Relevant bibliographies by topics / Islamic Indonesian EFL educators

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Conference papers

Academic literature on the topic 'Islamic Indonesian EFL educators'

Author: Grafiati
Published: 10 January 2023
Last updated: 29 January 2023

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Journal articles on the topic "Islamic Indonesian EFL educators"

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Anggarini, Ida Fitri. "Insertion the Values of Religious Moderation on Indonesian EFL Class." Journal of English Language Teaching and Learning (JETLE) 4, no. 1 (November 4, 2022): 1–10. http://dx.doi.org/10.18860/jetle.v4i1.17744.

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English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.
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Masitoh, Fitriatul, and Sufirmansyah Sufirmansyah. "Google Classroom Application in Blended Learning: Indonesian EFL Learners’ Perception." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 4, no. 1 (March 31, 2022): 1. http://dx.doi.org/10.32503/edulink.v4i1.2378.

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Teaching English in the 21st century means that teachers are responsible for more than just teaching the subject; they are also responsible for guiding and monitoring their students as they develop and apply the 21st century skills. At this stage, both teachers and students must adapt to new technology in order to ensure the highest possible quality of teaching and learning in an offline, online, or blended classroom. The use of educational platforms, e.g. Google Classroom, enables educators to adhere to the standards for 21st-century classroom practices. The purpose of this study is to explore EFL students' perceptions on the use of Google Classroom in blended learning. We used a survey research design with a closed-ended questionnaire. The respondents were 106 EFL students from the English Language Education Department of the State Islamic Institute of Kediri. The findings indicate that the EFL learners mainly perceived positively towards Google Classroom's attributes including its usefulness, convenience of use, ease of learning, and user satisfaction when it is used in blended learning. In summary, this research adds to the body of knowledge regarding the potential of Google Classroom in blended learning.
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Pitaloka, Nova Lingga, Hesti Wahyuni Anggraini, and Armilia Sari. "Learning English through Social Media: Experiences of EFL Student Teachers at One Islamic University in Indonesia." Ta'dib: Jurnal Pendidikan Islam 26, no. 1 (June 26, 2021): 1–14. http://dx.doi.org/10.19109/td.v26i1.7042.

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Social media use in learning English offers unlimited benefits for English learners as it allows collaboration, communication, and resource sharing among its users. However, there has been little information on EFL student teachers’ lived experiences of using social media for learning English, especially in Islamic University in Indonesia. The aim of this study was to delve EFL student teachers‘ perceived experiences of using social media for learning English. This study employed qualitative inquiry, especially phenomenology. There were 10 pre-service EFL student teachers who voluntarily became participants of the study which were recruited by using purposive sampling. Data collection used interview and documentation. The collected data were analyzed qualitatively with several steps, namely preparing and organizing the data for analysis, exploring and coding the data, building description and themes, representing and reporting qualitative findings, interpreting the findings, and validating the accuracy of the findings. The findings showed that students employed some ways of learning English through social media. This study also provides some implications for future research, students, and educators.
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Anggarini, Ida Fitri, Amanda Cyntia Afifatuz Zahro Azzahwa, Cacha Andana Dea Setyawan, Muhammad Tibyan Rofiqul A'la, Alfi Lailatul Maghfiroh, and Rahma Henis Eka Putri. "Integrative Learning in Islamic Indonesian EFL Classroom: Challenges and Opportunities." Journal of English Teaching and Learning Issues 5, no. 2 (December 30, 2022): 147. http://dx.doi.org/10.21043/jetli.v5i2.17091.

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Nowadays, several education approaches exist in this smart society 5.0 era, specifically in English language teaching. One of them is the integrative learning approach which means the process of making connections among concepts, experiences, and subjects. This study aimed to explore the integrative learning approach, challenges, and opportunities in Indonesian Islamic EFL classes. This study was held in a research class at Islamic Senior High School in Malang. This qualitative field research used observation, in-depth interviews, and documentation to collect primary data from five EFL students and one EFL teacher. The result shows that an integrative learning approach is needed; this class integrates both EFL and Islamic values because they must implement the values of Islam in their daily life. In addition, some of the challenges include difficulty translating from Arabic to English, pronunciation, and soon. On the other hand, this class also found that tajweed makes it easier to read English text by comparing maharijul huruf and its phonology. Also, mastering this integrative class makes it easier to find Islamic literature in the English language. Thus, this study significantly gave EFL teachers insights into implementing the integration between English language skills and Islamic teaching in the EFL classroom.
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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.

