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All Journal Asatiza: Jurnal Pendidikan Journal of English Language and Education
Sanhas, Tasman
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Uang Panai: Between Tradition And Perception Among Bugis, Moronene, And Sundanese Culture In Indonesia Sanhas, Tasman; Sain, Yuliyanah; R, Novita P; Nufus, Siti Hayatun; Amin, Syarif
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1488

Abstract

The "Uang Panai" (bridewealth) custom holds significant cultural weight in various Indonesian ethnic groups, particularly among the Bugis, Moronene, and Sunda. This study investigates the intricate relationship between tradition and contemporary perceptions surrounding Uang Panai in these three distinct communities. Utilizing a qualitative approach with an ethnographic design, the research employed in-depth interviews and participant observation with community elders, young adults, and cultural figures in selected regions of South Sulawesi (Bugis), Southeast Sulawesi (Moronene), and West Java (Sunda). Key findings reveal diverse interpretations and practices of Uang Panai, ranging from its symbolic value as a reflection of family honor and social status among the Bugis, to its more pragmatic function as a shared financial responsibility in the Moronene community. In contrast, the Sundanese perspective, while acknowledging traditional dowry, shows less emphasis on a comparable "Uang Panai" concept, often prioritizing the couple's readiness. The study concludes that while Uang Panai remains a fundamental cultural element, its execution and societal acceptance are continually shaped by evolving socio-economic conditions and generational perceptions, leading to varying degrees of adaptation and preservation across these Indonesian ethnic groups.
The Emoji Speaks of Visual Reflection of English Language Learning in Kindergarten: A Systematic Literature Review Sanhas, Tasman; Maulina, Maulina; Rahim, Titin Rahmiatin; Flores, Rosenell B.
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1318

Abstract

Emojis have evolved from informal digital symbols to useful teaching tools, particularly for young students learning English as a second language. The function of emojis in kindergarten classrooms in promoting visual communication, emotional comprehension, and language development is examined in this comprehensive literature review. We find patterns of emoji integration that improve vocabulary acquisition, promote emotional expressiveness, and facilitate cooperative contact by reviewing 22 peer-reviewed studies published between 2013 and 2024. We conclude that emojis speaks enable kindergarten learners' linguistic and social-emotional learning environments enhanced by serving as visual scaffolding and affective cues in English language learning. There includes discussion of the implications for digital tool development and classroom practice.
Selective adaptation and teacher agency in cascaded professional learning: A study of primary English teachers in Indonesia Sanhas, Tasman; Rahim, Titin Rahmiatin; Amin, Syarif; Halim, Abdul; Villaflor, Mark Ren D; Maulina, Maulina
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3697

Abstract

Teacher professional learning increasingly emphasizes collaborative and sustainable approaches that improve instruction within school communities. This qualitative descriptive study explored how primary English teachers in Indonesia experienced and enacted Cascaded Professional Learning (CPL) within the Merdeka Curriculum. Data were collected through stimulated recall interviews, focus group discussions, and artefact analysis of lesson plans, teaching modules, and reflective journals involving eleven purposively selected primary English teachers in Kendari, Indonesia. Data were analyzed thematically, with trustworthiness established through triangulation and member checking. The findings indicate that leadership support-initiated teachers’ engagement in CPL, while collaborative knowledge sharing sustained professional learning. Teachers demonstrated agency through selective adaptation, modifying and combining training-based practices in response to students’ needs, classroom conditions, and instructional goals. Formative assessment and student-centered learning were widely adopted, whereas Understanding by Design (UbD) and the 5E instructional model were frequently simplified, integrated with existing routines, or partially implemented to accommodate classroom realities. Collaboration functioned not merely as knowledge transfer but also as a process of collective reflection and contextualized sense-making. Overall, CPL emerged as an adaptive and context-responsive professional learning process that strengthened teacher agency and supported instructional improvement in Indonesian primary English language teaching contexts.
Co-Authors A Halim Amin, Syarif Flores, Rosenell B. Maulina Maulina, Maulina Nufus, Siti Hayatun R, Novita P Rahmiatin, Titin Sain, Yuliyanah Villaflor, Mark Ren D