Perceptions of Cultural Representation in Japanese Language Textbooks: Insights From Students and Teachers in Indonesian Higher Education Taqdir, Burhanuddin Arafah, Nursidah Journal of Language Teaching and Research, 2026 This study investigates how students and teachers in Japanese language programs at Indonesian universities perceive cultural representations in widely used textbooks and how these perceptions inform the need for intercultural-oriented learning design. Drawing on a mixed-methods approach, data were collected through a questionnaire completed by 68 undergraduate students and semi-structured interviews with six experienced instructors. Quantitative data were analyzed descriptively, while qualitative responses were thematically coded based on Byram’s Intercultural Communicative Competence and Moran’s 4P cultural framework. Findings reveal that both students and teachers value the integration of linguistic and cultural learning but recognize an imbalance between grammatical focus and intercultural contextualization. Marugoto is perceived as culturally authentic and communicative, while Minna no Nihongo is praised for structural clarity but limited in fostering cultural reflection. Students expressed a preference for interactive, visual, and relatable cultural content, whereas teachers emphasized their mediating role in linking cultural concepts to learners’ experiences. The study concludes that an integrative textbook design, combining grammatical rigor with reflective intercultural engagement is essential for developing intercultural competence. The proposed 4P + IC framework highlights how cultural representation can serve not only as learning material but as a bridge to intercultural understanding in Japanese language education.
Effect of Interactive and Collaborative Strategies on Indonesian EFL Learners’ Oral English Proficiency Improvement Kaharuddin, Burhanuddin Arafah, Djuwairiah Ahmad, Nursidah, Taqdir, Mardiana, Muhammad Nur Akbar Rasyid Journal of Language Teaching and Research, 2025 Speaking skills are essential for students to communicate effectively in English. However, finding the appropriate teaching approach that matches language competence in acquiring a foreign language, particularly English, remains challenging. Therefore, this study aimed to investigate the use of interactive and collaborative strategies in teaching and speaking and the effect on speaking improvement based on perceptions. The analysis was conducted using 122 university students as participants. Data were collected through questionnaires to collect information on the perceptions of the interactive and collaborative strategies about English-speaking improvement. The collected data were analyzed using multiple regression analysis with SPSS software, producing results showing both the strategies' partial and combined effects on speaking performance. The results showed that both interactive and collaborative strategies partially and simultaneously affected students' English-speaking improvement. Therefore, these strategies effectively taught speaking skills, as the approaches motivated active students' participation during speaking practice.
Using the IDOL Model to Develop Literature-Integrated CALL Materials Burhanuddin Arafah, Ummu Rofikah, Kaharuddin, Nursidah, Djuwairiah Ahmad, Mardiana, Andi Rachmawati Syarif, Taqdir Theory and Practice in Language Studies, 2025 This study presents the IDOL model (Arafah, 2019), a framework that integrates literature and Computer-Assisted Language Learning (CALL) into developing ELT materials. Structured in four systematic stages, the model demonstrates how pedagogical principles—combining literature with technology-enhanced instruction—lay the foundation for creating a prototype of CALL resources enriched with literary content. This rigorous development research was conducted at Alauddin State Islamic University Makassar, involving 73 participants, including 53 students, 10 lecturers, and 10 graduates from an EFL program. Data collection methods included needs analysis questionnaires, interviews, and evaluation checklists. Guided by the IDOL model, the developed prototype served as a versatile teaching resource for English instruction in the university's EFL program, functioning effectively as both primary and supplementary material. The application of the IDOL model illustrates the creation of robust teaching materials that integrate the rich potential of literature in language instruction, the interactivity of technology, and strong pedagogical foundations. This study offers a valuable framework for future projects to develop CALL materials that harness the potential of literature in English Language Teaching (ELT), inspiring educators and material designers alike.
Gender Representation in Foreign Language Textbooks: Trends, Gaps, and Implications for Multilingual Teaching Taqdir, Burhanuddin Arafah, Nursidah, Wa Ode Nuniq Afisha A Xlinguae, 2025 This study offers a bibliometric analysis of research on gender representation in foreign language textbooks from 2000 to 2024, with a focus on its implications for multilingual teaching. Drawing on 713 articles indexed in Scopus and analyzed using VOSviewer and Bibliometrix, the results reveal significant growth in scholarly output, especially in developed countries such as the United States, Hong Kong, the United Kingdom, and Germany. The field remains dominated by traditional themes of gender bias and stereotypes, while emerging issues like intersectionality and gender-neutral language receive less attention. Notable geographic and thematic gaps persist, with minimal research originating from Africa, Latin America, and parts of Asia. These findings highlight the importance of inclusive, context-sensitive research and greater international collaboration to address global disparities. The study underscores the need for curriculum developers and policymakers to prioritize gender-equitable and culturally relevant textbooks, particularly in multilingual educational settings. Future research should explore intersectional identities and apply diverse methodologies to advance gender equity in educational materials worldwide.
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