Challenges and Responses of Higher Education institutions to align higher Education with COVID-19 Realities: A Thematic Analysis

The world is in the fright condition and facing the threat of COVID-19 and Pakistan is not an exceptional in this situation. By the decision of National Command and Operation Centre (NCOC), all the universities and institutions were closed for formal academic activities and starting online classes from March, 2020. This was an astounding paradigm for the regular students of the institutions as well as for the faculty. Hence, this study has been conceded to find out what the faculty and students got what they lost individually and scholastically and what are their suggestions for the improvement and uniformity of the online learning system throughout the country. The purpose of this study was to explore the role of HEC during COVID-19 to implement the immediate online learning and its impact on students learning. This research was based on qualitative research in which data were collected from the literature available online. Various contemporary articles, papers, reports, blogs, newspaper reports as well official reports and news were carried out into consideration for this study. However, the thematic method was used for categorization of the main themes from the literature related to the views of the students and faculty and the role of HEC in the improvement of the online teaching-learning process in Pakistan. Recommendations for the improvement of online teaching and learning system were proposed in the light of current pandemic situation.

Introduction
Corona virus has a history since 1960, conversely, its toxicities were perceived for the first time in 2002-03. COVID-19 (CO from Corona, VI from Virus, and Dr from Dieses, 19 from 2019) name was given by the WHO (World Health Organization) on February, 2020 for the disease caused by the novel corona virus SARS-CoV-2 (Vergnaud, 2020). It was started from Chinese city Wuhan in December 2019 and has since spread whole world. Consequently, Pakistan being a close neighbor country to china and Iran correspondingly caused through COVID-19.The first case of COVID-19 was reported on 25 February, 2020 and the first death was reported on 29 March, 2020.
There was less seriousness on corona virus during that period. Most of the people had the opinion that the COVID-19 is just a hoax, while some people thoughts that it is an conspiracy by strongest people in this world. On the other hand, hardly few people believed that it is real and people got infected through this virus. Various countries' government took immediate actions to safeguard their people. Similarly, government of Pakistan established National Command and Operation Centre (NCOC), a concertized body to keep an eye on the pandemic and take whatever actions needed for the safety of people.
To avoid the rapid spread of corona virus, the NCOC recommended that all schools, colleges, and universities throughout the country should be closed from March 13, 2020. This act of government was initially criticized for the reasons that no alternative plans such as online classes, quiz programs, reading materials, and assignments were made to save the students' time.
But with time it has been proved that the closure was justified and that it was a good decision (Nafees & Khan, 2020).
Online education is an accepted norm because the academy can adapt permanently to this new paradigm (Massan et al., 2020).Digital devices such as a computer, tablet, or a smart-phone have become the sources of stipulation rather than luxuries. The arrangement of scholarships or student loans by the universities has become the requirement so the needy students can get benefit from online learning. Universities must make such a prerequisite, and arrange scholarships or student loans for those who cannot afford so to allow them to do so. HEC recommended that as the member of the society, universities should ensure the availability of all the sources of knowledge to each student (HEC, 2020).
Education is significant to realization and this field needs a birds-eye for elevating all the other fields. Research work has been done in many other fields specified in the field of biology.
Yet diminutive work has been done in the field of education. Therefore, this study has been conducted to contribute to the field of education during COVID-19.

Objectives of the Study
1. To explore the positive aspects of the online system from the prospective of students and faculty.

2.
To identify challenges of the online teaching learning system for students and faculty.

3.
To analyze the role of HEC in the improvement of the online teaching-learning process during COVID-19.

4.
To propose themes for the improvement and uniformity of the online learning system throughout the country.

Significance of the Study
The study will contribute the students, instructors, and policymakers for updating the collaborative learning through online system. This study will help for cooperation among teachers, students, and the policymakers specifically HEC. This study will aware of the readers about the problems and suggestions for the improvement of online mode of teaching and learning. Moreover, this study will open new era for researchers to explorer further on this field.

2.Literature Review
The literature review is comprised of five parts. The first part describes the facts and reality about the outbreak of COVID-19 and the beginning of digital learning. Moreover, the gains or pros, loss or cons of online learning for the regular learners and the faculty members include in the second as well as in the third part. Indispensable rations for the advancement of online learning correspondingly described in the subsequent part of the literature. The role of HEC, students, and faculty members in the improvement of online learning is additionally described in this section.

The Outbreak of COVID-19 and Online Learning
Pandemic is a word that has been derived from the two Greek words pan(all)and demo(people),and this is the term used by the experts from the medical field when epidemics are increasing simultaneously in the world. The WHO represents the term 'an outbreak of a new pathogen that effectively circulates throughout the world from individual to individual' (Newey & White, 2020).
Around December 2019, the incidence of the new corona virus disease emerged throughout China (Wuhan), and also has particularly drawn national and international attention. Through February 9, 2020, there had been 37,294 reported incidents of corona virus epidemic  in China and 28,942 suspected cases (Chen et al., 2020). Additionally, the official declared cases were recorded on 19 February in the Qom region, Iran, beginning in December 2019 from China.
As of April 3, 2020, a total of 932,166 cases were registered in 206 countries with 46,764 deaths.
Iran has endured the most extreme burden of COVID-19 outbreak besides China, the USA, Italy, Spain, and Germany (Raoofi et al., 2020). During COVID-19 different online psychological services were reprocessed in China. Likewise, online psychological therapy services (e.g. WeChatbased resources) were progressively developed by Psychosocial practitioners in health care schools, colleges and higher education associations across all 31 provinces and throughout the country which provide twenty-four-hour treatment on all weekdays (Liu et al., 2020).The online courses have been the backbone of modern higher education since the coronavirus outbreak.
Besides the classes have been shifted to online mode by the educational institutions however different methods are still under consideration by the instructors for engaging students online ("The Rise of Online Classes after COVID-19: Best Practices Based on Literature", 2020).
Pakistan is currently witnessing the second re-emergence of its education market (Massan et al., 2020).Moreover, Massanetal cited Siddique,2020 that Pakistan's universities have welladjusted to the shifting paradigm of 'flipping the classes' this phrase was coined by Salman Khan of the world-renowned Khan academy. The model of online classes has been embraced across the country and high-quality teaching is carried out at all major universities throughout the world.
Meanwhile, one of Pakistani University, decided to take online courses on either a self-help basis on their own. While referring to one journalist, teachers said it was the first all they had to do was creating a group chat of WhatsApp, whereby teachers linked related students of different courses, and continued to give multimedia tutorials. Moreover, they said that "We set one an hour for every student in the class and provide the relevant material to the students, except for lectures and question-answer sessions (Khushik,2020).
Higher Education Institutions (HEIs) in Pakistan were allowed by the HEC for conducting online education if and only if following six key components are ready and ensured by the vicechancellors of HEIs.

