Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Linguistic, English Education and Art (LEEA) Journal Edulitics (Education, Literature, and Linguistics) Journal Linguistic, English Education and Art (LEEA) Journal
Syifa Khuriyatuz Zahro
Universitas Islam Darul ‘Ulum Lamongan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Cross-Cultural Perspectives of English Language Teaching: A Comparative Case Study of Junior High Schools in Indonesia and The Philippines Belgis Raya Bian Paradieshta; Irmayani Irmayani; Syifa Khuriyatuz Zahro; Lillian Durango Balbon
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 2 (2025): July - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11773

Abstract

English Language Teaching (ELT) in Southeast Asia is situated at the intersection of global communication demands, curriculum reform, and culturally embedded pedagogical practices. Differences in language status and educational environments shape how communicative curricula are enacted. This study examines how cultural orientations influence ELT implementation in two junior high schools: SMPN 1 Lamongan in Indonesia and SLSU Laboratory Junior High School in Tomas Oppus, Philippines. Using a qualitative comparative case study design, data were collected through document analysis, semi-structured interviews with four English teachers, and classroom observations involving 70 students. Thematic analysis was conducted using Hofstede’s cultural dimensions, Byram’s intercultural communicative competence framework, and Tyler’s curriculum alignment model. Findings indicate that the interaction of language exposure, participation norms, and pedagogical structures shapes communicative practices. In the Indonesian classroom, communicative activities are implemented through teacher-guided scaffolding and collaborative tasks, reflecting hierarchical interaction patterns and limited English exposure. In contrast, the Philippine classroom demonstrates more sustained communicative interaction supported by extensive use of English and facilitative teaching practices. This study provides a context-sensitive account of how cultural orientations mediate communicative ELT practices and highlights the relationship between macro-cultural values and classroom-level pedagogy in Southeast Asia.
EFL Classroom Speaking Anxiety: A Comparative Qualitative Study of International and Indonesian Freshmen Arif Rahman Hakim; Syifa Khuriyatuz Zahro; Buyun Khulel
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2v07b635

Abstract

This study explored and compared EFL classroom speaking anxiety among Indonesian and Thai international freshmen in the same multicultural university classroom. Using a comparative qualitative design, the study involved eight purposively selected first-year students at Universitas Islam Darul ‘Ulum Lamongan, comprising four Indonesian freshmen and four Thai international freshmen. Data were collected through semi-structured interviews and analysed thematically. Both groups reported test anxiety, fear of negative evaluation, and communication apprehension. Indonesian freshmen reported more immediate anxiety in spontaneous speaking, lecturer questioning, and public exposure, whereas Thai students reported more anticipatory anxiety, formal presentation pressure, and fear of being misunderstood. Low confidence, limited vocabulary, fear of mistakes, lecturer pressure, peer evaluation, task demands and intercultural interaction affected anxiety. Both groups used preparation, emotion regulation, peer support and temporary avoidance, but Indonesian students used more avoidance and Thai students used a wider range of problem-focused strategies. The results suggest the importance of supportive speaking activities and structured peer support in multicultural EFL classrooms. Keywords: coping strategies; EFL speaking anxiety; Indonesian freshmen; Multicultural classroom; Thai international freshmen
EFL Classroom Speaking Anxiety: A Comparative Qualitative Study of International and Indonesian Freshmen Arif Rahman Hakim; Syifa Khuriyatuz Zahro; Buyun Khulel
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2v07b635

Abstract

This study explored and compared EFL classroom speaking anxiety among Indonesian and Thai international freshmen in the same multicultural university classroom. Using a comparative qualitative design, the study involved eight purposively selected first-year students at Universitas Islam Darul ‘Ulum Lamongan, comprising four Indonesian freshmen and four Thai international freshmen. Data were collected through semi-structured interviews and analysed thematically. Both groups reported test anxiety, fear of negative evaluation, and communication apprehension. Indonesian freshmen reported more immediate anxiety in spontaneous speaking, lecturer questioning, and public exposure, whereas Thai students reported more anticipatory anxiety, formal presentation pressure, and fear of being misunderstood. Low confidence, limited vocabulary, fear of mistakes, lecturer pressure, peer evaluation, task demands and intercultural interaction affected anxiety. Both groups used preparation, emotion regulation, peer support and temporary avoidance, but Indonesian students used more avoidance and Thai students used a wider range of problem-focused strategies. The results suggest the importance of supportive speaking activities and structured peer support in multicultural EFL classrooms. Keywords: coping strategies; EFL speaking anxiety; Indonesian freshmen; Multicultural classroom; Thai international freshmen
Co-Authors Arif Rahman Hakim Belgis Raya Bian Paradieshta Buyun Khulel Irmayani Irmayani Lillian Durango Balbon