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All Journal Journal of Educational Sciences Akademika : Jurnal Pemikiran Islam TELL - US JOURNAL SCHOULID: Indonesian Journal of School Counseling International Journal of Islamic Boarding School Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah REGISTER JOURNAL
Purnomo, Maslathif Dwi
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Religion Humanities Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Applying an Islamic Boarding School’s English Vocabulary Teaching Model at a Boarding Based Vocational School Walidin, Bahrul; Purnomo, Maslathif Dwi; Daulay, Sholihatul Hamidah; Mardhiah, Ainol
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; Purnomo, Maslathif Dwi; Daulay, Sholihatul Hamidah
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.
Students’ Code-Mixing Practices In Bilingual Classroom Interaction Inayatullah, Addini; Daulay, Sholihatul Hamidah; Purnomo, Maslathif Dwi
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1083

Abstract

Code-mixing is a common phenomenon in bilingual and multilingual contexts, occurring not only in daily communication and on social media but also increasingly in educational settings, particularly in speaking-class activities. This study aims to investigate the types of Indonesian–English code-mixing and the reasons and factors influencing its use in students’ speaking class activities. The research employed a descriptive qualitative method. The data were collected from students’ speaking class activities through classroom video recordings and unstructured interviews. The recorded utterances containing code-mixing were transcribed into written data and subsequently analyzed by type of code-mixing. The data were then analyzed to identify the reasons and factors underlying students’ code-mixing. The findings reveal that students produced three types of code-mixing: insertion (34 data), alternation (26 data), and congruent lexicalization (3 data). Insertion emerged as the most dominant type, indicating that students tend to embed English lexical items within Indonesian sentence structures. The reasons for using code-mixing include talking about a particular topic, being emphatic about something, inserting sentence fillers or interjections, repetition for clarification, and clarifying speech content for the interlocutor. Furthermore, factors influencing code-mixing include speaker–interlocutor interaction, limited mastery of vocabulary, and classroom communication needs. These findings suggest that code-mixing functions as a communicative and pedagogical strategy that facilitates interaction, comprehension, and students’ active participation in speaking activities. This study contributes to the field of language education by highlighting the positive role of code-mixing in bilingual classroom contexts. 
Co-Authors Berutu, Hotma Daulay, Sholihatul Hamidah HASIBUAN, ANGGI SYARIAH Inayatullah, Addini Irham, Novia Robeitah Manik, Nazaruddin Mardhiah, Ainol MATONDANG, RAHMAH Melisa Melisa Muhammad Hasan Basri Rizqa Ahmadi, Rizqa Sa'diyah, Miftahus Sahnan, Bajuri Seftina, Ayumi Tien Rafida, Tien Walidin, Bahrul Wildani Hefni