Pros of Online Learning
Covid-19 condition is expected to irreversibly affect education but the results are still too early to detect. Nonetheless, the large number of students and academic staff can make successful use of their reserves, proceed mostly with learning effort. Like all the others, they have concerns, however, desire to resolve the objections and discover practical and strategic alternatives (HEC, 2020). Khalid (2020) quoted the statement of Assistant Professor, "they wouldn't waste their time unless learners became able to get online so they could know more while at home". The aforementioned studies have presented that online learning is an active learning, migrating away from the concept of traditional tutorials, often using engaging teaching strategies, incorporating activities like conceptualization, idea generation, research, visualization, and student-centered teaching-learning process (Zayapragassarazan & Kumar,2012).Fortunately, past research established a strong correlation whatsoever between internet-based learning, learner's engagement, and studying consequences (Kahn, Everington, Kelm, Reid, & Watkins, 2017). more inclusive in effect. Many students, especially adult or school learners, required stability into their deadlines and program selections to attend class (Moore, & Greenland, 2017).
Likewise, online classes offer students from historically disadvantaged communities the opportunity to participate. Research found where learners are first to study at the tertiary level in their communities, individuals having low socio and economic background and with special needs certainly learn from both the expansion of online learning programs. (Stone &Cathy,2019).In this connection, the study conducted by Khalid (2020), has proven the treasured and genuine shreds of evidence about the views of the students as well as of the various faculty members."A learner there Some students were found satisfied with the recorded lectures and instructions uploaded to the internet rather than real-time online classes. Another student said that, even though remote learning is not as successful as a formal teaching-learning process at the moment, but it will be a turning point for all the students, and all students can get education from their shortcomings" (Khalid,2020).

Cons of Online Learning
Recent reports indicate weaker success rates for online courses relative to face-to-face instruction, but there is little evidence of blended learning courses incorporating these types of instruction (Stone,2019).Evidence suggests that E-learning has always been about comprehension and other higher-order purposes than just information preservation (Ritchhart, Church & Morrison, 2011).Besides, technical problems pose an obstacle for E-learning. Complications frustrate the online learners and the instructors, so such issues will bother students towards their courses. The students also have to devote time to solving technological problems (Dumford & Miller 2018).
Besides, online modules, just as they include others, will alienate some students. Electronic classes require learners to follow greater initiative and responsibility and transform it from inactive to facilitating learning. However, learners who are accustomed to the traditional environment in schools, this can be difficult for them (Jacob, & Radhai, 2016).
Moreover, functioning and access to E-learning through computer, android devices, and the presence of an effective teaching-learning process varies among students and this is a major problem with E-learning. the radical shift to online teaching can also cause anxiety in students.
Many approaches have arisen to enhance delivery of the online classes. Obvious problems like inadequate integration, lack of expertise, or technological malfunctions must first be resolved ("The Rise of Online Classes after COVID-19: Best Practices Based on Literature", 2020).
Likewise, another case study in Pakistan provides evidences regarding the perception of students who were found having no internet facilities. Especially in the remote areas of Pakistan, students were found having insufficient internet and other facilities. Member of the Karakoram International University (KIU) student affairs said "almost all students in Gilgit Baltistan also don't have internet access, a desktop pc or cellular phones and are entirely cut off of the university." Most educators have been saddened by the students ' negative response. Another chairman also voiced for the impact of online classes and the capacity building of the faculty.
A young lecturer also illustrates as "We are at a pandemic worldwide. We 're all trapped in the building. Universities can't expect students to display the same excitement in quarantine, the students are also part of a generation commonly suffering from anxiety, depression, and lack of mental well-being." The lecturer clarified that she found some unreasonable issue related online system because in Pakistan we can see the majority of students are from the areas where there is no electricity or internet facilities. She further stated that all her efforts were in vain due to such issues.
"We Oppose Online Classes" online learners were found re-tweeted about the online education injustices.
They shared their views about obsolete marking systems and asked for research". "A student of fine arts at the University of Information Technology, Engineering & Management Sciences (BUITEMS) said that most of her courses, such as printmaking, painting, and drawing from real life, cannot be taught effectively through online classes". "A student of mass communications said that her courses in media and radio production required access to equipment she had no access to in her city". Another student said," the teachers worked diligently to make the students shift to a new style of learning, but some students are making it harder due to their behavior She said almost the same students who subsequently break rules, carry a tune or make strange noises make bloggers to interrupt lectures online". A Mass Communication student said, "Since the internet is not working and the speed is not adequate to allow video conferencing with her teachers and classmates, she could not take a single class. "Some results were found in which students demonstrated a lack of enthusiasm in taking classes from home".
A case study was conducted which find out the perceptions of higher level students regarding online learning system in Pakistan .This study reported the positive attitude of the student.73% were found satisfied about internet availability while 71.4% learners were found satisfied regarding using internet. Mahmood, Another case study was carried out which find out the positive attitude of some students towards online teaching learning system.

The Role of HEC in the Improvement of Online Learning
HEC assists all the higher educational institutions through providing and setting up digital facilities, conducting valuable training programs for guidance, and different modes for placing data as well as assessment strategies. There is no questioning the position of the Higher Education Commission as the cornerstone and financial backer of many funded researches taking place in the country. The HEC's Rapid Research Initiative (RPI) is one of those methods designed to meet the country's urgent needs. The HEC has also applied its online teaching guidelines for the universities and these are available on the HEC website. However, the modus operandi for conducting and orchestrating research remotely has still to be formulated. The commission has commenced to send letters to universities in a proposal to put more pressure on them and force them to initiate online campuses teachings as quickly as possible (Rizwi,2020).
The HEC has instructed to all universities to use the learning management systems to start online classes according to the notification given to all registered higher education institutions in Pakistan. They offer much higher that institutes having scarce infrastructure to initiate online classes should prepare to get up-to-date technology and train staff as a matter of urgency without sacrificing education. HEC announced earlier on March 18 that he had established an online course database and shared it with universities, as well as asking universities to plan courses for student dissemination ("Pakistani Universities asked to start online classes amid COVID-19 spread -Xinhua | English. News Cn", 2020).
HEC has taken various initiatives to ensure that the students provide quality education during the closure, forming a Technical Support Committee (TSC) to help the employees at universities transition to the online educational style, established national Knowledge Bank (NKB) aimed at providing students and teachers with access to a wide range of academic resources ("HEC orders all universities to begin online classes", 2020).In an interview on 18 March, HEC Chairman said that no agreement had been reached on studies despite the country's closed circumstance toward corona virus COVID-19. It doesn't mean that classes will be suspended. "The teachers will give online courses during these three weeks" (Khushik, 2020).
Three alternatives options were also provided by the HEC and all the universities were guided to choose the option which is appropriate for their system. The first approach was to form an ad hoc committee consisting of faculty deans and led by the university's vice-chancellor. The other proposed alternative suggested setting up a part-time or temporary academic council, while the third choice was to appoint the universities' current academic councils as their online academic councils (Rizwi, 2020). Likewise, HEC completely endorses the requirement, both for online and conventional courses. As far as connectivity has concern, the HEC has proposed a 4-point connectivity program: (c) Offline modedistributing the recorded lectures in CD or other storage device and courier these materials to students.
(d) Student Facilitation Committees (SFC) university will establish SFC to address connectivity issues for remote area students.
The Higher Education Commission (HEC) has instructed universities to start online classes for the students and complete the current semester course work. HEC has also instructed universities to conduct their exams soon. The HEC devised a strategy for conducting quizzes, assignments, and tests from the students (HEC, 2020).

Hope for the Best/Suggestions
Written Documents and working together. Khalid (2020) quoted observations of the member of the student affairs at Karakoram University that when the situation persists and there's little change in online connection for classes so uploading the written documents can save their time which causes their difficulties. They said while the program is flawed, working together will strengthen it. Likewise, Another Professor proposed that the best choice is to upload the study materials.

