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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Elsya : Journal of English Language Studies Klasikal: Journal of Education, Language Teaching and Science Journal of Vocational Education Studies (JOVES) Edu Cendikia: Jurnal Ilmiah Kependidikan Penamas: Journal of Community Service Borneo International Journal of Islamic Studies Tamaddun Borneo Journal of Language and Education Journal of Language and Pragmatics Studies Journal of Multidisciplinary Science: MIKAILALSYS Pubmedia Jurnal Pendidikan Bahasa Inggris PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Language and Literature Education (JoLaLE) Mammiri: Jurnal Pengabdian Masyarakat Journal of Language, Literature, and Educational Research
Anugerah Febrian Syam
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Intercultural Communicative Competence in Hybrid Classrooms: Identity Negotiation among Indonesian EFL Students Anugerah Febrian Syam
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 2 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i2.2470

Abstract

This study aims to reposition ICC as a relational practice negotiated situationally through the lens of classroom ethnography. The research was conducted over one semester in a Public Speaking course at a private university, involving 16 sixth-semester students. Data were collected through audio-visual recordings of classes, chat transcripts, presentation slides, reflective notes, and in-depth semi-structured interviews. Analysis was conducted iteratively through open coding, thematic clustering, and identity-positioning-based reading. The results show that ICC manifests as fluctuating positioning, shaped by fluency performance, code-switching strategies, camera visibility management, and cross-channel participation. The hybrid classroom functions as a sociomaterial intercultural contact zone that mediates legitimacy, vulnerability, and identity negotiation. This study concludes that ICC is more appropriately understood as situated accomplishment (relational, embodied, and technologized) rather than as a stable competence.
INTEGRATING LOCAL WISDOM INTO INTERCULTURAL EFL PEDAGOGY: BRIDGING GLOBAL ENGLISH AND INDONESIAN CULTURAL VALUES Anugerah Febrian Syam
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3590

Abstract

This study aims to examine how Indonesian local wisdom can be reconceptualized as an epistemic framework in intercultural EFL pedagogy to bridge Global English and Indonesian cultural values. The research employed a qualitative approach using Critical Ethnography conducted over one academic semester. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis involving third-year EFL students at a private university in Indonesia. The data were analyzed using Reflexive Thematic Analysis combined with Critical Discourse Analysis to identify patterns of meaning, power relations, and identity negotiation in classroom interactions. The results show that the integration of local wisdom in intercultural EFL pedagogy functions as an epistemic anchor that shapes students’ intercultural understanding through collective values such as cooperation and social harmony. Students actively negotiate the normativity of Global English rather than accepting it as an absolute standard, resulting in the emergence of dialogic intercultural classroom spaces and the formation of hybrid intercultural identities. These findings indicate a shift from adaptive pedagogy toward reflective and critical intercultural pedagogy that recognizes the legitimacy of local knowledge in global English learning practices. In conclusion, integrating local wisdom into intercultural EFL pedagogy not only contextualizes language learning but also promotes epistemic justice by enabling students to mediate between global linguistic demands and local cultural identities.
Emotional Engagement with VAK-Informed Multimodal EFL Materials among Indonesian Senior High School Learners Rina Asrini Bakri; Saiful; Rahayu; Anugerah Febrian Syam
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11550

Abstract

Students’ emotional engagement remains a persistent challenge in many English as a Foreign Language (EFL) classrooms, where instruction is frequently dominated by teacher-centered approaches and textbook-based materials. This study aimed to explore how multimodal EFL materials informed by Visual, Auditory, and Kinesthetic (VAK) learning principles shaped students’ emotional engagement in an Indonesian senior high school. A qualitative case study was conducted at SMA Negeri 20 Gowa during the 2024/2025 academic year. Through purposive sampling, one Grade XI class (XI-B) was selected from approximately 180 students based on its relatively comparable English proficiency and learning characteristics. Data were collected through classroom observations, semi-structured interviews, students’ reflective journals, and classroom documentation and analyzed using thematic analysis. The findings revealed five interconnected dimensions of emotional engagement: interest and enjoyment, confidence, motivation, active participation, and sense of belonging. Learning activities integrating visual, auditory, and kinesthetic experiences created a more interactive and supportive classroom environment, encouraging students to participate more confidently and collaboratively. Students also perceived the learning process as more enjoyable, meaningful, and relevant than conventional instruction. These findings demonstrate that VAK-informed multimodal materials can support emotionally engaging and learner-centered EFL instruction by strengthening students’ affective involvement, meaningful participation, and communicative interaction. This study contributes to the literature on emotional engagement and multimodal pedagogy by providing context-specific evidence from Indonesian secondary EFL education and offers practical implications for teachers designing inclusive instructional materials that accommodate diverse modes of learning.
Co-Authors Abduh, Amirullah Abrar, Andi Eritme Yustika Andi Hudriati Andi Nurhikmah Andi Qashas Rahman AP, Sumrah Areski Wahid Ayu Safitri Agustina Efendi, Rahman Fitriani Fitriani Geminastiti Sakkir Hendra Sudarso Korompot, Chairil Anwar Maya Masita Megawati - Megawati Megawati Much Deiniatur Muhammad Arham Muhammad Basri Muhammad Nur Alam Nur Ina Syam Nur Islah Rahayu Rahayu Rahayu Rahayu Rahayu Rina Asrini Bakri Rina Asrini Bakri Rina Asrini Bakri Rossydi, Ahmad Saiful Saiful Saptandri Widiyanto Sumrah AP Syarifuddin Dollah Ulfa, Andi Yurni