Utilizing Ict to Develop Student’s Language Ethic at Islamic University

Apriani, Eka; Supardan, Dadan; Sartika, Eka; Suparjo, Suparjo; Hakim, Ihsan Nul

doi:10.24014/potensia.v5i1.6279

Cited by 10 publications

(10 citation statements)

References 1 publication

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“…Due to its prominence as a worldwide language for communication, whether in commerce or academic, English has been the most popular language to study as a foreign/second language for generations (Rehman & Perveen, 2021). The Ministry of National Education of Indonesia states that language has a critical role in students' intellectual, social, and emotional development, as well as being a key component of academic achievement in all subjects (Apriani et al, 2019). Language learning is supposed to assist students get to know themselves, their culture, and the cultures of others, express themselves in the language, and discover and utilise their analytical and imaginative abilities.…”

Section: Islamic Teaching Materialsmentioning

confidence: 99%

“…Teaching materials, according to the Indonesian Ministry of National Education (2011: 2), are all forms of materials used to assist teachers in carrying out the educational process (Apriani et al, 2019;Ratih & Taufina, 2019). The materials are also a collection of materials that are arranged systematically so as to create an environment or atmosphere that allows students to learn.…”

Section: Islamic Teaching Materialsmentioning

confidence: 99%

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Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective

Djamdjuri

Suseno

Tajuddin

et al. 2021

ijole

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This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires, it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources. Furthermore, respondents stated that the multimodal approach to learning is very interesting, very good, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based materials could provide interactive opportunities between lecturers and students.

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Section: Islamic Teaching Materialsmentioning

confidence: 99%

Section: Islamic Teaching Materialsmentioning

confidence: 99%

Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective

Djamdjuri

Suseno

Tajuddin

et al. 2021

ijole

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“…Cohesion is the unity of discourses or texts which connect the meanings among sentences, paragraphs, or other levels of writing. If an English user reads a passage containing more than one sentence, he can normally decide without difficulty whether the passage forms a unified whole, or it is just a collection of unrelated sentences (Apriani, 2016;Apriani et al, 2019). The unified whole text means there is cohesion in it because in one sentence and the other one has related meanings, while a collection of unrelated sentence has no cohesion in that text.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Cohesive Devices used by Tertiary English Students in Writing English paragraphs

Nurhidayat

Apriani

Edy

2021

IJMMU

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The present research aimed at investigating kinds of cohesive devices and the problems of using those cohesive devices in writing English paragraphs. 10 undergraduate English students from an institute in Curup, Bengkulu, Indonesia were involved as the participants purposively. Document analysis was conducted towards students’ written paragraphs to garner the data about kinds of cohesive devices, and they were then interviewed to reveal information with respect to their problems of using cohesive devices. The data were analyzed using an interactive model. The present research revealed that the students had used some kinds of cohesive devices such as references in the form of personal pronoun and demonstrative reference. They used conjunctions in the form of additive, adversative, and clausal conjunctions. They used reiteration in the form of making repetitions of the same words. This condition indicated that they had moderately been able to use general cohesive devices. However, there were some more cohesive devices they had not used because of their complexities. In terms of problems, they had no problems of using references. However, they had varied problems in using substitution, ellipsis, conjunction, reiteration, and collocation. It implied that English writing lecturers needed to help students cope with such problems of using cohesive devices by applying explicit teaching.

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“…Software applications, television, telephone, CD ROM, audio or movie, computer, and internet are all examples of ICT. The movie as an example of how ICT may be used as a communication medium takes a role as a communication medium (Apriani, et. al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Code Mixing in the MOVIE “From London to Bali”

Asrifan¹,

Abdullah

Muthmainnah

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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examined is the types and level code-mixing. In types and level code-mixing, researchers used the Suwito theory. As for the types of code-mixing, including inner code-mixing and outer code-mixing, while in code-mixing level consists of six words: word-level code-mixing, phrase-level code-mixing, clause level code, baster level code-mixing, repetition level code-mixing, and code-mixing level idioms. This research design used is qualitative research. Qualitative research, among others, is descriptive. The data is collected more in the form of words or pictures rather than numbers. The qualitative descriptive method is a method that researchers can use to analyze by doing fact-finding with the right interpretation. Qualitative research is closely associated with the context. Based on the results of the analysis from London to Bali, the data was obtained for types of code-mixing consisting of inner code-mixing 115 data, outer code-mixing 46 data, and level code-mixing consisting of word-level code-mixing 145 data, phrase level code-mixing 10 data, code-mixing clause level 4 Data, baster level code-mixing 1 data, repetition level code-mixing 3 data, idiom level code-mixing 0 data.

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Utilizing Ict to Develop Student’s Language Ethic at Islamic University

Cited by 10 publications

References 1 publication

Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective

Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective

The Analysis of Cohesive Devices used by Tertiary English Students in Writing English paragraphs

An Analysis of Code Mixing in the MOVIE “From London to Bali”

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