Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Islamic Indonesian EFL educators.
Статті в журналах з теми "Islamic Indonesian EFL educators"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Islamic Indonesian EFL educators".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
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.
Повний текст джерелаАнотація:
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.
2
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.
Повний текст джерелаАнотація:
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.
3
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.
Повний текст джерелаАнотація:
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.
4
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.
Повний текст джерелаАнотація:
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.
5
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.
Повний текст джерелаАнотація:
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.
6
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.
Повний текст джерелаАнотація:
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
7
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.
Повний текст джерелаАнотація:
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.
8
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.
Повний текст джерелаАнотація:
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).
9
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.
Повний текст джерелаАнотація:
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
10
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.
Повний текст джерелаАнотація:
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.
11
Safriyani, Rizka. "Corpus-Based Research in Vocabulary Learning." NOBEL: Journal of Literature and Language Teaching 11, no. 2 (September 30, 2020): 203–16. http://dx.doi.org/10.15642/nobel.2020.11.2.203-216.
Повний текст джерелаАнотація:
n the university, corpus-based research is commonly done for writing a thesis. However, corpus-based research can also be introduced for the first year of EFL students to build their critical thinking and vocabulary mastery. Less research discusses the practice of corpus-based research for the first year EFL student. Therefore, it is essential to investigate the benefit and the challenges of corpus-based research in the Indonesian EFL Setting. This study aims to examine the benefits and the challenges of corpus-based research in the Indonesian EFL Setting. Students did corpus-based research in English for the Islamic Studies course. Students tried to structure an English glossary from online Islamic articles, Islamic journals, and Islamic blogs. Forty-four students were chosen as the subject of the research. The survey was done to the students to gather the data about the benefits and the challenges of corpus-based research. The results showed that corpus-based research benefits increase vocabulary, increase students' understanding of research, improve students' accuracy in writing, develop critical thinking, and develop collaboration. Students faced several challenges in implementing corpus-based research. The finding shows students have difficulties in understanding new vocabulary. Besides, they have problems classifying data into specific topics, allocating time, and writing their reports.
12
Abid, Abid. "Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms." Lingua Cultura 14, no. 2 (December 30, 2020): 219–24. http://dx.doi.org/10.21512/lc.v14i2.6703.
Повний текст джерелаАнотація:
The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.
13
Simbuka, Srifani, Fuad Abdul Hamied, Wachyu Sundayana, and Deny A. Kwary. "A CORPUS-BASED STUDY ON THE TECHNICAL VOCABULARY OF ISLAMIC RELIGIOUS STUDIES." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 47. http://dx.doi.org/10.15639/teflinjournal.v30i1/47-71.
Повний текст джерелаАнотація:
This paper charts the construction of a technical vocabulary list called the Islamic Religious Studies Textbooks Vocabulary (IRSTV) which was developed from the Corpus of Islamic religious studies textbooks (CIRST) in an Indonesian Islamic State Institute (IISI). The study is aimed to meet the need of first-year English language learners studying in Indonesian Islamic tertiary education. The IRSTV list contains selected word types extracted from five major sub-disciplines of Islamic Religious Studies (IRS), i.e. the science of Qur’an, the science of Hadiths, Islamic law and jurisprudence, Islamic philosophy and theology, and Islamic mysticism theology, taught in most Indonesian Islamic universities and colleges. The quantitative analysis of frequency, range and keyness score ranking was conducted and aided by Corpus analysis software i.e. Antwordprof and Antconc keyword tool. A final triangulated ranking of these three criteria was conducted to produce a more balanced technical vocabulary list resulting in 262 word types or 239 lemmas of English words that are needed to be learned by English as Foreign Language (EFL) students of Indonesian Islamic universities, state institutes and colleges.
14
Zafarina, Nabella Fariza. "Silent Learners’ Voices: Exploring the Silence Behavior in Indonesian EFL Classroom." Journal of English Language Teaching and Linguistics 7, no. 2 (August 27, 2022): 349. http://dx.doi.org/10.21462/jeltl.v7i2.846.
Повний текст джерелаАнотація:
<em>Silence in an EFL classroom is inevitable, but it only becomes an issue when it discourages students from participating, speaking out, or taking an active role in the teaching and learning process. This study's goal is to determine the reasons for learners' silent behavior and expectations in the EFL classroom. Employing an explanatory sequential research design, the data are collected through questionnaires from 78 Indonesian senior high school learners and analyzed using a descriptive statistic to identify the silent learners. Moreover, interviews were given in order to elicit personal explanations for why learners choose to remain silent in EFL classes. The result of this study specifically identified five reasons for silence in EFL classrooms. Furthermore, the empirical findings gained by this study can support linguistic practitioners or educators in developing a more acute awareness and a deeper comprehension of learners' silent behavior</em>
15
Wijaya, Kristian Florensio. "Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing." JET (Journal of English Teaching) 8, no. 1 (February 15, 2022): 59–70. http://dx.doi.org/10.33541/jet.v8i1.3359.
