The development of religious characters and local wisdom in an English textbook is an effort to develop students’ English competence without ignoring their religious values and culture in English communication. The purpose of this current study is to design an EFL teaching textbook based on religious characters and local wisdom that can be appropriately used for Islamic higher education at Universitas Islam Negeri Imam Bonjol Padang, Indonesia. Research and Development type was used to design the textbook in four stages, namely, need analysis, designing textbook, try-out, and textbook revision. The observation, questionnaires, and interviews were used to collect the data. The findings revealed that textbook development resulted in eight chapters with the various themes of religious characters and local wisdom. Each chapter consists of English skills including listening, speaking, reading, writing, and grammar. The results of the textbook validations from four English language experts and learners revealed that the score was 3.53 (88.5%) within the interval of 1 to 4 and it is sorted out into a ‘strongly agree’ category. The textbook based on religious characters and local wisdom provides the students with particular challenges to respond or communicate while exploring their local cultures and practices. To find out the effectiveness of that textbook, it is recommended that an experimental study should be conducted by future researchers.
When observed the children's learning and their development, teachers need to understand what they see. The process of observing, noting, and recording, with the support of record like the Primary Language Record, helps to develop powers of observation, but also directs attention to what is significant in a child's behavior. The frameworks present in the Record help to structure these observations and provide the basis for a developing profile of a child's strengths and need as a learner. There are five dimensions form part of a continuum of learning; they go on being important and developing throughout a person's life as a learner: Confidence and independence, Experience, Strategies, Knowledge understanding, and reflectiveness. Classroom context is also considered for the young learners in opportunities and experiences.Abstrak: Ketika mengamati perkembangan dan pembelajaran anak-anak, para guru juga harus memahami apa yang mereka lihat. Proses mengamati, mencatat, dan merekam yang dibantu dengan alat perekam bahasa, meningkatkan kualitas pengamatan, dan juga memberikan data yang signifikan tentang prilaku anak. Hasil rekaman membantu pendidik untuk membuat profil kelebihan dan kebutuhan anak-anak yang sedang diamati. Terdapat lima dimensi pembelajaran bahasa, yaitu: anak-anak berkembang seiring dengan kehidupannya sebagai siswa, percaya diri dan kebebasan, pengalaman, strategi, pemahaman terhadap ilmu pengetahuan, dan refleksi. Suasana kelas juga sangat mendukung siswa untuk mengembangkan pengalaman dan kesempatan belajar.
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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