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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
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Wijaya, Kristian. "The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts." Acuity: Journal of English Language Pedagogy, Literature and Culture 6, no. 2 (May 10, 2021): 107–17. http://dx.doi.org/10.35974/acuity.v6i2.2482.

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Abstract Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels. Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts
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Ahmadi and Eri Kurniawan. "TEACHERS’ QUESTIONS IN INDONESIAN EFL CLASSROOM." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 1 (August 16, 2020): 1–11. http://dx.doi.org/10.32505/jl3t.v6i1.1355.

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Despite the abundant advantages of teacher's questions, teachers still do not gain any benefits from them as they face many challenges in posing them. However, teachers who pose questions as a part of the teaching-learning strategy in the class may gain different outputs. A descriptive qualitative study is carried out to find out the types of questions that dominantly posed by a teacher in the intensive listening course at an institute of Islamic studies in Ponorogo. A lecturer and her class took part as participants on the study. Class observations, videotape observation, and interviews were utilized to gather the data. The revised Bloom’s taxonomy process verbs, assessment and questioning strategies was employed to analyze the data. The finding shows that the lecturer spent 73.8 percent of her questions on remembering, 17.8 percent on the understanding level, 5.9 percent on analyzing, and 2.9 percent on the evaluating level. It indicates that her questions were dominated by a low level of thinking skill.
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Khobli Arofad, Nadjma Laynufaria Almas, Ahmad Mushofihin, and Veny Widiyanti Putri. "Penerapan Nilai-nilai Keislaman dan Keindonesiaan di Sekolah Indonesia Den Haag (SIDH) Sebagai Pilar Pendidikan Karakter Islam." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 10, no. 3 (January 11, 2021): 300–314. http://dx.doi.org/10.33367/ji.v10i3.1466.

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This study aims to describe how the application of Islamic and Indonesian values in the Hague Indonesian School (SIDH) as a pillar of Islamic character education. The method used in this research is to use qualitative approach, using descriptive type. The results showed that the application of Islamic and Indonesian values in the Hague Indonesian School (SIDH) was applied through learning activities, not only that, but also through other activities in the institution. These values can run of course with the help of educators or schools who are very enthusiastic in strengthening Islamic character education, especially in the Netherlands and Europe. With the Islamic and Indonesian values, it can make the character attached to the students in The Hague Indonesian School (SIDH).
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Wijaya, Kristian Florensio. "EXPLORING INDONESIAN EFL TEACHERS’ PERSPECTIVES ON THEIR SELF-REGULATION." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 1 (January 25, 2022): 93–107. http://dx.doi.org/10.24071/ijiet.v6i1.3576.

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AbstractThe quality of ELT enterprises is strongly determined by its teachers’ dedication and commitment to imparting meritorious educational outcomes for diverse learners. One of the affective EFL teachers’ aspects that should be paid more exhaustive attention to is self-regulation. It is theoretically grounded that highly self-regulated EFL teachers are the individuals exceptionally eager to confront various teaching-learning obstructions. This present qualitative study was conducted in the support of narrative inquiry to obtain more renewable rewarding insights from the targeted research participants based on their recited stories. To fulfill this research objectivity, 5 open-ended written narrative interview questions were addressed to 2 invited Indonesian EFL teachers experiencing quite long-range teaching experiences. The results showcased that highly self-regulated Indonesian EFL teachers had transfigured into more innovative learning facilitators and professional educators. Thus, it can be inferred that self-regulation fully allowed Indonesian EFL teachers to be more judicious decision-makers and supportive learning counselors. Some suggestions were also depicted in the closing section. Keywords: Self-regulation; EFL teachers’ perspectives; narrative inquiry
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Yulia, Made Frida, and Ali Saukah. "Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study." Jurnal Ilmu Pendidikan 27, no. 2 (December 24, 2021): 73. http://dx.doi.org/10.17977/um048v27i2p73-80.