Повний текст джерелаАнотація:
Abstract
Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers’ perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics.
Keywords: Formative assessment, EFL teachers, writing
16
Wijaya, Kristian Florensio. "INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY." ETERNAL (English, Teaching, Learning, and Research Journal) 8, no. 1 (June 29, 2022): 1–17. http://dx.doi.org/10.24252/eternal.v81.2022.a1.
Повний текст джерелаАнотація:
To fully arm Indonesian EFL educationalists with a higher degree of professionalism, tenacity, and optimism in confronting ever-changing ELT landscapes, self-efficacy is one of the pivotal psychological streams that should be strong-inherited within them before plunging into real-time language learning contexts. This present study attempted to investigate the specific perceptions upholding by Indonesian EFL teachers toward their self-efficacy growth amid varied language learning dynamics they constantly endure. This study was run in the fashion of qualitative method to obtain more comprehensive data out of the particular phenomenon experienced by research participants. To fulfill this major research objectivity, the researcher capitalized on 5 open-ended written narrative inquiries to gain some renewable insights from the invited research participants. 2 Indonesian EFL teachers possessing a distinctive length of teaching experiences were invited to take part in answering the aforesaid 5 open-ended written narrative inquiry questions through WhatsApp application. More specifically, these 2 invited Indonesian EFL teachers enrolling in the English Education Master Program of Sanata Dharma University, Yogyakarta. The obtained research results uncovered that the robust establishment of self-efficacy was strongly affected by varied external factors such as a higher degree of learners’ learning endeavor and intensive professional development training addressed by educational institutions, which in turn transforming them into more professional educators. As a suggestive point, all educational parties in this archipelago were strongly advocated to design continual professional development programs heeding more profound attention in corroborating our EFL teachers’ self-efficacy levels for the advancement of ELT venture thoroughly.
Keywords: EFL teachers’ perceptions, self-efficacy, narrative inquiry
17
Santosa, Made Hery. "Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context." Journal on English as a Foreign Language 7, no. 2 (September 30, 2017): 183. http://dx.doi.org/10.23971/jefl.v7i2.689.
Повний текст джерелаАнотація:
<p>The 21<sup>st</sup>-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL) competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.</p>
18
Hefner, Robert W. "How Indonesia Became a World Leader in Islamic Education: A Historical Sociology of a Great Transformation." Muslim Education Review 1, no. 1 (July 26, 2022): 3–18. http://dx.doi.org/10.56529/mer.v1i1.25.
Повний текст джерелаАнотація:
Over the past twenty years, educators around the world have worked to devise curricula to educate students about how to live together as citizens in diverse societies. In Muslim educational circles, this task has been made additionally challenging by jurisprudential legacies from classical times that make strict and hierarchical distinctions between Muslims and non-Muslims. This essay presents a historical sociology of educational reform in Islamic schools in Indonesia with regards to education about citizenship and nation. This study shows that the late-nineteenth century ascendance of madrasa-like institutions across the Indonesian archipelago meant that the widespread adoption of a more-or-less standardized fiqh-focused curriculum (like that long common in Middle Eastern and South Asian madrasas) coincided with two other developments: the rise of Indonesian nationalism, with an emphasis on multi-religious citizenship, and the spread of modernist-style “Islamic schools” (sekolah Islam) with a broad-based academic curriculum. The coincidence of these three currents ensured that here in Indonesia Islamic schooling adopted a general curriculum emphasizing the sciences of the world in addition to Islamic sciences more readily than in many other Muslim lands. In a manner that anticipated a shift recently seen in other Muslim-majority countries, Islamic educators did so while also prioritizing Islamic ideals of the public good (maslahat) and purpose-driven (maqasid) ethics over legal formalism, and rallying to the ideal of Indonesian traditions of multi-religious citizenship. In all these regards, Islamic higher education contributed greatly to contemporary Indonesia’s cultural and democratic reform.
19
Khulaifiyah, Khulaifiyah, Mirjam Anugerahwati, and Utami Widiati. "Autonomous Learning among EFL Undergraduate Students in Selected Private Indonesian Islamic University: Voices and Activities." REiLA : Journal of Research and Innovation in Language 4, no. 2 (August 18, 2022): 232–42. http://dx.doi.org/10.31849/reila.v4i2.9306.
