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All Journal SIGEH ELT : Journal of Literature and Linguistics JELTEC: Journal of English Language Teaching, Literature and Culture E-CLUE Journal of English Culture, Language, Literature and Education
Nurmaisyah Nurmaisyah
Universitas Timika
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Feminism Reflected in The Main Character in The Movie Little Women 2019 by Louisa May Alcott Olga A. Rorintulus; Subhan Rahmat; Nurmaisyah Nurmaisyah; Muh. Al Fachrizah Fitra
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i1.4600

Abstract

Feminism is an enduring social issue persisting from ancient times to the present The struggles of early feminists resonate today with patriarchy still evident in modern media such as Greta Gerwig s adaptation of Little Women This research examines how Little Women portrays the social issues of feminism focusing on the experiences of the main character Utilizing Sugihastuti s feminist approach which defines feminism as a movement advocating for equality between men and women across political economic educational and social spheres the study explores the film s depiction of these themes Additionally Betty Friedan s feminist theory is employed to delve deeper into the feminist issues presented The findings highlight several key feminist themes including the societal expectation that women must marry to secure their future the notion that women s roles are confined to homemaking and the resistance to these norms by characters who choose their paths The film illustrates the tension between traditional expectations and the characters desires for independence revealing the complexities of feminism and its relevance in contemporary society Through this analysis the research underscores how Little Women reflects ongoing feminist struggles and challenges the persistent patriarchal norms offering a nuanced portrayal of women s autonomy and empowerment< p>
Challenges Faced by EFL Teachers in Setting Learning Objectives for Writing Materials in the Senior High School Context Hasriani G; Nurmaisyah Nurmaisyah; Sahril Nur
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i2.12736

Abstract

This study investigates the challenges encountered by English as a Foreign Language EFL teachers in setting learning objectives for writing instruction in Indonesian senior high schools Using a qualitative phenomenological design data were collected through questionnaires and semi structured interviews with 20 EFL teachers across various schools in Makassar followed by thematic analysis to identify shared patterns of experience The findings reveal five major themes: challenges in curriculum interpretation constraints from student related factors instructional design limitations adaptive strategies for objective setting and institutional and professional needs Teachers reported difficulty translating the broad competencies of nbsp;< span>Kurikulum 2013< em> nbsp;< span>into measurable classroom objectives due to limited training in curriculum interpretation and instructional design They also faced learner heterogeneity low motivation and writing anxiety which necessitated process based and differentiated goals Despite these barriers teachers demonstrated pedagogical agency through adaptive strategies such as backward design pre assessment authentic writing tasks and technology assisted feedback to enhance coherence and engagement The study highlights the need for sustained practical and context specific professional development that connects curriculum theory with classroom practice Institutional mentoring and professional learning communities are recommended to strengthen teachers ability to design realistic measurable and contextually relevant objectives for EFL writing instruction The research contributes to the broader understanding of teacher cognition and curriculum enactment illustrating how educational policy pedagogical decision making and local realities interact to shape the quality of writing instruction in Indonesia < span>< div>
Investigating Students’ Needs in English for Specific Purposes: A Study at Universitas Timika Nurmaisyah Nurmaisyah; Achmad Yani; Iskandar Iskandar
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/se93k112

Abstract

Timika Regency, located in Central Papua, Indonesia, hosts a rich tapestry of ethnic communities, notably the indigenous Amungme and Kamoro groups. Despite supportive government initiatives like scholarships aimed at advancing education, delivering impactful English language instruction to non-specialist students poses ongoing difficulties. In higher education settings, English courses adopt an English for Specific Purposes (ESP) framework, customizing content to align with students' chosen fields of study. This research explores the ESP learning requirements of Communication Science undergraduates at Timika University, with the goal of guiding the creation of an effective Semester Learning Plan (SLP). Employing a descriptive quantitative methodology, the study gathered insights via structured questionnaires distributed to students, faculty members, and key stakeholders. Results reveal a strong demand for English resources and competencies that directly support academic pursuits and future careers, underscoring the value of ESP tailored to specific disciplines. The analysis stresses the importance of adapting ESP programs to regional educational realities. Moving forward, scholars should investigate the sustained effects of such ESP strategies on enhancing students' preparedness for both scholarly achievements and professional success.
EXPLORING CULTURAL AND INTERCULTURAL DIMENSIONS IN ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW OF TEACHER AND LEARNER PERSPECTIVES Nurmaisyah Nurmaisyah
SIGEH ELT : Journal of Literature and Linguistics Vol 5, No 2 (2025): SIGEH ELT: Journal of Literature and Linguistics
Publisher : University of Muhammadiyah Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v5i2.3810

Abstract

The integration of culture and intercultural communicative competence (ICC) into English language teaching (ELT) has become an essential focus in language education, particularly within English as a Foreign Language (EFL) contexts. This systematic review synthesizes findings from 23 empirical studies conducted across diverse geographical and educational settings. The review research question is (1) How do English language teachers perceive and implement ICC in EFL/ESL classrooms across different cultural contexts. The analysis reveals that teachers’ perceptions of ICC are generally positive, but actual classroom practices often depend on contextual factors such as institutional support, training, and cultural familiarity. A significant gap remains between theoretical recognition of ICC and its practical application. Key challenges include insufficient pedagogical guidance, limited resources, and lack of assessment strategies. Conversely, studies highlight opportunities in using culturally relevant materials, narrative texts, and experiential learning to foster intercultural understanding. The review further finds that embedding cultural content in ELT can enhance learner motivation, promote autonomy, and improve intercultural sensitivity. This review underscores the importance of equipping educators with the skills and frameworks necessary to teach culture effectively. It also calls for future research focused on longitudinal impacts, student perspectives, and the development of context-sensitive ICC pedagogies. Keywords: intercultural communicative competence, cultural awareness, English language teaching, intercultural sensitivity, systematic review.
Co-Authors Achmad Yani Hasriani G Iskandar Iskandar Muh. Al Fachrizah Fitra Olga Rorintulus Sahril Nur