Pre-Service English Teachers' Readiness to Develop Digitalized Authentic Materials With Islamic Values

Abstract

Abrar, M. (2019). Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university. Indonesian Journal of Applied Linguistics, 8(3), 588. https://doi.org/10.17509/ijal.v8i3.15257Alfa, R. R. (2020). Using podcast as authentic materials to develop studentsâ€tm speaking skill. JELLT (Journal of English Language and Language Teaching), 4(1), 65–74. https://doi.org/10.36597/jellt.v4i1.7692Alfian, A., Yusuf, M., & Nafiah, U. (2021). Integrating islamic values in teaching English: Lessons learned from an integrated islamic school. Elsya : Journal of English Language Studies, 4(1), 1–11. https://doi.org/10.31849/elsya.v4i1.7322Andriani, E., & Bram, B. (2022). Technology use in teaching literature amid and post-pandemic: teachers’ perceptions. Premise: Journal of English Education, 11(2), 279. https://doi.org/10.24127/pj.v11i2.4908Baidawi, A., Alim, W. S., & Rabi’ah, R. (2020). Integrating islamic moderation values in teaching speaking through group activity. PANYONARA: Journal of English Education, 2(2), 137. https://doi.org/10.19105/panyonara.v2i2.3667Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27. https://doi.org/10.1016/j.system.2014.09.014Craig, C. J. (2007). Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform. Teaching and Teacher Education, 23(2), 173–188. https://doi.org/10.1016/j.tate.2006.04.014Hidayat, M. C., Arifin, S., Asrori, & Rusman. (2020). Integration science technology with islamic values: Empowering education model. Proceedings of the 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019), 436, 966–970. https://doi.org/10.2991/assehr.k.200529.202Hidayati, T. (2017). English language teaching in islamic education in indonesia; challenges and opportunities. Englisia Journal, 3(2), 65. https://doi.org/10.22373/ej.v3i2.751Kamal, R. (2017). Internalization of moderate islamic values in education. Islamic studies journal for social transformation, 1(1), 67. https://doi.org/10.28918/isjoust.v1i1.1142Khaidir, E., & Suud, F. M. (2020). islamic education in forming students’ characters at as-shofa islamic high school, pekanbaru riau. International Journal of Islamic Educational Psychology (IJIEP), 1(1), 50–63. https://doi.org/10.18196/ijiep.1105Khairiah, N., & Nurzannah. (2020). Many ways to internalize islamic values implemented in indonesia. Islamic Quarterly, 64(4), 507–526. https://doi.org/https://doi.org/10.33258/birci.v3i4.1462 3956Kodirova, S. S. (2021). Using authentic materials in elt in the process of continuous education. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES, 02(12), 71–74. https://doi.org/10.37547/philological-crjps-02-12-15Liza, K., & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning (EduLearn), 14(1), 74–79. https://doi.org/10.11591/edulearn.v14i1.13925Milal, A. D., Rohmah, Z., Kusumajanti, W., Basthomi, Y., Sholihah, D. N., & Susilowati, M. (2020). Integrating character education in the English teaching at islamic junior high schools in indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 31(1), 88. https://doi.org/10.15639/teflinjournal.v31i1/88-107Nova, M. (2018). Utilizing grammarly in evaluating academic writing: a narrative research on EFL students’ experience. Premise: Journal of English Education, 7(1), 80. https://doi.org/10.24127/pj.v7i1.1300Qoyyimah, U. (2018). Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare: A Journal of Comparative and International Education, 48(4), 571–589. https://doi.org/10.1080/03057925.2017.1334536Qoyyimah, U., Singh, P., Doherty, C., & Exley, B. (2020). Teachers’ professional judgement when recontextualising Indonesia’s official curriculum to their contexts. Pedagogy, Culture and Society, 28(2), 183–203. https://doi.org/10.1080/14681366.2019.1625069Qoyyimah, U., Singh, P., Exley, B., Doherty, C., & Agustiawan, Y. (2023). Professional identity and imagined student identity of EIL teachers in islamic schools. Journal of Language, Identity & Education, 22(2), 121–136. https://doi.org/10.1080/15348458.2020.1833726Refai, R. (2018). Using authentic listening materials in efl classroom: students’ perceptions in indonesian context. Premise: Journal of English Education, 7(1), 22. https://doi.org/10.24127/pj.v7i1.1291Saleh, M. N. I. (2022). The religious leaders’ view on deradicalization efforts through the islamic educational institutions and anti-terrorism law in yogyakarta. Progresiva : Jurnal Pemikiran Dan Pendidikan Islam, 11(01), 70–86. https://doi.org/10.22219/progresiva.v11i01.21834Salim, S. K. (2017). Teaching language and teaching culture. 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS Book of Proceedings, 465, 464–470. https://doi.org/10.23918/vesal2017.a34Solihin, I., Hasanah, A., & Fajrussalam, H. (2020). Core ethical values of character education based on islamic values in islamic boarding schools. International Journal on Advanced Science, Education, and Religion, 3(2), 21–33. https://doi.org/10.33648/ijoaser.v3i2.51Solikhah, I., & Budiharso, T. (2019). Investigating the learning outcomes of an INQF-based english language teaching curriculum in Indonesia. Journal of Social Studies Education Research, 10(4), 153–175.Sopiah, S. (2020). Reinforcing character education values on islamic education in the time of distance learning. Edukasia Islamika, 5(2), 175–188. https://doi.org/10.28918/jei.v5i2.3189Syariatin, N. (2020). Using authentic materials in improving listening comprehension skill. babasal English Education Journal, 1(2), 1–8. https://doi.org/10.32529/beej.v1i2.822Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890Tustiawati, I. A. M. (2017). What motivates pre-service teachers to become teachers and their perspectives of english teaching as a career option. TEFLIN Journal - A Publication on the Teaching and Learning of English, 28(1), 38. https://doi.org/10.15639/teflinjournal.v28i1/38-56Ulwiyah, F. N. (2021). The use of online authentic reading materials in online reading class. IJET (Indonesian Journal of English Teaching), 10(2), 148–157. https://doi.org/10.15642/ijet2.2021.10.2.148-157Val Madin, C., & Swanto, S. (2019). An inquiry approach to facilitate reflection in action research for esl pre-service teachers. TEFLIN Journal - A Publication on the Teaching and Learning of English, 30(1), 1. https://doi.org/10.15639/teflinjournal.v30i1/1-21Wahyudi, A., & Huda, M. (2019). Internalization of islamic values for students with special needs in special school education institutions (SLB). AL-HAYAT: Journal of Islamic Education, 3(1), 90. https://doi.org/10.35723/ajie.v3i1.55Wijayanto, M. E. (2020). The integration of islamic values in implementation of learning english: islamic education students perspective. ETERNAL (English, Teaching, Learning, and Research Journal), 6(1), 18. https://doi.org/10.24252/Eternal.V61.2020.A2

PORTRAYING THE USE OF AUTHENTIC MATERIALS IN EFL READING CLASSES: A STUDY ON STUDENTS’ PERCEPTIONS

“…Authentic material slowly becomes textbooks through advertisements, brochures, menus, schedules, recipes, songs, articles, newspapers, magazines, movies, movie trailers, pictures, documentaries, and interviews (Ciornei & Dina, 2015). Even in this advanced digital era, students can find authentic material quickly, so teachers can insert introductory material that appears directly in the digital world (Al Azis & Toyyibah, 2023).…”