Повний текст джерелаАнотація:
Learner autonomy has recently been recognised as an essential component of changes in higher education. The word 'LA' can be misunderstood because it may be viewed differently in various settings. Hence, this study explores whether the students at higher levels of education in Indonesia have better perceptions and efforts to enhance their autonomous learning. Questionnaires and interviews were asked with EFL students in collecting the data. The study sample consisted of 95 students randomly selected from FTTE Islamic University of Riau. This study applied a mix-method, and descriptive statistical testing was employed to analyse the data and determine the research questions. NVivo 12 explored how the students perceived the autonomous learning process. The result showed that the EFL learners mostly perceive autonomous learning as independent learning under one’s target, involving personal learning styles and strategies with the teacher's assistance. A significance value (p) was obtained at the time of initiation, monitoring, and evaluation of the data, respectively 0.286; 0.533; 0.744. So, all the p-value was >0.05. It requires no significant effort in initiating, monitoring, and evaluating among different levels. In addition, there was no significant difference between the efforts of the initiating, monitoring, and evaluating activity performed among EFL learners either in the second, fourth, or sixth level. This point is that EFL learners are not independent in selecting when and how to initiate, monitor, and evaluate autonomous learning. So, this fact shows us that the higher semester level did not guarantee better effort toward autonomous learning activities.
20
Aini, Safi. "An Arabic text as content in an Indonesian EFL setting: Trans-language." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 128–42. http://dx.doi.org/10.24256/itj.v2i2.1518.
Повний текст джерелаАнотація:
Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.
21
Yanti, Mona Safrida, and Yanty Wirza. "Gender representation in the textbook for vocational school students in the Indonesian EFL settings." ELT Forum: Journal of English Language Teaching 11, no. 3 (November 30, 2022): 217–28. http://dx.doi.org/10.15294/elt.v11i3.58723.
Повний текст джерелаАнотація:
A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to investigate gender representation in the Indonesian EFL textbook for vocational school students by using the framework proposed by (Amerian & Esmaili, 2014). The analysis of the data is based on critical discourse analysis and content analysis. Surprisingly, congruent with most previous studies, the finding reflects that there is inequality in terms of gender representation in which females are underrepresented in the textbook. The finding of this recent study pinpoints the depiction of how males and females are represented and depicted in the Indonesian EFL textbook, as a result, it is expected to convey the awareness of scholars, educators, textbook writers or designers, and policymakers as well related to this issue. Then, it is still highly suggested for scholars or researchers in future studies exploring gender representation in Indonesian EFL textbooks by using other books or other levels of education to evaluate the development of this issue.
22
Asfiati, Asfiati. "Dinamika penyelenggaraan pendidikan keagamaan Islam Etnis Tionghoa Muslim di Kota Padangsidimpuan." Jurnal Konseling dan Pendidikan 7, no. 2 (June 30, 2019): 62. http://dx.doi.org/10.29210/138200.
Повний текст джерелаАнотація:
This study aims to determine the condition of ethnic Chinese Muslims in organizing Islamic religious education in the city of Padangsidimpuan. The Muslim Chinese community participated in moving Islamic religious education in the city of Padangsidimpuan The research method uses qualitative. Instrument for collecting data on observation, interview and documentation. The research findings show that the implementation of Islamic religious education developed in several centers of religious learning activities. The dynamics of the implementation of ethnic Muslim Islamic religious education in the city of Padangsidimpuan carried out in a variety of containers and facilities. The organization of religious education is based on groups and individuals.It was concluded that the Muslim Chinese ethnic studied religious learning material on aqeedah, sharia and morals. Learning methods build communication between educators and students. Educators and students come from various scientific backgrounds, Islamic and Indonesian.
23
Irwansyah, Dedi, Burhan Nurgiyantoro, and Sugirin. "Literature-Based reading material for EFL students: a case of Indonesian Islamic University." XLinguae 12, no. 3 (2019): 22–44. http://dx.doi.org/10.18355/xl.2019.11.03.03.
Повний текст джерела
24
Nursyahdiyah, Nursyahdiyah, Ahmad Amin Dalimunte, and Sholihatul Hamidah Daulay. "The Implementation of Flipped Classroom in EFL Reading During Covid-19 Pandemic: Indonesian EFL Students’ Voices." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (November 30, 2022): 325. http://dx.doi.org/10.29240/ef.v6i2.5329.
Повний текст джерелаАнотація:
The purpose of this study was to explore students' voices on the implementation of the flipped classroom in the EFL Reading Class during the Covid-19 pandemic. This research was a case study using a qualitative descriptive method. The participant of this study were students of grade 10 that consist of 32 students at one Islamic Senior High School (Madrasah Aliyah Negeri) in North Sumatra. The results of this study are the improvement of quality of learning EFL Reading through the flipped classroom strategy, an increase in students' independence learning in using the flipped classroom utilizing technology in the flipped classroom also has a positive impact on the role of technology in education. Based on the finding in this research, the implementation of the flip classroom during the pandemic can be one of the reference methods that can be used by teachers by considering the benefits of the flipped classroom for students, such as making it easier to access and students' readiness to face learning.
25
Puspitorini, Nendriliana Dyah. "IMPROVING EFL LISTENING COMPREHENSION THROUGH AEGISUB." Manajemen Pendidikan 15, no. 2 (December 25, 2020): 52–64. http://dx.doi.org/10.23917/jmp.v15i2.10750.