Recorded Materials.
Some students suggested that documented lectures and directions posted on the web became significantly better for connection over electronic courses in real-time.
Users even proposed projects and activities for the uploads (Khalid, 2020).
Digital specific course design. Educators indicated in the latest report of Australian universities that perhaps the consistency of tutorials most of which were simply transmitted to digital form wasn't even adequate to influence the participants. Teachers may use tools like Interactive Video to solve these issues to make their lectures more engaging online (Stone, 2019).
HEC Check on the online system. HEC Chairman Tariq Banuri announced the commission would Quantify the internet-based education programs, the efficiency of curricula, and the internet readiness of the instructors. Universities that fail to reach the requirements must cease their online activities until they can modify (Khalid, 2020).
Utilize face-to-face interactions when possible. Face-to-face interaction does not always include teaching, but may provide teacher help Whether they use Skype or Zoom in the form of a video call. Research has shown about millennial students that they want a satisfaction with being appreciated by their teachers, so this experience will significantly boost their confidence (Miller & Mills, 2019).

Empathy, Enthusiasm, and Reflection on the part of the Teachers.
One of the students encouraged that "In this tough time, teachers to be reflective, enthusiastic and empathetic, as an external motivator was the communication which learners used to have in the field. Even though it is difficult to get involved in online classes, teachers may either that their curriculum be flexible mostly to the environment (Khalid, 2020).

Supported Engagement is Crucial.
Daily and positive contact respectively teachers and learners usually enhance the online learning experience. Hence it is called Collaboration Sponsored. Indeed, a new survey showed that somehow the clarity and punctuality of lecturer input has been the most valuable sort of student-defined learning interaction (Ragusa & Crampton, 2018).
Differentiating online and face-to-face learning. Moreover, other students argued that "Teachers must consider that electronic or virtual tutoring is different from conventional face-toface classroom instruction. Besides learners at home, in their social circles, or rather encircled by their families, teachers ought to schedule class events" (Khalid, 2020).

Set Clear Expectations for Learning.
Teachers need to set out reasonable goals for their pupils.
Most learners will have no previous expertise to manage their workplace environment. For online courses, the disconnection can be even greater. Expectations like encouraging students to request daily formative assessments can help focus the resources of the students ("The Rise of Online Classes after COVID-19: Best Practices Based on Literature", 2020).

Low-budget and high-speed packages of internet.
Government agencies such as the Higher education commission and the telecommunication Authority of Pakistan (PTA) have ordered telecommunication companies to continue providing internet connectivity to all the students on low-budget and with high-speed packages (Khalid, 2020).

Principles for Online Classes
Bao (2020) conducted a study onCOVID-19 and online teaching in higher education: A case study of Peking University, in which she described five key points with a high-impact and which are essential for E-Learning.
(a) high correlation between online education design and learning for students (b) the successful distribution of instructional material online (c) sufficient assistance for the students by staff and teaching assistants (d) high-quality participation to improve student learning breadth and depth; (e) contingency plan to address unforeseen online education network accidents (Bao, 2020).

3.Methodology
The paper discussed various literature available on numerous sources. A review of the literature is an effective technique to produce scientific results to explain contextual-level evidence and focus on contexts so further study is required, a key element of the development of theoretical constructs, and following conceptual development (Snyder, 2019).It was a qualitative literaturebased study. Synder (2019) cited in Grant &Booth, (2009) who described Qualitative literature as a method for comparing qualitative research findings.

Sources for Data Collection
Data were collected from the literature available online. Different articles, papers, reports, blogs, newspaper reports as well as official reports and news were carried out into consideration for this study. The researcher mainly focused on the authentic data from 2019-20 related to Pakistan. Besides the researcher studies the literature available for the previous COVID and Emergency during 2000.Furthermore, the researchers carried out into consideration other available data from the website which was closely related to the effects and recommendations for the recovery of the lost.

Data Analysis
The thematic method was used for categorization of the main themes from the literature related to the views of the students and faculty and the role of HEC in the improvement of the online teaching-learning process in Pakistan. Findings and conclusions were drawn based on the themes that emerged from the qualitative systematic literature review.

4.Results of the Study
The following results are drawn based on the literature related to COVID-19 and the gains /loss of the faculty members and students. Furthermore, suggestions of the faculty members and students as well as the role of HEC in the improvement of the online learning system in Pakistan.

Individual Comebacks
• Enthusiastic to Make use of their resources. Faculty and the students' reports were found expectant. They were eager to make the use of their assets for the success of the online system which has been started due to COVID-19.

Scholastic Results
• Stay with the Education. Their reports were found passionate that they will endure with the education and no break will be transpired.

Professional Responses
• Contribution to the National Effort. Results were found brighter about their aspirations for the contribution to the National effort.

Theme II: Students individual and scholastic Confident retorts
• Online system is saving their time Students' reports were found that their time is not deteriorating and the online system is equivalent to them. Further, their reports found demanding that internet connection can facilitate them to save their time. In this mode, they can be graduated on time.
• Learning at Home The online system during COVID-19 was appreciated by the students and in their views, they might learn anything at home.

• Step forward/turning stone/learning from mistakes
Students statements were found more remarkable once they reported that through this system they can acquire from their mistake. as the use of technology is not a stress-free task. Moreover, internet connectivity, electricity problems can influence this learning.
There are altered apps which are using for different programs. Accordingly knowing about all the apps and formerly expending such apps for learning activities is a trial and error method.

• Satisfaction with the recorded lecture and instructions uploaded to the internet
Students results were found contented that individually and scholastically they are acquiring education from the uploaded resources. such uploaded materials can be viewed at any time.

• Students get their Teachers working Delightedly
This was found that students were blissful with their teachers working. They get their teachers to work delightedly for fluctuating their learning to an online system.

Theme III: Individual, scholastic and Professional loss of the Faculty
• Students were cut off from the University Faculty members testified that due to lack of internet equipment they found some students entirely cut-off from the university online classes.
• Distressed by the students Some faculty members as well as student reports were found discontented that the nonserious and undesirable attitude of some students has put them in tension. Such as making odd noises etc.
Theme IV: Individual, scholastic and professional loss of the students

• Lack of access to online equipment
The consequences of students lost were found unsatisfactory. Generally, students were from the zones wherever there was no internet access. Some students were facing the problems of the lack of smart mobile phones or computers/laptops for linking their online classes.

• Online system is insufficient for practical research
Student's descriptions were found attentive that the online system is not an adequate model for conducting practical research. Their reports additionally added that scientific research required lab work, as well as social science researchers, also demands for quantitative experimental work.

• Not fulfilling the needs of the fine arts students
Students from the departments of fine arts added that online classes are not suitable for printmaking, painting and drawing, etc.

• Lack of enthusiasm
Approximately student's reports were found unsatisfactory that due to the burden of work and home background they lack passion for fulfilling their online learning.

Theme V: Individual loss of the faculty and students
• Trapping in the building Faculty and student's results were found the same. Due to the outbreak of COVID-19, they were trapped in the building. Trapping was for safety measures but they lost individual gratification.

• Lack of excitement
Lack of excitement was reported on the part of the faculty members and students. Faculty member's reports were found that they are not expecting from the students to display their excitement. Moreover, students reported that environmental changes disturbed their excitement for learning.

• Lack of Mental well-being
Results were found that the faculty members and students agonized from anxiety and depression due to pandemic worldwide.

Theme VI: Capacity building and internet connectivity
Faculty members deliver their knowledgeable suggestions for the improvement of the online learning system. They added that capacity building of the faculty and management cadre is the foremost demand which can improve the online learning system. Likewise, they added that internet connectivity may also be taken into account.

Theme VII: Working together
Results found that the accomplishment of the online learning system depends on working together. They added that everybody must do their responsibility in an integrated way.

Theme VIII: Written Documents and uploaded Materials
Faculty members also suggested that written documents and uploaded material can help students who are facing an internet connectivity issue. • Issuing effective internet facilities for students so they can enjoy learning without disconnection.

