Developing English Materials for Efl Learners at Islamic Junior High School

Syafi’i, Muhammad; Gestanti, Rohfin Andria

doi:10.30762/jeels.v4i2.339

Cited by 3 publications

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References 2 publications

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“…Second, Syafi'i & Gestanti (2017) developed listening material for the eighth graders. The final product of the research was listening to the material for eighthgraders, including learners' worksheets, a guide book for teachers, and the compact disc containing material for listening.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing IELTS Material through Schoology to EFL Learners’ Listening Comprehension

Rokhaniyah

Utama

2019

lkw

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This research aims at developing IELTS listening practice tests through Schoology based on the users' needs: teachers and learners of the International Relation Department of University of Darussalam Gontor. This research applied Research and Development (R&D) design. The subjects were three IELTS listening instructors together with first semester learners encountering six meetings for IELTS listening practice tests of this on-going-semester. The findings of the research illustrated that (1) stages of IELTS listening practice tests development implemented in this research were such as need survey, materials development, validation of instruction and expert, revision, try out, revision, and final product; (2) the created product was recorded material of IELTS listening practice tests uploaded in Schoology platform, the instructors’ guide, and learners’ worksheet; (3) the product was composed of IELTS listening practice tests 1 to 6 for the first semester; (4) the criteria for IELTS listening materials are based on IELTS syllabus and the other criteria including practicality, level of difficulty, style of delivery, speed of delivery, and language content; (5) the materials of IETLS listening practice tests were appropriate for EFL learners as those materials were relevant to learners’ need and level of learners’ English ability; (6) IELTS listening practice tests could enhance learners’ excitement to learn IELTS.

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Section: Literature Reviewmentioning

confidence: 99%

Developing IELTS Material through Schoology to EFL Learners’ Listening Comprehension

Rokhaniyah

Utama

2019

lkw

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Contextualizing the Integration of Islamic Values Through English Module for Islamic Junior High School

Hanifiyah¹,

Fitriyah²,

Rohmah³

2023

Advances in Social Science, Education and Humanities Research

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English class is very potential space to build students who are spiritually, intellectually, emotionally matured. Teaching is still seen as mechanical activity where the teacher is busy giving assignments, correcting and assessing. It also focuses on the surface learning not holistic/deep learning which makes teachers do not successfully raise other aspects beyond cognition. Connecting the English lesson to students' day-to-day lives is often fail. This research aims to develop a holistic-integrative English module. The results of this study are in the form of an integration learning matrix and learning module for seventh graders of Indonesian Islamic School. The matrix is developed by referring to core competence and its themes stated in English textbooks. Three zoom sessions were done between researchers and English as a Foreign Language (EFL) teachers discussing the learning matrix and the module. The module, then, was developed in several stages, namely initial draft design, expert judgment, and try out. The learning matrix consist of the aspects: the integration, the guided learning strategies, and the independent learning strategies. The research reveals that the module is characterized by involving Islamic subjects in the theme of English lessons. Guided learning strategies provide activities and media that invite students to make active connections between English and the Islamic dimension of students' daily lives. The module also facilitates students with independent learning which is very closely related to student life. The drawback that needs to be anticipated from this module is the evaluation system that has not been measured well. Further research is expected to produce an evaluation format for learning integration in English subjects.

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Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Rohmah

Fitriyah

Hanifiyah

2022

JEELS

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The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

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Developing English Materials for Efl Learners at Islamic Junior High School

Cited by 3 publications

References 2 publications

Developing IELTS Material through Schoology to EFL Learners’ Listening Comprehension

Developing IELTS Material through Schoology to EFL Learners’ Listening Comprehension

Contextualizing the Integration of Islamic Values Through English Module for Islamic Junior High School

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

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