Повний текст джерелаАнотація:
Listening is the skill to understand and identify what the speaker says. In listening, students should sensibly in hearing the information. This paper aims to describe the difficulties in listening in creating subtitling and problems faced in creating subtitle use Aegisub. The population of this research was twenty Indonesian EFL learners studying at an Islamic university in Central Java, Indonesia. The method used in this paper was a qualitative method. In addition, the research data were collected by observation, interview and document analysis. This research found three problems in listening and three problems in using Aegisub. The result shows the difficulties in listening when creating subtitle and problems in using Aegisub as they applied Aegisub.Keywords: Listening, Subtitling, Aegisub
26
Aziz, Zulfadli A., Siti Sarah Fitriani, and Zahria Amalina. "Linguistic errors made by Islamic university EFL students." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 735–48. http://dx.doi.org/10.17509/ijal.v9i3.23224.
Повний текст джерелаАнотація:
In a writing activity students are required to transfer their knowledge to express their ideas on both what to say and how to say it. The difficulties in applying this knowledge have become obstacles for learners in constructing good writing. Consequently, these obstacles may cause the students to make errors. By adopting the notions of Error Analysis (EA) and the Surface Strategy Taxonomy as the theoretical frameworks, this study investigates the types of linguistic errors produced by the students. Along the way the sources behind the errors were also analyzed. This study employed the qualitative method design in which the case study approach was utilized. Ellis’ five-step procedure of EA was adopted to analyze the data of essays comprising of 150-300 words written by 23 EFL students of the fourth-semester at English Department at a state university. They were purposively selected as the participants of this study. It was found that omission was the most frequent errors identified in the students’ writings. Overall, 122 (63%) cases out of 195 cases were categorized under this type of errors. The number marker, verb-tense, article, preposition, subject-verb agreement, and pronoun were the categories of frequent errors made by the students, respectively. These were followed by addition (18%), misformation (15%), and misordering (5%). Significance to the source of errors, intralingual transfer turned out to be the main reason that provoked the blunder in the students’ writings. It was apparent that some of the interlinguistic contrast was the reason behind the errors. It appeared that the diverse systematical concept between the Indonesian language and English in terms of verb conjugation factor, inflectional morpheme, and auxiliary-verb abandonment were the strong contenders of the error sources. Additionally, interlingual transfer and context of learning also took part for the reason behind the errors.
27
Irwansyah, Dedi, Burhan Nurgiyantoro, and Asruddin B. Tou. "Teaching with Literature: the Needs of Indonesian Islamic Universities." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 169. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.169.
Повний текст джерелаАнотація:
Reading literary works helps learners grow linguistically, personally, culturally, and spiritually. However, researchers in the field of ESL and EFL have not conducted adequate analysis on the use of literature as a resource particularly in a multi-layered educational contexts like Indonesian Islamic universities where values embedded in literature might be in conflict with each other. This research therefore aims to provide a thick description on the target needs and the learning needs of teaching with literature in such context. A case study with qualitative and quantitative methods of data collection was conducted. A questioner was distributed to 30 students and a semi-structured interview was conducted to five lecturers from three Islamic universities. Major findings show that short stories with the topics of noble character, self-empowerment, freedom, code of conduct, and greed are preferable to novel, drama, and poem. The stories in the forms of their simplified and original versions should be used to teach language skills and to inculcate global, national, and Islamic values within the CTL framework. Values similarities are to be the basis of teaching universal values while their differences are to strengthen cross-culture understanding.
28
Wahyuni, Sri, and Chotibul Umam. "An Analysis on Writing Anxiety of Indonesian EFL College Learners." JEELS (Journal of English Education and Linguistics Studies) 4, no. 1 (May 11, 2022): 105–28. http://dx.doi.org/10.30762/jeels.v4i1.51.
Повний текст джерелаАнотація:
This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers’ negative comments, insufficient writing practice, and time pressure.
29
Wahyuni, Sri, and M. Khotibul Umam. "AN ANALYSIS ON WRITING ANXIETY OF INDONESIAN EFL COLLEGE LEARNERS." JEELS (Journal of English Education and Linguistics Studies) 4, no. 1 (April 9, 2017): 105–28. http://dx.doi.org/10.30762/jeels.v4i1.333.
Повний текст джерелаАнотація:
This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers’ negative comments, insufficient writing practice, and time pressure. Key words: anxiety, foreign language anxiety, writing anxiety
30
Mahbub, Moh Arif, Abdur Romsi, Suhaimah Bulqiyah, and Ifan Andri Firdaus. "INFUSING A GAMIFICATION MECHANISM THROUGH DUOLINGO FOR ENGLISH SPEAKING PROFICIENCY: PERCEPTIONS OF THE INDONESIAN EFL INSTRUCTOR AND STUDENTS." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 12, no. 1 (January 31, 2020): 69–80. http://dx.doi.org/10.35457/konstruk.v12i1.894.
