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Sholihatul Hamidah Daulay
English Education Program, Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia
Religion Humanities Education Library & Information Science Other

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Applying an Islamic Boarding School’s English Vocabulary Teaching Model at a Boarding Based Vocational School Bahrul Walidin; Maslathif Dwi Purnomo; Sholihatul Hamidah Daulay; Ainol Mardhiah
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1302-1314

Abstract

This study examines how a modern Islamic boarding school’s English vocabulary delivery model is used in a boarding based Vocational School. The study aimed to describe the model's use, its benefits, and students' learning processes in vocational education. To investigate this, a qualitative case study was used. Data was collected through class observation, interviews, and documents from SMKS IT Manahilul Irfan in North Aceh, Indonesia. The findings reveal that boarding-school learning practices such as daily vocabulary routines, peer-assisted learning, and the establishment of an English-speaking environment, substantially enhance students’ vocabulary development and communicative confidence. The dormitory context provides continuous language exposure and frequent opportunities for authentic interaction, thereby strengthening both students’ linguistic competence and character formation. Teachers reported that this learning model effectively motivates students and fosters discipline, although challenges remain, such as limited instructional time and varying proficiency levels among learners. Therefore, integrating contemporary boarding-school pedagogical approaches with vocational education offers a comprehensive and contextually relevant framework for vocabulary learning. This integration not only improves students’ English proficiency but also cultivates moral values, self-regulation, and responsibility, thereby contributing to curriculum innovation and offering practical insights for character-oriented language education
English-Based Threads Accounts as Informal Learning Media for EFL Learners Melisa Melisa; Maslathif Dwi Purnomo; Sholihatul Hamidah Daulay
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1585-1604

Abstract

This study examines the role of English-based Threads accounts as informal learning platforms for English as a Foreign Language (EFL) learners. The objective is to identify the categories of English-learning content disseminated, analyze patterns of learner interaction and engagement, and assess the educational values felt by learners utilizing Threads as an informal learning platform. This study used a qualitative phenomenological research approach to explore the lived experiences of content authors and learners, reflecting the increasing interest in informal language learning facilitated by social media. Data were gathered by systematic content observation, document analysis of posts and comments, and comprehensive interviews with four purposefully selected English-learning Threads accounts: @englishwithzah, @englishwithwahyu, @englishwithfaqih, and @bbyadthma. Analysis of 175 postings and 2,847 comments was conducted from October to November 2025. The results indicate four primary content categories: educational, motivational, interactive, and multimodal content. Learner engagement manifested through five patterns: public interaction, creator-learner discussion, peer learning, and off-platform speaking practice. Learners recognized various educational benefits, including accessibility, microlearning, emotional support, learner autonomy, and a low-anxiety learning atmosphere, while also illustrating the importance of critical and active participation. This study emphasizes the potential of Threads as an informal learning environment for EFL learners.
Co-Authors Ainol Mardhiah Bahrul Walidin Maslathif Dwi Purnomo Melisa Melisa