The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).
One of the factors affecting language teaching and learning is the way how the communication process between teacher and learners takes place in the classroom. In a language instructional context, the teacher’s language serves several functions: transactional, interactional, regulatory, as a language model, and linguistic input. These multiple functions give rise to the performance of varied speech acts. This paper tries to reveal the variety of assertive acts and how they are performed by the teachers. After the data were collected by observation and recording and analyzed using a qualitative technique, it was revealed that the assertive speech acts are realized in terms of informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. The performance of those acts is always consistent with the main purpose of EFL, i.e., elevating the learners’ competence (knowledge and ability) of the target language.
This research analyzes the three versions of Beauty and the Beast, they are: a short story by Gabrielle-Suzanne Barbot de Villeneuve in 1740, the animation version by Disney in 1991, and the live-action of by Disney in 2017. This research focuses on the lead male character, the Beast. This research uses new criticism and masculinity as the theory to find out the characterization and the hegemonic masculinity of the Beast. The source of data obtained by analyzing the hegemonic character of Beast in these three versions, compare and make meaning from those comparisons. This study found that the characteristics of Beast are : emotional, rude, badtempered, and well-educated. While, the masculinity sides of Beast are: wealthy, handsome, showing violence and domesticity. Those characteristics change and different in each version. The comparison shows that masculinity standards are changing following the trends and cultural changing.
Arabian life is depicted through the novel of Jean Sasson’s Princess Sultana’s Daughters. There are some different treatments accepted by Arab men and women, for example the culture which more honor towards men than women. This case causes the violence and injustice faced by the women. The Arabs often treat them such that by using Islamic teachings as the basis to strengthen their deed. This thesis focuses on analyzing the background of Arabian culture in treating women. This article basically uses Cultural Studies perspective and concept on patriarchy which mainly focuses on Arabian culture making women subordinated. The result shows that the depiction of treating Arab women is based on the cultural tradition.
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