Повний текст джерелаАнотація:
This current study is to examine both EFL instructor and students concerning the use of Duolingo for English speaking proficiency. To serve this purpose, an explanatory research design was employed. A set of questionnaire and semi-structured interview developed as the primary instruments for this current study. One EFL instructor and ten EFL students in one of the private Islamic Senior High School in Situbondo, Indonesia, involved as research participants in this study. In general, they perceived Duolingo in a positive ways. The findings resulted from semi-structured interview carried out with EFL instructor and the samples of the students revealed that Duolingo facilitated him/her in managing the classwork and assessment. However, some participants also reported several drawbacks. Conclusions, limitations, and recommendations were made for the further research.
31
Shofi, Ahmad Thoyyib. "DEVELOPING ENGLISH CONVERSATION MATERIAL FOR ISLAMIC HIGH SCHOOL." Jurnal ELink 5, no. 1 (July 4, 2018): 1. http://dx.doi.org/10.30736/e-link.v5i1.41.
Повний текст джерелаАнотація:
Students were very difficult to communicate with other people in English effectively. English was learned as a foreign language (EFL) in this country and Indonesian EFL students rarely speak English in their daily lives. English conversation class was taught by no particular book for both teacher and students. This failure was solved by developing an appropriate teaching material for English conversation class at the tenth grade of Islamic Senior High School, which covered conversational guide selection and the used of instructional media. It also aimed at activating the English conversation class. This study used the Research and Development (R&D) design. The data were collected through observation, interview, and questioners and analyzed using a guideline analysis, while the data of the students’ questioners were analyzed using tally system to find the percentage. The subjects of this study were the students of MA Al Karimi Gresik. There were 90 students of the tenth grade students. The material development started with writing material selected from the syllabus and follows CLT principles. The final product was the conversation material for Islamic Senior High Students. It also contained rubric assessment to record the students speaking progress both psychomotor aspect and affective aspect. The product contained Indonesian translation and no answers. Hopefully, the students could be active in responding the questions at the conversation classroom activity. The researcher wanted the English teacher understand the concept of CLT so that he could become the guide, trainer, advisor, and actor who can control the class.
32
Hidayah, Bashirotul. "PENGELOLAAN TENAGA PENDIDIK DAN KEPENDIDIKAN DALAM PONDOK PESANTREN." Muróbbî: Jurnal Ilmu Pendidikan 6, no. 1 (March 1, 2022): 128–41. http://dx.doi.org/10.52431/murobbi.v6i1.850.
Повний текст джерелаАнотація:
Pesantren is one of the educational realities that has been entrenched among some nations, especially among the majority of Muslims who are the majority group in Indonesia. Pesantren is one type of traditional Indonesian Islamic education to explore Islamic religious knowledge and practice it as a daily life guide or called Tafaqquh Fiddin. Educators themselves are professionals who are tasked with planning and implementing the learning process, assessing learning outcomes, conducting guidance and training, as well as conducting research and community service, especially for educators at universities. The management of teaching staff at Madrasah Hidayatul Muhibbin is to be qualified in religious matters, so that this institution can select and sort out educators in accordance with the Madrasa's vision and mission through the recruitment of educators or Mustahiq/Mudarris. Then for educators and education staff if they experience difficulties in teaching and learning activities (KBM) both in science or classroom conditioning, Madrasas have prepared a forum as a place for consultation regarding the problems experienced.
33
Aleksius, Madar. "Repair Practice in the Classroom Conversations of Indonesian EFL Students." Journal of Language and Education 7, no. 2 (June 30, 2021): 10–24. http://dx.doi.org/10.17323/jle.2021.11486.
Повний текст джерелаАнотація:
This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.
34
Habibi, Akhmad, and Muhammad Sofwan. "ENGLISH TEACHING IMPLEMENTATION IN INDONESIAN PESANTRENS: TEACHERS’ DEMOTIVATION FACTORS." IJET (Indonesian Journal of English Teaching) 5, no. 2 (December 28, 2016): 199–213. http://dx.doi.org/10.15642/ijet2.2016.5.2.199-213.
Повний текст джерелаАнотація:
This qualitative inquiry is aimed at analysing demotivation factors of teachers in Indonesian Pesantrens (Islamic Boarding School) in implementing EFL teaching. The research is appropriately undertaken as a qualitative research with a case study approach. The research sites for this study are two Pesantrens in Jambi, one of Indonesian Provinces. Eight English teachers were involved as the participants to providebroader perspectives of the participants in relation to the EFL teaching. The researcher use three kinds of instruments in collecting the data; interview, focus group discussion, and document review. The researcher conducted the observation, interviewed the teachers, held focus group discussion, and collected related documents to support the data.To assess the trustworthiness of the research, the researcher did triangulation, member checking and reflexivity. The findings describe working condition (financial matter and working overload); curriculum (rapid changing of Indonesian curriculum and lack of teaching and supporting materials); facilities (classroom temperature and over-crowded classroom); students (lack of basic knowledge and lack of motivation).
