Teaching English through the Earliest Language Fragment to Students at Islamic High School Miftahul Islah Tembelok Sandubaya District-Mataram

Abstract

Teaching and learning English at all levels of education under Diknas or Depag is still a serious problem. English at the traditional Islamic schools (Madrasah Miftahul Islah Tembelok, in particular) still gives a negative impression, threatening, frightening, boring, difficult, and decreasing learning motivation. So many efforts have been made to increase the professionalism of the teacher/Ustaz such as in-service training, workshop, but show no significant result. This article offers an alternative way out. Successful teaching and learning foreign language should begin from the earliest fragment of language: acquiring vocabularies.

Development of TPACK for teacher-educators

“…The NCF (2005), and XII five year plan (2011), emphasized to provide connectivity, valuable content and low cost computing devices to all the Institutions of higher learning in the country. This hybrid skill facilitates to enhance linguistic abilities, to sketch specific pedagogy with advance study materials, to design multi-grade instruction (Kessler, 2006;Kimmel et al, 1999;Kipsoi et al, 2012;Sribagus et al, 2017).…”