Theme X: The Role of HEC
The following sub-themes were found on the part of the role of HEC for the improvement of the online system. achieved all the objectives based on the literature. Ten main themes were settled from the literature.
The faculty members and student's role was concluded as enthusiastic for frisking their role at individual, educational, and national levels. The main problems were found about the internet connectivity and internet equipment due to which they were found cut off from the universities.
Enthusiasm was not found due to environmental and home-related problems. The online system was found best for saving their time. Unity, internet connectivity, teacher's empathy, and setting learning goals were mainly suggested by the faculty members and students. The role of HEC was found the most outstanding.HEC provides every possible solution and equipment for the faculty and students. The study found more optimistic gains about faculty members, students, and HEC.

Recommendations
The students, faculty members, administration and the HEC are the main stakeholders to further strengthen the online education in HEIs. Despite of current COVID-19 situation, the quality of higher education should not be compromised. There are few recommendations based on this study: Firstly, HEC may implement their proposed policies with true sprits in all the educational institutions specifically located in relatively small cities. Secondly, Universities should make sure that faculty and students have sufficient digital resources to make their teaching learning smoothly.
Thirdly, more training is required for faculty for effective use of Information and communications technology (ICT) for quality online education. Fourthly, as some people have anxiety of using digital tools, therefore, moral support, encouragements and following humanistic attitude may be more relevant for making this process successful. In addition, proper teaching methods and strategies may be taken which may further provide guidance to handle individual differences during pandemic situations. Moreover, universities should provide online access to their library.
In this regard, a digital library is very effective approach. The six key components of online readiness discussed in this paper, should be rigorously checked and evaluated by experts. Finally, a follow up is more needed for the successful implantation of online teaching learning during closure of institutions.

Conclusion
This paper discussed the challenges and opportunities for faculty and students during the current pandemic situation by the sudden change of teaching and learning from on-campus to online. This paper explorer the role of HEC which is a regulatory body for HEIs in Pakistan, to implement the online learning effectively without compromising the quality of higher education in Pakistan. Finally this paper, proposed seven themes for efficient, quality and equal higher education to all students across Pakistan. Since this study was based on qualitative research paradigm, the future research may be conducted for large scale survey based questionnaire to get comprehensive data on how students and faculty perceive the online education. Furthermore, a survey type of research may be conducted to find out the more precise results from the prospective of faculty members and students. Moreover, a comparison of students' scores can be made between their on-campus and online learning. The future researcher can also develop a scale to measure online education readiness for students and faculty.


Design of College English Halving Classroom Teaching System Based on Big Data

With the development of big data and the continuous advancement of education informatization, the single lecture-based classroom teaching model no longer meets the development requirements of the society for the development of talent education and training. Under the environment of big data technology, how to innovate teaching models and talent training models becomes the focus of the current classroom teaching reform. This article aims to study the design of the college English bisection classroom teaching system based on big data. On the basis of introducing the bisection classroom, the basic theory of teaching system design and the design principles of the bisection classroom teaching system, the theoretical analysis and top-level design of the system login module and the teaching system that adaptively integrates teaching resources according to the status of college students are carried out. Finally, an experimental test of the college English split-class teaching system based on big data has been carried out. The test results show that the system can realize the core of system management, teaching resource release and dynamic configuration.

Introduction
The popularization of English is a testimony of the new era and a product of the process of internationalization. English is a necessary skill that qualified young people need to master [1][2]. In our country, English has become more and more important and has gradually become a second language. It has gradually penetrated into all stages of education in our country. The importance of English subject education is self-evident. How to purposefully make teaching methods full of interest and effectively improve students' English proficiency, develop listening, speaking, reading and writing skills, not only accomplish the goals of academic examinations, but also exercise students' ability to explore independently and master skills has attracted more and more attention [3][4]. However, the English teaching method under the test-taking background is inevitably not flexible enough. Many teachers only attach importance to the explanation of English content or grammar knowledge, and cannot adjust the classroom flexibly according to the situation of each student. In the traditional model, teachers dominate the classroom, ignoring that students should be used as classrooms. The status of the subject, the students' English experience, analytical ability and acquisition of skills are not paid attention, which makes students' interest in English learning and enthusiasm for further exploration of knowledge will be greatly reduced [5][6].
Based on the introduction of the basic theory of split-classroom, teaching system design and the design principles of split-class teaching system, this paper conducts theoretical analysis and top-level design of the system login module and the teaching system that adaptively integrates teaching resources according to the status of college students. Big Data College English has conducted an experimental test on the classroom teaching system. The test results show that the system can realize core functions such as system management, teaching resource release and dynamic configuration.

Divide the classroom
Facing the new situation of education and teaching in the information age, various elements of teaching are changing at any time, and the call for curriculum reform is becoming stronger and stronger. The emergence of split classroom teaching mode provides a new exploration method for classroom teaching reform. Splitting the classroom is the first analysis and put forward after the practice in the university classroom, through the adjustment of the core relationship between teaching and learning, the classroom teaching can realize the transformation from lecture-based teaching to teaching with equal emphasis on learning and teaching. In the bisection classroom, the teaching time is clearly divided into three links: lecture, internalization and absorption, and discussion, and it can also be adjusted flexibly according to the specific implementation situation. The core feature of the bisection classroom is the "delayed discussion", that is, the students will start the discussion after they think about the content of the teacher's teaching alone. The purpose is to cultivate students' independent learning habits in class, and at the same time, to internalize and absorb the teaching content of teachers to a certain extent before conducting group discussions to improve the effectiveness of classroom discussions [7][8].
On the one hand, the "division" in the dichotomy classroom teaching model refers to the halving of the teacher's lecture and the students' absorption of discussion time. The teaching time in the split classroom is relatively reduced, and the teacher's teaching content should be macroscopic and instructive, and highlight the meaning and value of the content, so that students can complete afterclass learning more effectively [9][10]. Another important aspect of "division" is the division of rights and responsibilities between teachers and students-the teachers and students in the division classroom have the control of teaching activities. The teacher decides what to say and how to say in the lecture link, and the students decide how to learn and what level of learning in the autonomous learning link. The class collectively decides how to discuss and what to discuss in the discussion link. The teacher decentralizes the power in this process and allows the students to undertake their own duties. Responsibility assumed [11][12]. Teachers and students in bipartite classrooms are a learning community. Teachers are more responsible for systematic main knowledge, while students are more 3 responsible for independent and individualized development. The final effect of teaching is jointly responsible for both teachers and students. The dual classroom teaching model aims to create a new classroom ecology of democracy, science, openness, equality, consultation, and cooperation by innovating the classroom teaching structure, and to train students to gradually move towards autonomous learning.