35
Abid, Abid. "Exploring EFL Teacher Educators’ Goals in Teaching English Oral Communication Skill." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 7, no. 1 (June 29, 2020): 20–34. http://dx.doi.org/10.36706/jele.v7i1.11457.
Повний текст джерелаАнотація:
The study reported in this article sought to explore teacher educators’ (TEs) perceived goals in teaching English oral communication in an English Education Program in Indonesia. Using a case study method, data for the present study were collected from all TEs teaching English speaking and listening subjects. A semi-structured interview protocols were carried out in English and Indonesian languages. All interview transcripts were transcribed verbatim and analysed using a thematic analysis method. The findings indicate that many of the TEs stress production when teaching oral communication. When asking about the purposes of teaching speaking or listening, they rarely mentioned any expectations that their PSTs would be independent and knowledgeable when dealing with oral communication breakdowns. Yet, this does not necessarily suggest any problems with TEs’ teaching practices and may instead indicate limited opportunities for PSTs to learn how to deal with oral communication breakdowns in the classroom. The findings of this study, thus, shed lights into current understanding of how teacher educators in Indonesia engage in the preparation of school English teachers’ candidates in the domain of oral communication skills.
36
Indah, Rohmani Nur, Toyyibah, Ary Setya Budhiningrum, and Nur Afifi. "The Research Competence, Critical Thinking Skills and Digital Literacy of Indonesian EFL Students." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 315–24. http://dx.doi.org/10.17507/jltr.1302.11.
Повний текст джерелаАнотація:
This project aims to investigate the relationship between English as Foreign Language (EFL) students’ research skills, critical thinking skills, and engagement with technology or their digital literacy. EFL students' research competence is expected to support their academic performance on writing papers and assignments. It also demands the development of their critical thinking skills. Their engagement in technology involves the use of social media, online networks, and the use of several applications. This study takes the sample of EFL students from two institutions, namely UIN Malang and IAIN Kediri, Indonesia, to see whether there is a similar performance in both Islamic higher education institutions in terms of students’ online research competence, critical thinking skills, and similar trend on the engagement with technology. The data collection method covers questionnaire and quiz. This result demonstrates a significant correlation between research competence and digital literacy. Concerning the insignificant relation between digital literacy and critical thinking, it proves that the digital literacy does not always automatically support the enhancement of critical thinking skills. Understanding the relationship between online research competence, critical thinking, and digital literacy is a crucial step in developing Indonesian EFL teaching syllabi and material supporting students' academic success in higher education context.
37
Fauzan, Umar. "Inducing Critical Discourse Analysis in Speaking Syllabus for EFL Students of Indonesian Islamic Universities." Dinamika Ilmu 17, no. 1 (June 30, 2017): 129. http://dx.doi.org/10.21093/di.v17i1.785.
Повний текст джерела
38
Adawiyah, Rabiatun, and Rahmah Fithriani. "THE EFFECTIVENESS OF EDMODO TOWARDS INDONESIAN EFL LEARNERS’ ENGLISH PROFICIENCY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 6, no. 2 (December 27, 2022): 400–411. http://dx.doi.org/10.30743/ll.v6i2.5677.
Повний текст джерелаАнотація:
As a result of the utilization of technological advances to achieve competency integration, the 4.0 technology era is gaining traction in the field of education. This study aims to explore the efficacy of using the Edmodo application as an online-based learning medium in order to improve the way in which EFL students learn English using technology. By a mixed-methods research design, this study recruited twenty-two tenth graders in the Mathematics and Natural Science stream from an integrated Islamic senior high school in Aceh province, Indonesia. The data indicate that the majority of students possess the necessary devices to assist them in completing their tasks, and a significant proportion of them use these devices to play games and conduct research. By categorizing aspects and components, Edmodo improves students' vocabulary when used to assess their learning progress through assignments and quizzes. In addition, the students are more willing to request assistance from teachers and peers when using the application. Despite the fact that Edmodo requires a smartphone and a reliable internet connection to utilize it, the participants do not report having any significant issues with the two requirements, however, half of them report having trouble attaching assignments from different types of files such as Doc, Pdf, Video, and Audio. Overall, Edmodo is an outstanding and highly effective online resource for reading, writing, listening, and speaking English classes (e-learning).
39
Badrus Sholeh, Muhammad, Kisman Salija, and Sahril. "Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching." Lublin Studies in Modern Languages and Literature 45, no. 3 (October 7, 2021): 109–27. http://dx.doi.org/10.17951/lsmll.2021.45.3.109-127.
Повний текст джерелаАнотація:
Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.
