MULTICULTURAL EDUCATION ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES IN INTERNATIONAL SCHOOL

Ni Putu Dian Utami Dewi; I G.A. Pt Novita Sari Paragae; Kadek Wiramarta; I Gusti Ngurah Aan Darmawan

Authors

Ni Putu Dian Utami Dewi STAH Mpu Kuturan Singaraja, Singaraja, Indonesia
I G.A. Pt Novita Sari Paragae STAH Mpu Kuturan Singaraja, Singaraja, Indonesia
Kadek Wiramarta STAH Mpu Kuturan Singaraja, Singaraja, Indonesia
I Gusti Ngurah Aan Darmawan STAH Mpu Kuturan Singaraja, Singaraja, Indonesia

Keywords:

Pendidikan Multikultur, Persepsi, Guru Bahasa Inggris, Sekolah Internasional×

Abstract

Multicultural education has been called to be important to develop students’ tolerance to be able to live together in a society which consists of various people. However, there is a lack of research conducted about how it is implemented in teaching certain subjects in the classroom. This research was aimed to find out English teachers’ perception on multicultural education, and its implementation both at school level and in the teaching and learning process in English Subject in one international school in Bali. The research was conducted in the form of a qualitative approach, especially case study design. The data were collected by administering questionnaires with open ended questions and followed by conducting interviews with 5 teachers as respondents. The data were then analyzed qualitatively. The result of the research found that multicultural education is considered important by teachers to be implemented in an international school, with language as the most important cultural element. It is also found that the practices of multicultural

References

Benediktsson, A. I., & Ragnarsdottir, H. (2019). Communication and Group Work in the Multicultural Classroom:Immigrant Students’ Experiences. European Journal of Educational Research, 453-465.

Demir, s., & Ozden, S. (2014). The Evaluation of Multicultural Teaching Design Education Program. Procedia: Social and Behavioral Sciences, 4732-4736.

Hasanah, U., Marini, A., & Maksum, A. (2021). Multi-cultural education-oriented digital teaching materials to improve students'pluralist attitudes . Jurnal Prima Edukasia, 118-126.

Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon.

Kelly, P. (2014). Group Work and Multicultural Management Education. Kelly, P. (2009). Group Work and Multicultural Management Education. Journal of Teaching in International Business, 80-102.

Kim, D. (2020). Learning Language, Learning Culture: Teaching Language to the Whole Student. ENCU Review of Education, 1-23.

Muliono, M. (2020). Pola Perubahan, Wacana, dan Tren Konflik Sosial di Indonesia. . Al-Adyan, 115-132.

Ndura, E., & Dogbevia, M. (2013). Re-envisioning multicultural education in diverse academic contexts. Procidia: Social and Behaviorl Sciences. doi:doi: 10.1016/j.sbspro.2013.09.321

Nechifor, A., & Borca, A. (2016). THe Importance of The Cultural Element in Teaching Foreign Language. Bulletin of the Transilvania University of Braşov, 99-108.

Popov, V., Biemans, H., Brinkman, D., & Mulder, M. (2012). Multicultural student group work in higher educationAn explorative case study on challenges as perceived by students. International Journal of Intercultural Relations, 302-317.

Riyanto, M. (2015). Pendidikan Humanisme dan Implementasinya Dalam Pembelajaran Bahasa Indonesia. Jurnal Ilmiah Lingua Idea, 1-18.

Roiha, A., & Sommier, M. (2021). Exploring teachers' perceptions and practices of interculural education in an international school. Intercultural Education, 1-18.

Setiyonugroho, P., Umasih, & Kurniawati. (2022). Integration of Multicultural Education Values in History Teaching. Journal of Educational Research and Evaluation, 280-288.

Tajima, Y. (2013). The Institutional Basis of Intercommunal Order: Evidence from Indonesia’s Democratic Transition. . American Journal of Political Science, 104-119.

Zamroni, Dwiningrum, Kartowagiran, Sudartinah, Siteine, & Yao. (2021). Cross-Cultural Competence in Multicultural Education in Indonesian and New Zealand High Schools. International Journal of Instruction, 597-612.