The basic theory of college english halving classroom teaching system design based on big data
(1) Constructivist Theory.
Constructivist teaching strategies generally include scaffolding teaching strategies, anchoring teaching strategies, random entry teaching strategies, self-feeding strategies and so on. The construction of meaning is an active process. The big data environment supports the creation of simulation scenarios. In the classroom teaching, teachers and students can jointly explore certain problems in a certain situation, exchange and question each other, and guide students to learn from their original experience. "Develop new experience, innovate in cognitive transfer, and learn to learn independently. When designing a teaching strategy for splitting classroom discussions, attention should be paid to the use of technologies such as the network and multi-device projection to enable the interaction between the learning community to occur at any time. In addition, students have abundant, open, and targeted resources through information technology in the process of internalization and absorption, and continue to construct themselves between the new and old knowledge to achieve personalized learning, which is helpful to the cultivation of innovative ability. Constructivism plays a macro guiding significance in the integration of the big data environment and the dichotomy classroom, and penetrates into all links of teaching activities.
The information environment provides the possibility for learners to master their own learning ability and continuously support the formation of personality. Students can use data analysis technology to master their own learning process, and make targeted internalization and absorption for the formulation of classroom teaching strategies. For example, the homework is presented in the form of multimedia in the teaching platform to form process data, which provides a basis for process evaluation: teachers can also find problems based on data analysis, analyze the reasons, and reflect on the adjustment of teaching methods. Among them, personal terminal equipment can be personalized in a big data environment. In the classroom, mobile phones can also become a field that supports learners' self-realization. Big data helps to achieve online and offline interconnection, sharing online and offline resources, teaching platforms and learning tools to connect different learning places (schools, homes, other off-campus places, etc.), so that formal learning and informal learning can be integrated.
Effective teaching focuses on whether students can connect systematic knowledge with their own original cognition in the learning process, so as to internalize and absorb them to form their own cognitive structure. Therefore, in the specific application of the classroom teaching strategy, we should help establish the connection between students and existing knowledge. On the one hand, create a situation based on the original knowledge, understand knowledge, and conduct targeted absorption. On the other hand, use peer interaction to expand knowledge, construct reflection.

Design principles of bisection classroom teaching system under big data environment
(1) Generative principle.
Classes that have not been preset are too divergent, and it is difficult to guarantee the completion of the basic teaching content, but the learning content is completely in accordance with the preset regulations, so that there is no room for students to explore, knowledge is still taught as a fixed content, and most of the students' cognition and understanding remain shallow level, it is difficult to meet the needs of big data for the cultivation of innovative talents. Moreover, in the specific teaching of sub-classes, teachers' prediction of the teaching process will change relative to the teaching activities, especially in the big data environment, there may be an impact on teaching due to equipment failures and other problems. Therefore, when formulating teaching strategies in a big data environment and split classrooms, it is necessary to pay attention to the dynamic aggregation of the teaching process, based on the principle of generativeness, and on the basis of the preset basic framework, allowing students to personalize absorption and expression, through collaboration and conversation, Students' initiative and creativity are brought into play reasonably.
Student development is a complex and long process. Teachers should combine the requirements of the logical framework of each discipline when guiding students to build their own, and arrange course content and teaching activities in accordance with the development of students' cognitive ability. The purpose is to gradually form rigorous logical thinking on the basis of knowledge through progressive teaching. Therefore, teachers should use reasonable teaching design to guide students to gradually and gradually complete the construction of knowledge meaning, and to enhance their independent learning ability, so as to inspire innovative thinking and improve on a good foundation.
The characteristic of the bisection classroom is the division of power and responsibility, which requires teachers and students to share responsibilities in the teaching process. In the big data environment, students have greater learning autonomy. Students should be able to clarify their selflearning responsibilities, manage and control their learning independently, and give full play to their learning initiative. Teachers, as guides and organizers, should pay attention to mobilizing their learning initiative, guiding them to consciously master scientific knowledge and the ability to analyze and solve problems in an information environment, so as to improve the quality of teaching more effectively. Therefore, in the big data environment, teachers need to pay attention to that they must be able to cultivate students' autonomy through reasonable instructional design so that they can move from passive learning to active learning, and can make full use of and integrate existing information resources to initiate, evaluate, and adjust your learning process.
(4) The principle of comprehensive development.
The principle of all-round development is to pay attention to the all-round, healthy, and individual development of students. The "Opinions on Accelerating the Construction of High-Level Undergraduate Education and Comprehensively Improving the Ability to Cultivate Talents" takes "promoting the all-round development of students" as one of the target principles for the construction of high-level undergraduate education. In the teaching process, teachers are guided to concentrate on cultivating people, pay attention to the physical and mental health of students, encourage students to study hard, establish patriotic, inspirational, truth-seeking, and practice ideological characters, and enhance students' sense of social responsibility, innovation spirit and practical ability.

Algorithm analysis
The bisection classroom teaching system based on big data needs to recommend teaching resources with moderate difficulty based on students' cognitive level. After receiving feedback from students, the teaching system transmits the data to the resource recommendation system. The recommendation system retrieves the best resources based on the feedback results and recommends them to student users.
Reasonable resource recommendation methods can be realized by using project response theory. When designing the system's adaptive test question bank, the system can evaluate students' cognitive level based on the ability value according to the test situation of the student. When the ability value is the largest, the amount of information is also the largest. The ability value evaluation results can be used to match the difficulty of resources, and the recommendation of teaching resources can be realized by comparing the difficulty of resources and the ability of students. The single-parameter project information function is: (2) θ k + 1 = θ k + ∆θ

System login module
The program flow chart of the system login module is shown in Figure 1. When logging in, the user enters the user name, password, selects the user identity information, and clicks to log in. If the password is incorrect, it will return to the login page. If the password is correct, confirm whether you are an administrator. If you are an administrator, you will be redirected to the administrator page to log in successfully. If you are not an administrator, you will be redirected to the student or teacher page to log in successfully. After successfully logging in, you can manage your own learning and problems.

Adaptive organization of learning resources
The learner randomly selects and tests the system to understand the learner's mastery of the knowledge points. Through the test results to evaluate the learner's ability, it can be considered that the evaluation value of the learner's ability can be estimated. According to the results of the system evaluation, suitable learning materials for learners are recommended, so that the learners' abilities can be further improved. In the existing experiment, the researcher tracked and recorded the learning situation of a learner, as shown in Figure 2 is the relationship between the change of the ability value and the material recommendation during the learning process. From the perspective of the development and change of the learner's ability, the system can improve the learning efficiency and cognitive ability of the learner, and it can be considered that the construction and organization of the learning materials by the system can adapt to the trend of the development and progress of the learner's ability.
From the curve diagram of student ability and material difficulty, it can be found that the lower the student's ability, the simpler the learning materials the system will recommend to learners. When the student's ability value increases, the difficulty of the learning resources recommended to the learner by the system also increases.

System implementation
The system server parameters are configured by installing IS components, and the core database of the network teaching system is constructed with Windows sQL server 2008 software. In the terminal browser, system users only need to enter the address of the server to access the Internet teaching system and use various services provided in the system. Compared with the traditional network teaching system that requires additional plug-ins such as the client, the function realization process More convenient and faster.

System function test
The purpose of testing the network teaching system based on big data is to verify the feasibility of the system's various functions and the stability of operation. In the process of system verification, the various functions of the system are verified by writing test cases.
As an indispensable link, testing occupies more than 70% of a software life cycle, indicating that testing is essential in the entire process of software development, and software testing fully reflects the reliability of software. Through the test link, find out the errors that have been ignored in the software development process. In all aspects of the software development process, the system must be tested periodically to find problems in time and repair them immediately.
First of all, unit testing is required, that is, to test whether the various components of the system are complete. This step is a test of the most basic module, which is generally done by the programmer independently of the tester during the system development process. The complete test process needs to be completed by checking the grammar of the software source code, discovering data anomalies, and detecting the basic algorithm of the program. Here, a test case needs to be constructed and imported (2) Test case design.
Take the login module of the multimedia network teaching system as an example to illustrate how to use orthogonal design test technology to upgrade to effective test cases. According to the orthogonal method, effective test cases can be generated and the number of use cases can be reduced. The test example is shown in Table 1: 2) Next, determine the value range of the factor. According to the requirements specification, the set of values are: Username: is a character field, and its length is [5,10], student is a legal user password: a character field, and its length is [5,10], 123456 is the initial password of the legal user student 3) Determine the level of each factor. The two fields of "username" and "password" are entered by the user using the keyboard. For this type of factor, different software testing techniques should be used, such as dividing equivalence classes to determine the level of the factor. The factor levels determined in this example are as follows: Username: 1. Empty (illegal input) 2.qwerty (legal input, illegal password) 3.student (legal input, legal user) 4.qwertyuiopasd (illegal input, overlength) (3) Test conclusion.
After testing and evaluating all aspects of the bipartite classroom teaching system based on big data, it can be considered that the system runs stably, with complete functions, clear interfaces, meeting demands, and achieving the goal of system design.