40
Badrus Sholeh, Muhammad, Kisman Salija, and Sahril. "Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching." Lublin Studies in Modern Languages and Literature 45, no. 3 (October 7, 2021): 109–27. http://dx.doi.org/10.17951/lsmll.2021.45.3.109-127.
Повний текст джерелаАнотація:
Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.
41
Apriani, Eka, Safnil Arsyad, Syafryadin Syafryadin, Dadan Supardan, Paidi Gusmuliana, and Santiana Santiana. "ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic." Studies in English Language and Education 9, no. 1 (January 17, 2022): 187–202. http://dx.doi.org/10.24815/siele.v9i1.21089.
Повний текст джерелаАнотація:
The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.
42
Indah, Rohmani N. "Critical Thinking, Writing Performance and Topic Familiarity of Indonesian EFL Learners." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 229. http://dx.doi.org/10.17507/jltr.0802.04.
Повний текст джерелаАнотація:
This study seeks the evidence for the best pattern of relationship among critical thinking, writing performance and topic familiarity of EFL students at an Islamic university in Indonesia. Understanding the patterns of relationship is important to develop teaching syllabus, materials and evaluation method for teaching critical writing class. It employs ex-post-facto design to English department students. The instruments used were writing prompts and rubrics for assessing the observed skills namely critical thinking, writing performance and topic familiarity. Path analysis was used to figure out the pattern of relationship. The verified patterns of relationship show that on student initiated topic, critical thinking skills are triggered by topic familiarity and can be mediated by writing performance. Topic familiarity also has direct contribution toward critical thinking skills on student initiated topic. Similarly, on teacher initiated topic, critical thinking skills are supported by topic familiarity and can be mediated by writing performance as well. However, topic familiarity of teacher initiated topic does not have direct contribution toward critical thinking skills. The finding also indicates that the verified path model serves as the best pattern and can be used as a framework to predict the success of the student’s critical thinking skills.
43
Limbong, Effendi. "The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘." IJEE (Indonesian Journal of English Education) 3, no. 2 (December 22, 2016): 171–91. http://dx.doi.org/10.15408/ijee.v3i2.5511.
Повний текст джерелаАнотація:
ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511
44
Alamsyah, Annisa Diah Nur. "INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION." Journal of English Education Program (JEEP) 9, no. 2 (August 21, 2022): 147. http://dx.doi.org/10.25157/(jeep).v9i2.8554.
Повний текст джерелаАнотація:
This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.Keywords: assessment; e-portfolio; EFL students; perception; writing
45
Pratama, Andri. "Investigation into a Link between Students’ English Reading Speed and Reading Comprehension Achievement: The Case of Indonesian EFL Student Teachers." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (June 27, 2019): 205–13. http://dx.doi.org/10.19109/ejpp.v6i1.3204.
Повний текст джерелаАнотація:
The aims of the study were to look at the link between English as a foreign language (EFL) student teachers’ reading speed and reading comprehension achievement and whether it influenced their reading comprehension achievement or not. The population of the study was 583 active EFL student teachers in one English Education Study Program at an Indonesian state Islamic University. By using purposive sampling technique, there were 87 students involved as participants in this study. The data were gained by using two kinds of tests, reading speed test and reading comprehension test. Descriptive statistics, Pearson Product Moment Correlation was employed to analyze the data. From the data analyses, it was found that the correlation between EFL student teachers’ English reading speed attitude and their reading comprehension achievement did not exist. As the result, the second problem was eliminated. In short, reading speed did not have any relation to reading comprehension achievement.
46
Rahmat, Yurike Nadiya, Andri Saputra, M. Arif Rahman Hakim, Eko Saputra, and Reko Serasi. "Learning L2 by Utilizing Dictionary Strategies: Learner Autonomy and Learning Strategies." Lingua Cultura 15, no. 2 (November 30, 2021): 175–81. http://dx.doi.org/10.21512/lc.v15i2.7339.
Повний текст джерелаАнотація:
The research aimed to discover what strategies learners employed in using dictionaries and examine the EFL learners’ perspectives in using dictionaries to learn English. Dictionaries were considered meaningful by EFL learners as they were central devices that assisted learning second-language vocabulary. However, not many researchers have investigated the use of these three dictionary strategies in the English for Foreign Language (EFL) context, especially in Indonesia. The data were collected using dictionary strategy questionnaires and semi-structured interviews. One hundred forty-eight students from an Indonesian higher education institution completed a questionnaire survey voluntarily, and then they were selected as samples regarding purposive sampling that typically represented the population. The questionnaire was divided into two parts. The first asked for participants’ personal information and provided several statements from Gu and Johnson about dictionary strategies. The second solicited their opinion about using a dictionary, translated in the Indonesian language. The results show that Indonesian students are aware of how to use dictionaries for comprehension, extended, looking-up strategies, and exploring their beliefs about applying dictionary strategies. These results can help language teachers have a deeper perspective on students’ dictionary strategies in learning so that educators can use those three main dictionary strategies. One such strategy is that teachers can introduce the approaches to their students either implicitly or explicitly by designing meaningful assignments and providing relevant activities and tasks for the students. Therefore, deciding to use a dictionary to overcome the issue is one of the best ways to deal with vocabulary acquisition as it offers more benefits.
