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Faizal Risdianto
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REGISTER JOURNAL
Published by Universitas Islam Negeri Salatiga
ISSN : 19798903     EISSN : 2503040X     DOI : https://doi.org/10.18326/register.v17i2.250-278
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Register Journal is the Journal of English for Islamic Educational Institutions and Moslem Communities
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 192 Documents
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Developing Intercultural Communicative Competence in an Early EFL Classroom: A Case Study of an Extra-Hour Conversation Program Nida, Nur Lailatun; Rini, Setia
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.130-153

Abstract

Research on English language teaching in primary school contexts has increasingly emphasized the importance of early communicative and intercultural learning. However, limited studies have examined how supplementary English programs function as micro-level language policy spaces in developing intercultural communicative competence (ICC). Situated in the Indonesian early EFL context, where English at the primary level is optional and unevenly implemented, this study investigates an extra-hour English Conversation Program in a private primary school. This article reports a qualitative case study that explores how the program operates as a micro-level language policy space in shaping students’ intercultural communicative competence, as well as their linguistic development and learning motivation. It also examines how students experience the program differently, and how teacher agency, institutional practices, and socio-cultural factors mediate participation, equity, and sustainability. Data were collected through classroom observations, teacher interviews, and analysis of instructional practices. The findings indicate that the program creates meaningful opportunities for early intercultural encounters through interactive speaking activities and exposure to authentic language use, fostering students’ confidence, willingness to communicate, and openness to cultural diversity. However, students’ participation is uneven, influenced by prior English exposure, teacher mediation, and institutional support. This study argues that the development of intercultural communicative competence in early EFL classrooms is not solely a result of increased language exposure but is shaped by locally enacted language policies and everyday classroom practices. The findings highlight the importance of designing equitable and sustainable supplementary programs to support ICC development in primary EFL contexts.
Classroom English Teaching Practices Integrating Islamic Perspectives in Muslim Minority Madrasah Contexts Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul; Sakrany, Man
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.103-129

Abstract

This study explores classroom English teaching practices and the enactment of Islamic perspectives in a Muslim-minority madrasah in Phnom Penh, Cambodia. It addresses the gap between normative discussions of Islamic English Language Teaching and classroom-level evidence by examining the practical implementation of English teaching, the integration of Islamic perspectives during instruction, and the challenges faced by teachers in the classroom setting. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, school leaders, and selected students, and document analysis. The findings show strong alignment with the Ministry of Education, Youth and Sport (MoEYS) curriculum and textbook sequencing, resulting in predominantly textbook-centered and form-focused instruction. Islamic perspectives were most visible in classroom routines, greetings, interactional norms, and moral reminders, while they were less evident in instructional content and language-learning tasks. Classroom interaction remained largely teacher-led; student participation was more apparent in task completion than in extended communicative use of English. Interview data indicate that these patterns were shaped by contextual constraints, including mixed-ability learners, limited English foundations, curriculum demands, restricted instructional time, and limited pedagogical space for alternative materials. Overall, this study provides context-sensitive, empirically grounded insights into English teaching in Islamic educational institutions within Muslim minority settings and highlights the need for pedagogical support and flexible curriculum interpretation to strengthen integration of Islamic perspective in task and content design while maintaining alignment with national standards.

Page 20 of 20 | Total Record : 192

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