Conclusion
The learning process of classroom professors and students is originally an interlocking and closely connected process. The teacher in the classroom is the leader of the classroom, the control of the class process, the design of the teaching link, and the overall class from the overall situation to the detailed arrangement are particularly important. Important, this process is also a concentrated manifestation of teachers' professional knowledge, professional abilities and professional attitudes under the new curriculum standards. The performance of teachers' professional literacy is also the basis for the effectiveness of the classroom. The bisection classroom model takes students as the main body of learning, and completes the transformation from traditional classrooms to modern classrooms under quality education. As an important participant in the learning process, students' independent learning ability, summarizing ability, active performance in the classroom, and good learning habits will not only affect their own learning results, but also affect others. Therefore, The process of improving students' abilities is also a process of more accurate knowledge absorption and skill mastery.


Intercultural Topics in the Indonesian English Language Teaching Classroom: Contextualizing Local and Neutral Cultures to Target and Global Cultures

Recently, there has been a phenomenon of reclaiming cultures other than those of the target language in English language teaching (ELT). This qualitative research explores intercultural topics in Indonesian ELT classrooms that are shown along with the target and global cultures. The research involves four English teachers from two Indonesian universities who have intercultural experience studying in universities overseas. Data were collected through observational fieldnotes, interview guides, audio recordings, and compilation of documents. The study reveals that local and neutral culture topics have functioned as templates to contextualize target and global cultures in Indonesian ELT classrooms in order to develop students’ intercultural awareness of local, target, and global cultures.

Introduction
A globalized world has geared many scholars to explore intercultural competence (ICC) and its expression in intercultural communication. ICC acknowledges the ability to interact effectively and appropriately with people from other cultures (Byram 1997, Bennett 2008, Lustig & Koester 2006). Byram's ICC definition comprises five elements: attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical awareness. These dimensions support appropriate interaction in a variety of cultural contexts. Lustig and Koester describe ICC as requiring knowledge, motivation, skills in verbal and nonverbal communication, and appropriate and effective behaviors. Arasaratnam and Doerfel (2005) claim there are five qualities of being interculturally competent speakers: empathy, intercultural experience/training, motivation, global attitude, and ability to listen well in conversation. To cope with the crucial demand to be successful in intercultural communication, language education must take teaching culture into account.
Teaching culture has been an inseparable part of second language teaching/learning and has remained the important issue in language education (Kramsh 2013). In English language teaching (ELT), cultural representations are grounded in textbooks and related references. The cultural content of ELT textbooks becomes one of the cornerstones for introducing learners to other cultures. Baker (2011) argues that exploration of language-learning materials functions to evaluate cultural images and descriptions in local textbooks and images of other cultures both in local and imported ELT textbooks. Regarding teaching cultural content in ELT, whose culture should be predominantly taught: the culture of target language (L2), the language learners' home the culture, or a global culture? Should these cultures be taught equally?
English teachers are often not aware that most ELT materials are not presented in any neutral or value-free way. As Cunningsworth writes (1995: 90), "course books will directly or indirectly communicate sets of social and cultural values which are inherent in their makeup". Most current English-as-foreign-language (EFL) or English-as-second-language (ESL) textbooks expose features of native-speakers' Anglo-American cultures, since they do not offer equally representative contents of cultural values from myriad cultures (Tseng 2002, Yuen 2011. Shin, Eslami, and Chen (2011) argue that different voices and cultural perspectives need to be accommodated in ELT textbooks to enable language learners to figure out the diversity of cultural values and perspectives. Such ideas have previously been proposed by Widdowson (1998), who asserts that instructional materials and activities should provide examples of appropriate native and non-native speaker discourse/interactions. Discourses with exclusively Anglo-American content are irrelevant for many language learners for use in authentic settings.
To adopt a globalizing perspective, English teachers should rethink their teaching methods to place equal value on non-native and native speakers' cultural dimensions. There is a particular challenge given the status of English as an international language: a lingua franca. Language teachers must pay serious concern to the main goals of second language cultural learning: global cultural consciousness and intercultural citizenship (Byram 2011, Kumaravadivelu 2008. The strategy that has been used to reduce the dominance of US and British culture in English-teaching materials is to shift the focus away from an Anglo-American perspective to local and global cultures: "reclaiming the local and global" (Garcia 2005, Nault 2006, Rubdy 2009, Shin Eslami & Chen 2011, Ali & Walker 2014, Mambu 2014, Raquitico 2014, Rai & Deng 2014, Su 2014, Forman 2014, Tajeddin & Teimournezhad 2014. ELT materials should contain local and international contexts both familiar and relevant to language learners' lives to help them develop intercultural communicative competence (ICC). Many researchers advocate reclaiming local and global cultures. Rai and Deng (2014) explore the "glocalisation" of ELT in the Chinese context by relating local situations with global awareness and analyzing sample learning materials. Su (2014) evaluates linguistic and cultural issues around the status of English as a lingua franca and the wider issue of intercultural understanding in Taiwan's high-school-level EFL textbooks. Su reports that the textbooks generally legitimate the hegemony of American and British English as the standard or only acceptable varieties of the language. Forman's (2014) study of an EFL textbook in use at a Thai university reveals that the textbook proved misleading in its cultural assumptions and discourses. It was chosen due to local teachers' assumptions about the prestige of foreign publications written by native speakers that present authoritative and attractive cultural information. Tajeddin and Teimournezhad (2014) explore the hidden agenda behind the representation of culture in international and localized ELT textbooks. Their content analysis shows that most of the cultural content represented in the localized ELT textbooks was neutral: i.e., not dominated by a particular culture.
Similar studies advocating the idea of reclaiming the local have been conducted. Shin and colleagues (2011) analyze the cultural content of seven series of internationally distributed ELT textbooks and find that even though cultural aspects are diverse in each series, still inner-circle cultural content dominates most of them. Raquitico (2014) conducted a study in the Philippines to aid in the ongoing writing of new K-12 English textbooks and showed that inclusion of non-native English literary texts in high-school English textbooks can address essential goals. Ali and Walker (2014) argue that in the context of teaching English to speakers of other languages (TESOL), the target language (TL) culture cannot be ignored; ideally, both TL culture and the language learners' home culture should be included so that the learners' ICC can develop. Mambu's (2014) study problematizes the cultural hegemony associated with ELT materials in Indonesian EFL settings and attempts to encourage locally published materials based on current practices gleaned from the ELT literature and the researchers' own observations. Garcia (2005) analyzes intercultural issues in ELT textbooks in which the English-speaking communities described in the textbooks are a constituent element in their design. Textbooks that aim to promote intercultural analysis and reflection benefit from an explicit focus on that and not exclusively on the culture of primarily English-speaking communities.
To fill the gaps in reclaiming local, global and neutral culture topics in ELT materials, the present study examines (1) how local culture topics are contextualized into target and global cultures in Indonesian ELT classrooms and (2) how neutral culture topics are contextualized into local, target, and global cultures in those classrooms. Investigation of intercultural topics in these classrooms shows how such juxtaposition of local and neutral culture topics to target and global cultures provides more intercultural topics for discussion.

