Construing the Challenges and Opportunities of Intercultural Language Teaching Amid Covid-19 Pandemic: English Teachers' Voices

Sugianto, Ahmad; Ulfah, Nadya

doi:10.21462/jeltl.v5i3.454

Cited by 22 publications

(25 citation statements)

References 39 publications

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“…According to them, it was because of the current condition, i.e., the COVID-19 pandemic in which it seemed not feasible to present all the materials due to some constraints that the students had, for instance, the internet access and quota and the limited time available. This finding was corroborated by a study conducted by Sugianto and Ulfah (2020), who mentioned that internet access became one of the primary issues during the COVID-19 pandemic. Besides, the teachers also considered that the students' English proficiency becomes another reason why they only took some materials presented in the textbook.…”

Section: Figure 2 Sample Of Target Culturesupporting

confidence: 56%

Cultural Contents of an EFL Textbook

Sugianto¹,

Wirza²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Culture constitutes an inseparable part of language teaching and learning process. Using the framework advocated by Cortazzi and Jin (1999) and Yuen (2011), this study aims to scrutinize the potential use of a vocational high school textbook to facilitate students' intercultural communicative competence indicated by the coverage of the types of cultures comprising the source culture, target culture, and international target culture and the 4Ps elements of cultures comprising products, practices, perspectives, and persons represented in the textbook. A descriptive study by utilizing a set of checklists and interviews were employed to garner the data. Moreover, two English teachers at a school where the selected textbook was used were involved to construe their voices concerning the intercultural communicative competence learning and instruction process conducted during the COVID-19 pandemic. Thus, some systematic procedures comprising initial coding, axial coding, and selective coding were employed leading to the findings, conclusions, and implications. The findings reveal all the types and elements of the cultures were found in textbooks even though with different proportions in each unit. The study reached a conclusion that the textbook was considered to have some potential for developing students' intercultural communicative competence for it has balance cultures in terms of the source cultures, target cultures, and international target cultures. Meanwhile, internet access and students' English proficiency were the common issues as the teachers developed the materials particularly during the COVID-19 pandemic. Also, target culture was believed by the teachers to have more benefits for students' learning.

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Section: Figure 2 Sample Of Target Culturesupporting

confidence: 56%

Cultural Contents of an EFL Textbook

Sugianto¹,

Wirza²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…By integrating cultures into their teaching practices, students can be more engaged in the learning process they experience (Sugianto, 2020). In the case of students' personality issues, collaboration with parents can be valuable to know the students' personalities and matters they face (Sugianto & Ulfah, 2020). By conducting these, any supportive atmosphere leading to students' learning outcomes is expected to be feasible (Ahmadi et al, 2015;Aybas, 1997;Dewaele & Furnham, 1999;Hakim, 2015;Hashim et al, 2014;Zafar et al, 2017;Piri et al, 2018;Zafarghandi et al, 2016); thus, academic and social involvement and integration are yearned in the classroom (Tinto, 1997).…”

Section: Discussionmentioning

confidence: 99%

Zooming in on the Indonesian EFL primary school students’ intercultural sensitivity and their extroversion

Sugianto

Kurniawan

Sukyadi

2022

SiELE

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Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning.

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“…The previous study (Ariyanti, 2020;Astia & Yunianti, 2020;Fauzan & Nadia, 2005;Pustika, 2020;Sari, 2020;Sugianto & Ulfah, 2020) concentrated exclusively on the phenomenon of the education process during the Covid-19 pandemic. The purpose of the research dressed the broader use and focused on college research, which was different from this research, which only focused on secondary school education and social media for teaching English in distance learning.…”

Section: Discussionmentioning

confidence: 99%

“…(Ariyanti, 2020) found that the students face three major types of challenges like internet access, safe cause, and the use of such online application. (Sugianto & Ulfah, 2020) unravel the teachers' expertise and the difficulties and prospects of intercultural language education throughout the present scenario. The teachers' intercultural expertise was considered mild.…”

Section: Introductionmentioning

confidence: 90%

An Exploratory Study of English Teachers: The Use of Social Media for Teaching English on Distance Learning

Ubaedillah¹,

Pratiwi²,

Huda³

et al. 2021

ijeltal

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This study was conducted to determine how English teachers used social media to teach English. An exploratory study was used in this study to look into a detailed and in-depth analysis of the use of social media in English language learning by Cirebon junior high school teachers. This study used purposive sampling from 43 English teachers at Cirebon junior high schools. Ten teachers (five male and five female) have been chosen. In about 20 to 30 minutes, each participant was asked the questions. The researcher recorded all of the conversations during the interview session as part of the data collection process. Whatsapp, Facebook, Instagram, Tiktok, and YouTube are the most popular social media platforms with strong categorized. Whatsapp has a higher presentation value than other social media types. There were five themes identified as a result of the interview session of the teacher's perceptions of social media used on distance Learning; 1) Kinds of social media, 2) Activities, 3) Motivation, 4) Improving students English language skills, and 5) Effectiveness.

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Construing the Challenges and Opportunities of Intercultural Language Teaching Amid Covid-19 Pandemic: English Teachers' Voices

Cited by 22 publications

References 39 publications

Cultural Contents of an EFL Textbook

Cultural Contents of an EFL Textbook

Zooming in on the Indonesian EFL primary school students’ intercultural sensitivity and their extroversion

An Exploratory Study of English Teachers: The Use of Social Media for Teaching English on Distance Learning

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