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All Journal LinguaScopes: International Journal of Language Education Quantum Edukatif
Ulyati Retno Sari
UIN Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Multiculturalism in Elementary Education: An Implementation of Inclusive Strategies to Foster Tolerance Sandi Pradana; Ema Puspitasari; Ulyati Retno Sari
Quantum Edukatif: Jurnal Pendidikan Multidisiplin Vol. 1 No. 2 (2024): Quantum Edukatif
Publisher : Madiha Press

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Abstract

Multiculturalism in elementary education is essential for fostering inclusivity and tolerance in increasingly diverse societies. This study examines inclusive strategies for implementing multicultural education to cultivate understanding, empathy, and social harmony among students. Utilizing a qualitative approach with a literature review methodology, data was collected from scholarly sources, including academic journals and policy reports. The findings highlight the effectiveness of culturally responsive curricula, teacher training in multicultural competence, and the use of interactive media in enhancing students’ engagement and respect for diversity. However, challenges such as limited resources, inadequate teacher training, and attitudinal barriers persist. This study underscores the need for collaborative efforts to overcome these challenges and ensure the successful integration of multicultural principles in elementary education.
The Resilience of 'Silent' Students: Re-evaluating Introversion as a Strategic Competence in EFL Learning Ulyati Retno Sari; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.251

Abstract

EFL classrooms have long treated verbal participation as the primary evidence of language learning, a conflation that places introverted students at a structural disadvantage before any instruction begins. This study examines what those students are actually doing during the silences teachers routinely read as disengagement. Twelve introverted tertiary EFL students in South Sumatra, Indonesia, participated in in-depth phenomenological interviews and Stimulated Recall Interviews (SRI) conducted against video footage of their own EFL classes. Inductive thematic analysis of the resulting data identified three superordinate themes: internal language processing, metacognitive monitoring, and learner resilience. Students were engaging in silent rehearsal, mental grammar mapping, self-monitoring, and hypothesis testing, cognitive work that left no audible trace in the classroom. Their resilience took the form of compensatory strategies and self-directed learning routines that were deliberately constructed outside class hours. These findings reposition silence as a metacognitive choice rather than an affective deficit, and introversion as a form of strategic competence that standard oral assessment rubrics cannot detect. EFL teachers need assessment and participation structures that register the range of ways learners actually engage with a language.
Co-Authors Puspitasari, Ema Sandi Pradana Sandi Pradana