scholarly journals Integrating Islamic Values on ESL Classes: Indonesian Teachers’ Attitudes Toward Islamic Education Management in South Thailand

Ta dib ◽  
2020 ◽  
Vol 25 (2) ◽  
pp. 96-106
Author(s):  
Iswan . ◽  
Zaitun .
Keyword(s):  
Positive Attitude ◽  
Management Policy ◽  
Teaching English ◽  
Esl Teachers ◽  
Education Management ◽  
Islamic Schools ◽  
Contract Teachers ◽  
Quantitative Descriptive ◽  
Teachers Attitudes ◽  
Islamic Values

This research study was aimed to investigate ESL teachers’ attitudes toward the policy of integrating Islamic values into their teachings. A total number of 32 ESL teachers who were hired as contract teachers teaching English at several different Islamic schools in South-Thailand participated as respondents. A set of 5-Likert scale questionnaire to measure the attitude of the respondents was the instrument used by the writers in collecting the data. A quantitative-descriptive method was applied in this study, in which the data were analyzed statistically before they were descriptively described. The findings of the statistical analysis revealed that most of the teachers have positive attitude (73.63%) toward this Islamic school management policy. The percentage was taken from 47% responses of the respondents on “Totally Agree” and 26.63% on “Agree” options. Thus, it can be concluded that most of ESL teachers who were teaching English at several Islamic schools in South Thailand had positive attitude towards the policy of integrating Islamic values into their teachings.  

scholarly journals Teachers’ Attitudes towards Translanguaging in Indonesian EFL Classrooms

2020 ◽  
Vol 20 (2) ◽  
pp. 254-266
Author(s):  
Khairunnisa Khairunnisa ◽  
Iwa Lukmana
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Multiple Choice ◽  
Language Teachers ◽  
Local Language ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Efl Classrooms ◽  
Quantitative Descriptive ◽  
Teachers Attitudes

This study aims to investigate the attitudes towards translanguaging in EFL classrooms by 50 English language teachers. The present study employed quantitative descriptive. A survey was administered to the teachers to gauge information regarding the importance of translanguaging use and the frequency with which these teachers felt it was practiced in the classroom. The survey was collected through questionnaire that included multiple-choice and Likert scale questions. The findings revealed that Indonesian EFL teachers showed positive attitude towards the use of translanguaging in their classrooms. Most of them considered the incorporation of Indonesian language and local language are beneficial in EFL classrooms. It is also discovered that Indonesian EFL teachers were flexibly use translanguaging to facilitate students’ learning. Nonetheless, this study is limited to teachers’ attitudes. Hence, further study is needed to observe translanguaging practices in Indonesian EFL classrooms.

THE STUDENTS’ ATTITUDE TOWARDS ENGLISH CLASSROOM ENVIRONMENT AT SMP KARTIKA BANJARMASIN SCHOOL YEAR 2014/2015

2016 ◽  
Vol 1 (1) ◽  
pp. 33-40
Author(s):  
Hidya Maulida
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Positive Attitude ◽  
English Teacher ◽  
Teaching English ◽  
School Year ◽  
The Mean ◽  
English Classroom ◽  
Student’S Attitude ◽  
Descriptive Method

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the students attitude toward English teacher, English material and English classroom management.The population of this research was the ninth year students of SMP Kartika Banjarmasin which consists of two classes so the totalis 67 students. The instrument of the research was questionnaire by using mean score to find out the mean score of them.The result of the data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59.80), the students have positive attitude toward English material (59) and the students have positive attitude toward English classroom management (55.92).Based on the result, some suggestions are proposed: (1)Generally, the student's attitude toward English classroom environment is positive but there are still some students have neutral attitude so that its suggested to English teacher at the SMP Kartika Banjarmasin in order to learn more skills and pay attention to the classroom environment’s factor and he should be creative in teaching English so that the students can be motivated in learning English (2) To the students, they should make English as interesting subject so that it can give benefit to the future. 

Badiuzzaman Said Nursi and KH Ahmad Dahlan’s Thoughts on Education Reform: A Comparative Study

2021 ◽  
Vol 11 (1) ◽  
pp. 52-60
Author(s):  
Muhammad Sophy Abdul Aziz ◽  
Hudzaifah Achmad Qotadah ◽  
Adang Darmawan Achmad
Keyword(s):  
Education Reform ◽  
Physical Interaction ◽  
Education Management ◽  
High Quality Education ◽  
Mass Organization ◽  
Key Aspects ◽  
Global Government ◽  
Modern Era ◽  
Said Nursi ◽  
Islamic Values

In order to control the movement of globalization throughout this modern era, one of it's key aspects is through deconstruction throughout the education sector. Undoubtedly, high quality education management was produced by integrating disciplines in practice with fundamental Islamic values within the learning process. Besides that, this approach had also been continuously used among reformist leaders to weaken the dangerous Western ideology that influenced significantly the global government system through colonialism mostly by poisoning the generation of youth through sole reference to materialism philosophy and rationalism. Based on that issue, numerous powerful leaders in Indonesia have intervened to rectify the problem among Muslims by reconstruction of the education systems rather than through political as well as other aggressive physical interaction. KH Ahmad Dahlan was the trustworthy figure in endorsing the concept of educational reform through the "Muhammadiyah" mass organization, which was formed in Yogyakarta in 1912. The conducted a study to examine the similarities amongst KH Ahmad Dahlan and Badiuzzaman Said Nursi in applying the Islamic Education Reform System in the region. In this research, the researcher uses full qualitative method and documentation related to the topic of this research, which then will be analyze descriptively.

