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All Journal Globish: An English-Indonesian Journal for English, Education, and Culture Jurnal Paedagogy
Aisyah Ashar
Universitas Sembilanbelas November Kolaka
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir; Alifiah Pratiwi
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19694

Abstract

This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Local Wisdom Digital Storytelling to Foster Cultural Literacy and Communicative Competence in EFL Contexts Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.15235

Abstract

In the changing digital age, learning English faced important challenges in linking teaching materials with students' cultural backgrounds. Traditional methods often focused on grammar accuracy rather than meaningful communication and cultural understanding. This approach led to lower student engagement and weaker communication skills. This study examined how local wisdom-based digital storytelling served as a fresh teaching method in English classrooms at SMA Negeri 1 Kolaka in Southeast Sulawesi, Indonesia. The research used a qualitative case study method to explore how two experienced English teachers incorporated local cultural values into digital storytelling activities. It also looked at how this affected twenty eleventh-grade students' cultural knowledge and communication skills. The data were gathered over three months through detailed interviews with teachers and selected students, classroom observations, and thorough analysis of lesson plans and student-created digital stories. The findings showed that culturally relevant digital storytelling greatly increased students' engagement, cultural identity, and language skills by linking English learning to their social realities. Teachers effectively included local stories from Tolaki and Bugis traditions in digital media projects. This method deepened cultural understanding while improving students' communication abilities. However, the findings also revealed challenges such as limited technology, students' initial reluctance to embrace local cultural content, and the need for teachers to receive special training in digital tools. This research contributed to the field by providing a solid framework for blending local wisdom with digital technology in language teaching. It offered practical ideas for creating culturally responsive teaching that improved both cultural knowledge and communication skills in secondary English classrooms.
Co-Authors Aqzhariady Khartha Pratiwi, Alifiah Syarif Hidayat Nasir