Abstract
This study explores the practice of Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) within Banten's unique cultural context, Indonesia. The research is guided by three main questions: teacher perceptions, employed strategies, and challenges in implementing CRT. Employing a qualitative ethnopedagogical approach, the study utilizes semi-structured interviews, classroom observations, and document analysis. Findings reveal a nuanced landscape of CRT implementation. While some teachers actively integrate student cultures others face challenges due to limited resources and a standardized testing focus. Document analysis exposed a discrepancy between the stated goal of cultural responsiveness and the resources available. Lesson plans and instructional materials were found to be predominantly national or even Western-centric, limiting opportunities to integrate the rich cultural tapestry of Banten. This research underscores the potential of CRT to create inclusive and engaging ELT practices for Banten's diverse student body. It identifies areas for improvement, such as curriculum development incorporating local contexts and providing teachers with readily available, culturally relevant resources. By embracing CRT principles and addressing the current resource gap, ELT classrooms can be transformed to serve student needs better, fostering a more inclusive and effective learning environment.
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