scholarly journals Islamic Values in the Context of English Learning and Teaching

2019 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Zaitun Zaitun ◽  
Siska Kusuma Wardani
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Lesson Plan ◽  
English Learning ◽  
Teaching English ◽  
Learning And Teaching ◽  
School Activities ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Islamic Values

The aim of this research is to describe the Islamic values in the process of teaching English. This research was conducted at SD Labschool FIP UMJ for about 3 months starting from June 2018 until August 2018. This study focuses on English teaching and learning process at 4th graders. The study applied a qualitative descriptive research method which used observation and documents as the instruments in collecting the data. The writers observed both the school and 4th grade class and used the syllabus, lesson plan and English textbook as the documents. The analysis of the data showed that the Islamic values had been being well-built in the area of the school together with the school activities. While in the class observation the writer found that the Islamic values were not being applied yet in the process of teaching and learning English, besides, it was also found that syllabus, lesson plan, and textbook did not insert any Islamic values at all either in the content of the materials or in the teaching and learning activities. Thus this research study concludes that the Islamic values did not fully exist yet in the process of teaching English to the 4th graders of SD Labschool FIP UMJ.

Esl for Students with Visual Impairments

1997 ◽  
Vol 91 (6) ◽  
pp. 555-563 ◽  
Author(s):  
H. Guinan
Keyword(s):  
Second Language ◽  
Visually Impaired ◽  
First Language ◽  
Visual Impairments ◽  
Teaching English ◽  
Esl Teachers ◽  
Second Languages ◽  
Visually Impaired Students

This article reviews the literature on teaching English as a second language (ESL) to, and research on the acquisition of first and second languages by, both sighted and visually impaired students. Although braille should be taught to students in their first language, the author offers suggestions for teaching students in a second language when instruction in a first language is not possible. She concludes that closer cooperation between vision teachers and ESL teachers is essential for children with limited proficiency in English and visual impairments to become fully literate and communicatively competent.

Leadership curricula in UAE business and education management programmes

2019 ◽  
Vol 33 (6) ◽  
pp. 1118-1147 ◽  
Author(s):  
Eman ElKaleh
Keyword(s):  
Critical Theory ◽  
Critical Discourse Analysis ◽  
Culturally Relevant ◽  
Current Knowledge ◽  
Abductive Reasoning ◽  
Student Survey ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Education Management ◽  
Islamic Values

Purpose The purpose of this paper is to investigate leadership curricula in UAE business and education management programmes and examine the extent to which they are derived from and linked to students’ cultural and Islamic values using Habermas’ critical theory. Design/methodology/approach The study employs a mixed methods approach that takes classical pragmatism as its philosophical foundation and critical theory as a theoretical lens. Data are collected in four sequential phases using critical discourse analysis of course materials, class observations, student survey and faculty interviews. Results are integrated at the interpretative level and abductive reasoning is used as the logic of justification. Findings Results show that despite the increasing efforts to incorporate cultural and Islamic values into the curriculum, it is still mainly dominated by Western theories and models of leadership, especially in the leadership courses offered by business schools, mainly because of accreditation requirements and the lack of English resources and theories on UAE and Islamic models of leadership. Research limitations/implications The study is limited to leadership curricula in the UAE. Researchers may extend and broaden the scope of the study by investigating leadership curricula in the Gulf and/or the Middle East. Future studies may also look at other theoretical frameworks recommended by other management scholars such as Mezirow’s transformational learning and the socio-constructivist approach (Hotho and Dowling, 2010). This study aims to open an ongoing debate and further investigation on the topic. Practical implications The results of the current study may inspire faculty members and programme coordinators to develop critical and culturally relevant curricula that are informed by Habermas’ critical theory and best teaching practices. Originality/value The study adds to the current knowledge base through its research design and approach that address an under-investigated topic. None of the current studies empirically investigated leadership curricula in the UAE. The theoretical framework and research findings can be used to develop culturally relevant and value-oriented leadership curricula that reflect indigenous and Western perspectives of leadership.

scholarly journals Integrating Islamic Values in Teaching English: Lessons Learned from an Integrated Islamic School

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Alfian Alfian ◽  
Muhammad Yusuf ◽  
Uyun Nafiah
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
Lesson Plans ◽  
Lessons Learned ◽  
English Learning ◽  
Teaching English ◽  
Islamic School ◽  
The Subject ◽  
Islamic Values

Learning English is very closely related to learning western culture, which might contrast with Islamic values, the dominant religion in Indonesia. This study finds merit in finding out the implementation of Islamic values in teaching English at an Integrated Islamic school in Indonesia, where the school chosen curriculum mandated that the subject be integrated with Islamic values since all the students are Muslim. This case study took place at an Integrated Islamic School, and the data were collected through interviewing seven English teachers and conducting a thematic analysis on their lesson plans. All the teachers admitted that integrating Islamic values in the English lesson was essential. Still, the thematic analysis showed that their perceptions about the importance of integrating Islamic values in English learning were not firmly in line with the implementation in the teaching and learning process. The teachers' lesson plans (RPP) did not depict substantial integration of Islamic values. This study recommends the practical ways of integrating Islamic that could improve teachers' understanding of Islamic values in English learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate Islamic values.

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