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All Journal J-SES : Journal of Science, Education, and Studies Inspiration : Instructional Practices in Language Education
Efriswan Situmorang
Universitas Islam Negeri Sumatera Utara
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Dari Pembelajar Menjadi Tutor: Perkembangan Identitas Profesional Alumni Teaching Clinic di Pare Efriswan Situmorang; Farida Repelita Waty Kembaren
J-SES : Journal of Science, Education and Studies Vol 5 No 1 (2026): Jurnal J-SES Vol 5 No 1
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/jses.v5i1.31048

Abstract

Teacher professional development (TPD) in English language teaching often remains theory-oriented, leaving novice teachers insufficiently prepared for practical classroom demands. This study explores how participation in the Teaching Clinic (TC) program contributes to the professional development of English tutors in Pare, Indonesia. Using an interpretative phenomenological analysis (IPA) approach, the research examines how alumni interpret their transition from language learners to professional tutors. Three TC alumni who had completed the ten-month training program and had at least six months of tutoring experience were purposively selected. Data were collected through two rounds of semi-structured interviews and supported by document analysis of lesson plans, teaching materials, and reflective journals. The findings indicate that tutor development is shaped by intensive learning routines, peer-supported learning communities, mentoring relationships, and feedback-rich teaching practice. Professional identity becomes stronger when participants begin to perceive teaching as a responsibility toward learners rather than merely a process of improving their own language skills. The study highlights the value of practice-based training in supporting tutor development while also identifying the need for further development in academic English and digital pedagogy.
DEVELOPING AND EVALUATING ISLAMIC-BASED ELT MATERIALS: A SYSTEMATIC REVIEW OF DESIGN PRINCIPLES, VALIDITY, AND CLASSROOM IMPACT Efriswan Situmorang
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27765

Abstract

This systematic literature review synthesizes empirical research on Islamic-based English Language Teaching (ELT) materials to clarify (1) how such materials are designed, (2) how their validity and feasibility are evaluated, and (3) what classroom impacts are reported. Using a structured SLR procedure, the study searched Scopus for open-access, English-language journal articles (2015-2025) within social sciences and applied explicit inclusion/exclusion criteria through staged screening, yielding seven eligible studies. Data were extracted with a predefined framework and analyzed through qualitative descriptive synthesis and thematic analysis aligned to the review questions. Findings show that Islamic value integration is most often implemented through systematic development models (e.g., ADDIE/4D and related R&D procedures) and operationalized via contextualized values such as religious moderation, local wisdom (e.g., Acehnese/Minangkabau), project-based ethics (FAST), and multimodal digital resources. Evidence of validity and feasibility largely relies on expert judgment, teacher/student practicality feedback, and limited trials, with relatively few studies reporting transparent revision cycles or robust re-testing. Reported impacts most consistently include greater relevance, engagement, and perceived meaningfulness, while measurable language gains are documented less frequently, and long-term character outcomes remain under-instrumented. The review implies a need for more longitudinal/quasi-experimental evaluations, clearer value operationalization, and multidimensional outcome measures to enhance transferability across Islamic educational contexts.
Co-Authors Farida Repelita Waty Kembaren