Rindudinnia Aidaintan
Teacher Professional Education Department, Universitas Ibn Khadun Bogor

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

Exploring Culturally Responsive Teaching Clusters in Indonesian Higher Education EFL Contexts: Patterns and Students’ Perspectives Movi Riana Rahmawanti; Syifa Dwi Handayani; Amalul Umam; Rindudinnia Aidaintan; Indah Sri Redjeki
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.24054

Abstract

Numerous studies have indicated that Culturally Responsive Teaching promotes inclusivity, increases student engagement, builds learners’ confidence, and fosters meaningful EFL learning. This study examines the implementation and impact of Culturally responsive teaching (CRT) in Indonesian EFL classroom focusing on identifying specific CRT clusters. The research aims to determine the types of CRT clusters manifested in classroom practices and to analyze students’ perceptions and responses toward CRT Practices over one semester. Employing a qualitative-dominant mixed-methods design, the study integrates descriptive quantitative analysis with in-depth qualitative inquiry. Quantitative data were derived from 20 students’ reflective journals by calculating the frequency of CRT practices and categorizing them into Clusters A, B, and C. Qualitative data were collected through semi-structured interviews from 12 participants and journal analysis to explore students’ experiences on Culturally responsive teaching. The findings reveal that all three CRT clusters were meaningfully implemented, with Cluster B—creating an inclusive, safe, and supportive environment—emerging as the most dominant. Overall, CRT positively enhanced students’ confidence, engagement, and comprehension in English Learning.