabulary collection, and cognitive skills.Keywords: learning experiences, classical music, ESL reading, psycholinguistics
Co-Authors Hasti Robiasih, Hasti Majid, Sheikha Margana Margana Rozanah Katrina Herda, Rozanah Katrina Wardoyo, Eko