Research method 2.1 Research design
This research has been approached from a predominantly qualitative perspective as a phenomenological study with a lot of fieldwork activities. The study focused on investigation of intercultural topics covered by English teachers in their ELT classrooms. It explored how teachers identified as interculturally competent English teachers contextualized various culture layerslocal, target, and global culturesinto their ELT materials.
Research consisted of fieldwork carried out in two stages: (1) a pilot study identifying interculturally competent English teachers by (a) distributing the Intercultural Competence Profile (ICP) questionnaire to teachers and the Evaluation of Teaching Competencies questionnaire to their students, (b) profiling interculturally competent English teachers, and (c) conducting preliminary examination of the ELT materials; (2) the primary fieldwork including observing, audio-recording English teachers' teaching, interviewing English teachers, and collecting relevant documentation.

Research settings and participants
This research explored intercultural topics presented by English teachers in ELT classrooms. The research was conducted in two public universities in Indonesia over approximately five months. The four teachers who were involved in this study were selected based on results of completing the ICP questionnaire designed particularly for English teachers. The questionnaire was used to assess the teachers' ICC revealing personal choices made when resolving intercultural issues in the ELT classroom. The selected teachers had very high levels of ICC. They were likewise identified as having good teaching competence in their classrooms. Their students completed the ETC questionnaire. The final selection criterion proceeded from profiling the teachers in terms of length of teaching experience, educational time spent abroad, participation in international academic forums or other activities supporting their ICC development, such as local, national or international seminars or short courses (Baker 2011;Trede, Bowles & Bridges 2013;Dervin 2014).
The preliminary classroom observations made in the pilot study can be taken as justification that the teachers properly contextualized ELT topics and materials along intercultural dimensions. Teachers' intercultural experience is of critical importance for ensuring the content quality of intercultural lessons (Göbel & Helmke 2010;Hismanoglu 2011;Paika et al. 2015). Teachers' intercultural experience influences their teaching performance and this impacts students' intercultural learning outcomes. Hismanoglu (2011) writes that the language teacher can foster students' intercultural communicative awareness by having them watch videos of authentic interaction as well as feature films. Alptekin writes (2002:63) that "successful bilinguals with intercultural insights and knowledge should serve as pedagogic models in English as an International Language (EIL) rather than the monolingual native speaker". The presence of teachers with intercultural experience fosters intercultural teaching which then helps develop students' intercultural competence.

Data collection and analysis
As said, this study used observational field notes, structured interviews, audio transcripts, and other documentation. For a summary of data see Table 1. Teacher 1 eight sets of observational field notes, one structured interview, four audio transcripts, one summary of ELT materials and topics from eight meetings Teacher 2 eight sets of observational field notes, one structured interview, three audio transcripts, one summary of ELT materials and topics from eight meetings Teacher 3 eight sets of observational field notes, one structured interview, four audio transcripts, one summary of ELT materials and topics from eight meetings Teacher 4 seven sets of observational field notes, one structured interview, two audio transcripts, one summary of ELT materials and topics from seven meetings The collected data were organized and analyzed, starting from the details and working up to a general picture of the cultural layers in the surveyed classrooms. Data analysis focused on identification of the layers of intercultural topics in ELT. The target framework of ELT topics covered both local culture topics and neutral culture topics not predominantly referring to a specific culture. The two cultural layers were contextualized into native speakers' culture and global culture, as presented by the Indonesian teachers in their EFL context. The aim of using multiple sources and levels of data from micro to macro led to a "thick description" (Geertz, 1973) of phenomena to consider the data's trustworthiness (Lincoln & Guba, 1985), as required in conducting qualitative research. To do this, two approaches typically used in qualitative research were employed: triangulation and member checking. Triangulation is the process of corroborating evidence from multiple individuals (in this case, the English teachers and their students), types of data (observational field notes, audio tapes of lessons and interviews with the participants), and methods of data collection (interviews vs. other forms of documentation). Member checking means taking the findings back to participants (in this case, the English teachers) and asking them (in writing or via interview) about the findings' accuracy.

Results
There has been a paradigm shift in ELT teaching and a new orientation toward teaching English. The English teachers in this study realized the importance of placing equal value on local, target and global cultural knowledge. Figure 1 shows some of the cultural layers identified. It shows how the teachers developed and explored ELT topics within these layers. Teacher T1 considered that ELT materials should not be given or dominated by the Englishspeaking countries. He signaled that the globalized world required English teachers to rethink the materials they used in the ELT classroom. Teacher T4 gave a more elaborate justification for his attempt to present many cultures in his ELT context. So, what I have done so far is to expose them to different cultural aspects, Indonesian culture aspects, American culture aspects, Western culture aspects and I am not trying to give some kinds of judgment of this particular cultural aspect is better than the other one. What we seek is actually you know finding the common thing between two different cultures.
The teacher stated that he had exposed the students to different cultural topics. That said, he did not advocate any particular values or cultures. He just considered that it was very important to present and discuss cultural aspects: Indonesian, American, Western. Most importantly, he felt that he held no stereotypical views of or passed judgment on any particular aspects of culture. He intended to guide students to seek the common elements between cultures; obviously, this is the core idea of intercultural teaching.
All the teachers discussed their students' home (local) cultures as part of their ELT teaching. Table 2 shows how cultural dimensions of local, target and global cultures relate and can be incorporated into one particular ELT topic. The ELT topic "unregistered marriage" belongs to the students' Indonesian culture. An unregistered marriage is an informal marriage type since it is not registered in the department of religious affairs. The student presenters discussed issues related to the topic by presenting descriptive and supportive ideas: why people commit to such marriages and what are their advantages and downsides, including problems related to issue of birth certificates, marriage certificates, and family registration forms. In the end, the presenters concluded that couples must seek legal marriage status through a religious court or the department of religious affairs.
The teacher then problematized the topic by citing the Qur'an verse that men may marry up to four women under certain conditions. He questioned the students why the government nevertheless restricts the number of women that men can marry. He wanted to see the students' insights pertaining to the Indonesian government's regulation of marriage. Discussion then proceeded to the terms "Islamic country" and "Muslim country" in relation to practice of polygamy.