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Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers.
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Dissertations / Theses on the topic "Islamic Indonesian EFL educators"

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Suyono, Suyono. "Investigating Intercultural Communication among Islamic Indonesian Tertiary English Foreign Language Educators." Thesis, 2021. https://vuir.vu.edu.au/42806/.

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Communication across cultures often takes place within asymmetric power relations where knowing self and others is pivotal for advancing communication practices. When using English in an Islamic environment, Islamic Indonesian English foreign language (EFL) educators are underrepresented, and their minority status is even more evident when living in English speaking countries. While studies on underrepresented groups have been numerous, there is a paucity of studies on how Islamic Indonesian EFL educators engage in English where they are situated as co-cultural or minoritized group members. This study thus examines the English communicative practices adopted by the educators who have studied abroad, those who studied abroad and returned to Indonesia and those who have not experienced abroad. Drawing on Co-Cultural Theory (CCT) proposed by Orbe (1998) for its framework, this study examines communication practices adopted by the educators in communication within and beyond their group members. Grounded in the lived experiences of Islamic Indonesian EFL educators, this study works within a constructivist/interpretive world view, employing a qualitative narrative methodology for data collection. Participants provided written records of critical incidents, followed by interviews. The data were analysed and interpreted using co-cultural theory as the overall framework, with thematic analysis of narratives. The findings of the study reveal that all groups shared similar interplay of issues taken into consideration when engaging in intercultural communication, including experience, contexts, anticipation of cost and reward, communicative orientation, and the ability to carry out selected practices. Yet, due to their wider experience of interacting with English interlocutors, those who had overseas experience show a wider repertoire underpinning their practice selection, particularly around faith-embedded practices such as Christmas wishes, halal food, or hijab observance. This study also identifies the emergence of an Islamic frame of reference which is constantly attended to by all groups of EFL educators when scrutinizing co-cultural communication. The findings also show diverse communicative practices adopted by the educators in situations that signify asymmetric power relations, in line with other studies where assimilation, accommodation and separation strategies are adopted. Assimilation largely occurs in settings involving mundane matters, such as verbal greetings, wishes, and terms of address. Accommodation is achieved through negotiation, blending English and Islamic perspectives around expressions of future reference, verbal greetings, exchanges of compliments, and wishes. The separation orientation occurs around practices where negotiation is not seen as possible, including practices such as hugging in greetings ritual, hijab observance, and halal foods. This study also identifies the emergence of customization of practices adopted by the educators to address their interest. While this intercultural learning process is beneficial to shaping the individual identity of EFL educators in their communication practice, the process may also facilitate the shaping of professional attributes as EFL educators in Islamic institutions.
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Books on the topic "Islamic Indonesian EFL educators"

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Zaini, Achmad. Kyai Haji Abdul Wahid Hasyim: His contribution to Muslim educational reform and Indonesian nationalism during the twentieth century. Yogyakarta, Indonesia: Indonesian Academic Society XXI, 1998.

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Conference papers on the topic "Islamic Indonesian EFL educators"

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Soraya, Irma, Fabiola D. Kurnia, and Setiawan Slamet. "Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.59.

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Susanto, Happy, and Lia Amalia. "Islamic epistemology as science and philosophy in the basis of Indonesian nationalism." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094028.

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Baihaqi, Baihaqi, Sulastri Sulastri, and Taqwaddin Husin. "The Effect of Earthquake Disaster Evacuation Simulation on Preparedness of The Imam Syafii Islamic Boarding School Community in Aceh Besar." In Proceeding of the First International Graduate Conference (IGC) On Innovation, Creativity, Digital, & Technopreneurship for Sustainable Development in Conjunction with The 6th Roundtable for Indonesian Entrepreneurship Educators 2018 Universitas Syiah Kuala October, 3-5, 2018 Banda Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-10-2018.2284364.

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Journal articles
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