The Urgency of Multicultural Education in the Teaching and Learning Process of Public Universities in Indonesia and Malaysia

S. Salahudin Suyurno; Umar Fauzan; Muhammad Hendrie Fauzan

doi:10.21093/bijis.v6i1.8457

S. Salahudin Suyurno Universiti Teknologi MARA
Umar Fauzan Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Muhammad Hendrie Fauzan Universitas Negeri Semarang

DOI: https://doi.org/10.21093/bijis.v6i1.8457

Keywords: cultural diversity, teaching and learning process, multicultural education

Abstract

The integration of multicultural education in the teaching and learning process is essential for promoting equity, fostering intercultural understanding, and preparing students to navigate the complexities of our diverse and interconnected world. This is a comparative study in the context of Indonesia and Malaysia. The participant selection of this study used purposive sampling to select participants who have experienced the phenomenon of multicultural teaching. There are 10 participants from Indonesian public university and Malaysia public university involved in this study. To collect the data, the researchers conducted semi-structured interviews, observation, and documents. The researchers analyzed the data using the interactive model by Miles et al. that involves several interconnected steps, i.e., data condensation, data display, and data conclusion drawing/verification. The research found that the discourse of multicultural education in the teaching and learning process is very urgent for provoking equity, diversity, and social justice, as well as enhancing students' academic achievement. In the teaching and learning process of the Indonesian public university and Malaysia public university, multicultural education was implemented by incorporating culturally relevant content, implementing inclusive pedagogical practices, and fostering collaboration with communities. By embracing cultural diversity and promoting inclusive teaching practices, teachers can create transformative learning experiences that empower students to become informed, empathetic, and socially responsible global citizens.

References

Adhelia, S., & Triastuti, A. (2023). Online Communicative Speaking Tasks to Enhance Students’ Speaking Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(2), 307. https://doi.org/10.21093/ijeltal.v7i2.1365

Ahmed, S., & Jalil, M. K. (2020). Cross cultural aspect of teaching of English as an international language. Competitive Linguistic Research Journal, 1(2 SE-Articles). https://clrjournal.com/index.php/clrjournal/article/view/15

Al Arif, T. Z. Z. (2019). Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1). https://doi.org/10.21093/ijeltal.v4i1.348

Alqahtani, S. M. A. (2018). Teaching english in Saudi Arabia. In English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. https://doi.org/10.4324/9781315688466-6

Ara Ashraf, T. (2018). Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies. International Journal of English Language Education, 6(1), 133. https://doi.org/10.5296/ijele.v6i1.13148

Assulaimani, T. (2019). The future of teaching english in Saudi Arabia. Universal Journal of Educational Research, 7(8). https://doi.org/10.13189/ujer.2019.070801

Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice. Review of Research in Education, 19. https://doi.org/10.2307/1167339

Didi Sukyadi. (2015). The teaching of English at secondary schools in Indonesia. In Bernard Spolsky & Kiwan Sung (Eds.), Secondary School English Education in Asia (pp. 139–163). Routledge. https://doi.org/10.4324/9781315760636-18

Esimaje, A., van Rooy, B., Jolayemi, ’Demola, Nkemleke, D., & Klu, E. (2023). Challenges of teaching and learning English in higher education in Africa. In African Perspectives on the Teaching and Learning of English in Higher Education. https://doi.org/10.4324/9781003279433-2

Fauzan, U. (2014). The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students. Dinamika Ilmu. https://doi.org/10.21093/di.v14i2.17

Fauzan, U. (2017). Inducing Critical Discourse Analysis in Speaking Syllabus for EFL Students of Indonesian Islamic Universities. Dinamika Ilmu. https://doi.org/10.21093/di.v17i1.785

Fauzan, U., & Pimada, L. H. (2018). ICT-Based Teaching of English at Madrasah Aliyah in Kalimantan. TARBIYA: Journal of Education in Muslim Society, 5(2). https://doi.org/10.15408/tjems.v5i2.10414

Ford, D. Y., & Sleeter, C. E. (1996). Multicultural Education as Social Activism. The Journal of Negro Education, 65(3). https://doi.org/10.2307/2967357

Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press.

Hadijah, S. (2019). Songs in the Teaching of Listening for Elementary School Students. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 4(2). https://doi.org/10.21462/educasia.v4i2.42

He, D. (2017). Perceptions of Chinese English and Pedagogic Implications for Teaching English in China. In Multilingual Education (Vol. 22). https://doi.org/10.1007/978-3-319-53110-6_9

Iftanti, E., & Shofiya, A. (2017). Research Trends of EFL Students in English Education Program: A 2005-2015 Survey. Dinamika Ilmu. https://doi.org/10.21093/di.v17i1.636

Jazuly, A., Indrayani, N., & Prystiananta, N. C. (2019). The Teaching of English in Indonesian Primary Schools: a Response to the New Policy. Linguistic, English Education and Art (LEEA) Journal, 3(1). https://doi.org/10.31539/leea.v3i1.609

Kita, Y. (2021). Using Forms Quizzes to Enhance Students’ Motivation in Language Learning at a Japanese University. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2). https://doi.org/10.21093/ijeltal.v5i2.661

Luxen, H. (2014). Taking it to the Next Level: A Research on how to Improve Teaching English as a Foreign Language in Europe.

Mamat, M. H. (2024). Thai EFL Pre-service Teachers’ Challenges in Teaching English in Indonesian Classrooms. AL LUGHAWIYAAT, 3(2). https://doi.org/10.31332/alg.v3i2.5245

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook (3rd ed.). Sage Publication.

Mohr, S., Jansen, S., & Forsberg, J. (2021). European English in the EFL classroom? English Today, 37(2), 85–91. https://doi.org/10.1017/S0266078419000403

Nieto, S. (2004). Affirming Diversity: The Sociopolitical C0ntext of Multiciltiral Educationty. In Longman.

Puspita Dewi, A. E., Fauzan, U., & Nadia, N. (2022). The Use of Social Media in Learning English Writing of Indonesian English Department Students. Journal of English Language Teaching and Linguistics, 7(1). https://doi.org/10.21462/jeltl.v7i1.882

Qorro, M. A. S. (2011). The Challenges of Teaching English in Africa: With reference to Tanzania Public Secondary Schools. Utafiti Journal, 8(2).

Stanley, P. (2013). A Critical Ethnography of “Westerners” Teaching English in China. In Language, Culture and Curriculum (Vol. 36, Issue 1). Routledge. https://doi.org/10.4324/9780203078051

Wahyuningsih, S. (2022). Barriers of Teaching English Amidst the COVID-19 Pandemic: Voices of English Teachers in Indonesian Secondary Schools. ELT-Lectura. https://doi.org/10.31849/elt-lectura.v9i2.9839

Williams-Boyd, P. (2017). Teaching English in China: Changing self- perception. Training Language and Culture, 1(2), 71–85. https://doi.org/10.29366/2017tlc.1.2.5