T2:
Okay now! What is the different between an Islamic country and a Muslim country? What is our country? Is it an Islamic country or a Muslim country? Why? S1: A Muslim country because most Indonesian people are Muslims. T2: That's right! Islamic country? An Islamic country is a country that the constitution is based on Islam…. A Muslim country is a country where most of the populations are Muslims, that's it! Having discussed the terms "Islamic country" and "Muslim country", the students finally knew that since Indonesia is not an Islamic country, so polygamy is not endorsed by the government. The teacher highlighted the issue of marriage legacy in Islamic religion by citing the hadith, where it says laa nikaaha illa bi waaliyyin: "no marriage legacy without an authoritative man who represents the bride in pronouncing the wedding declaration" (Husaini, 1990: 48).
Discussion proceeded further to difference between Muslim and non-Muslim marriage procedures. The teacher asked Muslim and non-Muslim students in his class to give more information about marriage procedures in Muslim and Christian cultures that represent shared common practices in Indonesia and around the world. The students enthusiastically exchanged information about their own marriage systems and questioned each other. In conclusion, an aspect of the students' local culture was first discussed in the Indonesian context then contextualized into other cultural contexts.
The teacher jotted down words from the discussion: in particular, errors that they made. He wrote the words "marriage", "marry", "married" on the board and explained the different use of the words by giving correct English sentences. He corrected students' mispronounced words and helped them to pronounce the words well. He translated the phrase kawin siri to "unregistered marriage" instead of what the students had used: "hidden marriage".
Overall, the four teachers shared common practices in contextualizing ELT topics by starting from the local culture and proceeding to target and global cultures. Either implicitly or explicitly, they expressed opinions in the interviews why they did this. By introducing local cultural topics, the teachers helped their students be aware of their own culture. Local cultural topics could then function to bridge students' understanding of target and global cultures, since the students had established knowledge of "self" before turning to "others" (Byram 1997). Dalib and colleagues (2019) write that enhancement of "self" and "other" awareness in combination with interlingual communication strategies is crucial to fostering intercultural communication.
The teachers also presented neutral cultural topics not predominantly referring to or advocating a specific culture. The neutral topics were developed and contextualized into other, related topics of the students' home culture, target culture and global culture. An ELT neutral topic and its development can be seen in Table 3. The teacher assigned the neutral topic "foods". The first subtopic covered "food" vs. "cuisine" in relation to human civilizations (from hunters-gatherers to present) and ancient civilizations. The terms "food" and "cuisine" were defined: food as as a matter of human need and cuisine as a product of culture. The student presenters mentioned other subtopics like fasting, edible vs inedible food, and halal (permissible food) vs. haram (impermissible food). These were discussed along with examples from different cultures and such things as table manners. Comparison was made of Western, African, Indonesian, and Chinese food events, with examples. Fast food was discussed as a multi-billion-dollar industry. The teacher shared from his own experience. The English teacher said that American business food such as McDonald's varied according to local culture. He extended the topic "foods" by tracing a line to the ancient civilizations of Egypt, Hindustan, and Euphrates. He explained one of the fundamental reasons why Western countries colonized the East: because of food.
T3: I think I have explained why?... European countries colonized Eastern countries in order to get foods. They could not actually produce the food themselves... spices! Spices! Dutch came to Indonesia to get some spices, right! Spices became very rare, expansive and expected commodity at that time. And they came to our country….
The teacher talked about how food symbolizes the culture of societies: for example, Sajen (a food sacrifice) in Indonesian Javanese culture. He recalled his knowledge about how food in Indian culture relates to the caste system: each caste eats its own kinds of food and the Brahmans do not eat meat.
The teacher talked about globalization vs. localization of food. He talked about Malang and Jogjakarta foods. He talked about how groups of people get stereotyped for what they eat. He discussed so-called glocalization in the case of the Burger Butho found in Malang City.
The teachers realized that neutral cultural topics could be developed and contextualized into their ELT materials. Cultural aspects from the students' home culture, the target culture and the global culture could be grounded in cultural facts that enriched students' horizons on cultural diversity and contributed to their ICC development. Such competence is crucial for students to understand more complex and wider communication issues and achieve successful interactions in the globalized world.

Discussion
The teachers all incorporated the students' home Indonesian culture into their ELT classrooms. In the interviews, the teachers agreed that, by introducing local cultural topics, they facilitated their students' awareness of their own culture the better to contextualize aspects of their culture toward understanding other cultures. The students discussed the assigned topics from a grounding in their local culture. This is in accordance with the idea of "reclaiming the local" as a strategy to reduce the dominance of US and British culture in ELT materials by shifting the focus to local cultures (Nault 2006, Rubdy 2009, Ali & Walker 2014. That said, such a local-content approach poses challenges. McKay (2004) investigated ELT texts from Morocco, Chile and Japan; they found that many publications fail to reduce Western cultural dominance even as they link English to the local culture. Another challenge is that students may have little chance to learn about other countries' cultures. Still, focusing on local cultural issues gives students excitement to learn in relation to already familiar topics. When students meet people from other countries and talk about culture, they can more easily promote their home culture.
From the interviews, it was clear that the reasons the teachers agreed on such a new teaching orientation was due to their understanding of global imperatives, the need of defining students' own cultural identity, and the role of their own intercultural awareness. This aligns with Kirkpatrick's (2006) line of argumentation. Teachers must possess pedagogical knowledge and skills, have the ability to evaluate teaching methods, and be able to adapt their teaching styles and methods to suit the needs of different contexts and cultures. Teachers must be able to evaluate whether teaching materials promote a certain culture or not. Cheng (2012) writes that contemporary pedagogical practice has two responsibilities: it should reflect the interconnected world, and it should reflect local contexts and needs, of students and teachers.
An argument can be made for including non-native-English literature in the EFL/ESL classroom by pointing out that English-language literature does not only come from Britain or America; obviously, there are works in English by South Asian authors. Kachru (1999) argues that such texts are resources for providing cross-cultural explanations of how English can be and is redefined in non-Western contexts and how language and culture are interrelated.
The Indonesian English teachers also presented culturally neutral topics in their classrooms. The neutral topics were developed and contextualized into related topics of the students' culture, the target culture and global culture. The teachers in this study presented such neutral topics as "cloth", "foods", "advertisements", "social media", "friendship" and "scholarship".
Such findings can be compared to Ke's (2012) conclusion that intercultural lessons have increased steadily through the years and appear likely to become the main focus of English lessons in the future. The topics covered in textbook lessons changed from literature and morality to things like scientific texts. The subtext "idealized model of society" subtext hidden in Taiwan's high-school English textbooks gradually shifted from that of American society to that of the world. Byram and colleagues (2002) suggest that choice of topics should be partly determined by learners' existing perceptions of other countries and cultures, not by some predetermined syllabus that is supposed to represent the "correct" view of another country. In addition to supporting the promotion of neutral cultural topics as highlighted in this study, Byram and colleagues argue that there is no language curriculum that could or should be transposed directly from one national curriculum system to another. Ideally, the curriculum should be set from within the local educational system; in particular, it should not reflect the intentions of one or more of the target cultures. Ke (2012) argues that if English is also used to teach social studies and other humanity subjects, especially world history and geography, students can learn about other cultures through English; meanwhile, English textbooks can put more emphasis on intercultural competence and awareness, which are not about any one or another specific culture. Su (2014) writes that, because English is used globally to communicate across ethnic groups, religions, and linguistic and cultural backgrounds, EFL curriculum should not promote Anglo-American or British norms and life experiences to the exclusion of others. Nault (2006: 314) writes that "ELT professionals should do more to design and... select teaching materials that are international and inclusive in scope".
ICC-based learning helps students understand more complex communications so as to be successful in the globalized world. To cope with such demands, teachers must select textbooks containing the appropriate intercultural and international cultural topics. Carlson (1989) writes that students' development and their attainment of learning goals in their ELT classrooms can gradually increase their analytical skills and understanding of cultural or ethnic diversity. Weninger and Kiss (2013: 696) claim that ELT textbooks have a pivotal role to play as facilitator with a chief responsibility to "promote the development of a reflexive, open, and globally aware language learner".

Conclusions
This study identified intercultural topics in Indonesian ELT classrooms whereby local (Indonesian) and neutral cultural topics have functioned as templates to contextualize target and global cultures. The presentation of local cultural topics helps build students' intercultural awareness, which in turn helps them understand the target and global cultures; neutral topics can be used to develop students' understanding of local, target and global cultures.
The presentation of intercultural topics in Indonesian ELT classrooms obviously comes with variations. The cultural layers revealed in the ELT topics surveyed in our study were in accordance with the required ICC teaching focus in global English teaching nowadays. Reclaiming local and neutral cultural topics in ELT results in challenges and recommendations for future researchers and English teachers. For future research, the pivotal question that needs to be addressed is how to treat these culture layers appropriately; which should have more emphasis in taking a global English-teaching perspective. This study suggests that English teachers should explore what topics are crucial to present in their ELT classrooms to accelerate students' intercultural awareness and ICC development.