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The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum

ELT Forum: Journal of English Language Teaching · Vol. 13 No. 2 (2024) · hlm. 150–162

DOI
10.15294/elt.v13i2.7731
ISSN
2721-4532, 2252-6706
Terbit
2024-07-01
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This qualitative study explores the importance of implementing Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) classes in Indonesian higher education under the Emancipated Curriculum framework. In this qualitative study, the Emancipated Curriculum framework is used to explore the importance and urgently needed need of introducing Culturally Responsive Teaching (CRT) into English Language Teaching (ELT) programs in Indonesian higher education. The study emphasizes the important role of learner-centered strategies in developing students' critical thinking abilities and promoting independence by implementing the advancement of social justice, critical thinking, and student empowerment. In order to improve cultural responsiveness in ELT, it emphasizes the critical necessity of coherence between instructional practices and policies. It also advocates for curriculum design and pedagogical approach adaptation in order to create inclusive and empowering learning environments that meet the diverse needs of students. The results highlight the need to implement culturally responsive teaching strategies into the curriculum to address current concerns about equity and inclusivity. This research provides insightful information for teachers and administrators who would like to encourage inclusive, hospitable ELT classrooms that value diversity. This study is a valuable resource for educators who want to build learning environments that empower and accept students from all cultural origins, thereby encouraging more equity and inclusivity in Indonesian education.

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  • State University of Semarang
  • University of Malaya
  • Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Muslihul AfifAfiliasi tidak diketahui2
Ummi Nur Laila SulistyaniAfiliasi tidak diketahui2
Evi WidowatiAfiliasi tidak diketahui2
Rudi HartonoAfiliasi tidak diketahui2
Dila CharismaAfiliasi tidak diketahui2
Sudarmin SudarminState University of Semarang1
Agung Tri PrasetyaState University of Semarang1
Dwi YuliantiState University of Semarang1
Yasmin AzzahraState University of Semarang1
Ratna Kumala DewiUniversitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung1
Ani RusilowatiState University of Semarang1
I. HidayahState University of Semarang1
Rahina NugrahaniState University of Semarang1
Zaenal AbidinState University of Semarang1
T. SofchahState University of Semarang1
Sindy AriyantiAfiliasi tidak diketahui1
Waluyo WaluyoAfiliasi tidak diketahui1
Shofwatun Ni’mahAfiliasi tidak diketahui1
Khalimatul HidayahAfiliasi tidak diketahui1
Elisa Putri AnjaniAfiliasi tidak diketahui1
Zuhriatul AiniAfiliasi tidak diketahui1
Alief Noor FaridaAfiliasi tidak diketahui1
Girindra Putri Dewi SaraswatiAfiliasi tidak diketahui1
Restu LanjariAfiliasi tidak diketahui1
Utami ArsihAfiliasi tidak diketahui1
Muhammad MunadiAfiliasi tidak diketahui1
Khansa Putri ApriliaAfiliasi tidak diketahui1
Salsa Dilla Amanda PutriAfiliasi tidak diketahui1
Muthia MuthiaAfiliasi tidak diketahui1
Azradina FakhiraAfiliasi tidak diketahui1
Michelle Seaw Seak FongAfiliasi tidak diketahui1
Almira Irwaniyanti UtamiAfiliasi tidak diketahui1
Aditya Rangga Putra CahayaAfiliasi tidak diketahui1
Nira AmaliaAfiliasi tidak diketahui1
Anik Setyo WahyuningsihState University of Semarang1
Herry KoesyantoAfiliasi tidak diketahui1
Lutfi MuzaqiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum</dc:title>
	<dc:creator xml:lang="en">Hidayati, Agil Fitriya</dc:creator>
	<dc:creator xml:lang="en">Yuliati, Yuliati</dc:creator>
	<dc:creator xml:lang="en">Hutagalung, Fonny Dameaty</dc:creator>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">culturally responsive teaching</dc:subject>
	<dc:subject xml:lang="en">Emancipated Curriculum</dc:subject>
	<dc:description xml:lang="en">This qualitative study explores the importance of implementing Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) classes in Indonesian higher education under the Emancipated Curriculum framework. In this qualitative study, the Emancipated Curriculum framework is used to explore the importance and urgently needed need of introducing Culturally Responsive Teaching (CRT) into English Language Teaching (ELT) programs in Indonesian higher education. The study emphasizes the important role of learner-centered strategies in developing students' critical thinking abilities and promoting independence by implementing the advancement of social justice, critical thinking, and student empowerment. In order to improve cultural responsiveness in ELT, it emphasizes the critical necessity of coherence between instructional practices and policies. It also advocates for curriculum design and pedagogical approach adaptation in order to create inclusive and empowering learning environments that meet the diverse needs of students. The results highlight the need to implement culturally responsive teaching strategies into the curriculum to address current concerns about equity and inclusivity. This research provides insightful information for teachers and administrators who would like to encourage inclusive, hospitable ELT classrooms that value diversity. This study is a valuable resource for educators who want to build learning environments that empower and accept students from all cultural origins, thereby encouraging more equity and inclusivity in Indonesian education.
</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-07-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/7731</dc:identifier>
	<dc:identifier>10.15294/elt.v13i2.7731</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 13 No. 2 (2024): ELT Forum: Journal of English Language Teaching - Regular Issue; 150-162</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/7731/801</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Agil Fitriya Hidayati</dc:rights>
</oai_dc:dc>