Teachers’ Perception of Multicultural Instruction (MI) in English Language Teaching: A Qualitative Case Study at Junior High School

This study explores junior high school English teachers' perceptions of implementing Multicultural Instruction (MI) in classroom practices.Using a qualitative case study design, the research investigates how multicultural perspectives are integrated into English teaching, the instructional strategies employed, and their impact on student engagement and learning outcomes.Data were collected through semi-structured interviews with two English teachers who consistently apply multicultural-based instruction.Thematic analysis revealed three key themes: (1) integration of multicultural values in teaching, emphasizing the connection between English learning materials and students' cultural contexts; (2) inclusive teaching strategies that encourage participation and respect for cultural diversity; and (3) motivation and engagement, as MI enhances students' confidence and collaborative learning behavior.The findings indicate that multicultural instruction creates an inclusive and empathetic learning environment, promoting appreciation for cultural diversity and meaningful English language learning.However, the study also identified several challenges teachers face, including limited multicultural resources, lack of professional development, and the need to adapt materials to diverse student backgrounds.These challenges affect the consistency and depth of MI implementation in classrooms.Overall, the study highlights the importance of strengthening institutional support and teacher training to sustain multicultural practices in English teaching.Despite its limited sample of two participants, this study offers valuable insights into how MI can be effectively adapted within the Indonesian educational context and provides a foundation for broader future research.