47
Mahdahera, Devianne Dwi Utari, and Iwan Ridwan. "EFL STUDENTS’ ENGAGEMENT IN READING COMPREHENSION USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 22, no. 1 (January 8, 2023): 1–7. http://dx.doi.org/10.21009/bahtera.221.01.
Повний текст джерелаАнотація:
The reading comprehension skills of EFL students have been a concern of scholars by researchers, but some researchers found that EFL students face some problems in understanding English texts due to lack of techniques while teaching. Therefore, this study investigates how students engage in reading comprehension using the Cooperative Integrated Reading Composition Technique. This study uses a case study as a qualitative research design, involving EFL tenth graders from an Islamic Senior High School in Karawang as participants. Researchers collect data through observation and interviews. The findings show that EFL students’ engagement in reading comprehension using the CIRC technique resulted in three engagements, namely behavioral engagement, emotional engagement, and cognitive engagement. Behavioral engagement which means students can contribute to class discussion and follow all instructions from the teacher, emotional engagement which means students can express their feelings during reading comprehension activities, and cognitive engagement which means students can try to complete tasks in different ways to achieve the same result. This research suggests that educators should expand or develop their teaching techniques to produce better learning activities.
48
Dalilan, Dalilan. "Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode." PANYONARA: Journal of English Education 3, no. 2 (September 29, 2021): 122–34. http://dx.doi.org/10.19105/panyonara.v3i2.5140.
Повний текст джерелаАнотація:
The online learning delivery method is increasingly used in the teaching and learning process at universities. This type of learning is relatively new to students, in particular to Indonesian EFL students. Students' learning autonomy in an online learning system is inevitably required. Autonomy in online learning and in offline learning can be differently perceived by the students. This study aimed at revealing EFL students' perception on learning autonomy in an online learning method. A questionnaire was used as the single instrument to obtain data from 35 students of the English Education Study Program of Tarbiyah and Teacher Education Faculty, State Islamic University Raden Fatah Palembang. The study sample was selected using opportunity sampling, and data were analyzed using a simple percentage statistic formula. The study results indicated that the majority of the students perceive online learning as independent learning in which they must have self-learning awareness and motivation, self-learning responsibility, and self-directed and governed learning. They also perceived that they could develop the problem-solving ability, critical thinking, and learning initiative in autonomous online learning. In the context of learning independently in an online learning system, self-time management is also essential to support their learning optimally.
49
Alfian, Alfian. "PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGY CHOICE OF ISLAMIC UNIVERSITY LEARNERS IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 1 (July 25, 2018): 1. http://dx.doi.org/10.15639/teflinjournal.v29i1/1-18.
Повний текст джерелаАнотація:
This study explores the relation between language proficiency level and language learning strategy choice of EFL learners at an Islamic university in Indonesia. Two hundred and eighty four participants classified based on their proficiency levels (high, medium, and low) as determined by their achievement results completed the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaires. The findings indicated that there was a linear relationship between proficiency level and strategy use; the higher the proficiency level, the higher the number of strategies employed. Furthermore, it was also found that higher proficiency level learners tended to choose meta-cognitive strategies; they usually managed learning by conscientious planning, monitoring, and evaluating their own learning. The findings also demonstrated that low proficiency level learners were inclined to choose affective strategies, meaning that they were concerned with the emotional requirements such as confidence. The findings of this study provide contribution to further development of existing global theories about language learner strategies, and are beneficial for classroom practice in the Indonesian context, especially in raising EFL teachers’ awareness about ways in improving student learning.
50
Huda, Moh Miftakhul, Riza Zahriyal Falah, Nailna Amanina, and M. Ahsanul Mubarok. "Internalisasi Sikap Toleransi Melalui Pembelajaran PAI di Sekolah Indonesia Den Haag." Edification Journal 3, no. 2 (February 1, 2021): 191–210. http://dx.doi.org/10.37092/ej.v3i2.258.
Повний текст джерелаАнотація:
This study aims to describe the method of introducing tolerance through Islamic education learning and its stages at the Indonesian School in The Hague. The background of this research stems from the researcher's interest in finding out how educators at SIDH overcome various problems such as promiscuity, bullying, the position of minorities based on citizenship and religion, and complex cultural and cultural differences. This research uses qualitative research methods with a descriptive approach. The subjects in this study were teachers and principals of SIDH. The data collection technique is done by interview and documentation technique. The results of the study were the methods used by educators in the introduction of tolerant attitudes including exemplary, guidance, and habituation methods. Its implementation is in classical and online learning activities (in network) and also in supporting activities for Islamic education. The stages include the stages of information, appreciation, application,