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All Journal Studies in English Language and Education
Luthfi Auni
Universitas Islam Negeri Ar-Raniry Banda Aceh
Education Languange, Linguistic, Communication & Media

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Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia Habiburrahim Habiburrahim; Muhammad Muhammad; Luthfi Auni; Hafidhah Hafidhah; Ika Kana Trisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.818 KB) | DOI: 10.24815/siele.v9i2.23279

Abstract

Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
A contrastive analysis of morphological and syntactic aspects of English and Indonesian adjectives Luthfi Auni; Abdul Manan
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.384 KB) | DOI: 10.24815/siele.v10i1.27401

Abstract

This study’s main focus was describing adjectives’ characteristics in English and Indonesian. It examined the similarities and differences in the features of adjectives in the two languages through a parallel comparison using the contrastive analysis approach. Data were collected from linguistics books from both languages. The results indicated that similarities and differences are found almost in all aspects of adjectives in both languages when analysed from the viewpoint of their classifications according to their forms, formations, meanings, and positions. At the morphological level, the reduplication form found and shared in Indonesian is not found in English. The habits of using Indonesian reduplication adjectives, which denote something done repeatedly and used for emphasis, tend to make Indonesian learners apply this rule to English. Both languages use different systems in terms of affixation as the formation of adjectives. English adjectives only have two kinds of affixes, namely prefix and suffix, while Indonesian ones have four kinds of affixes such as prefix, infix, confix, and suffix. The differences between native and foreign languages in forms, formations, meanings, and positions cause learning and teaching process difficulties. By knowing and understanding similarities and especially differences, teachers and students can solve the problems of learning and teaching English adjectives since these differences are the fundamental aspects of the problems faced by Indonesian native speakers when studying the target language. Consequently, having a good understanding of this critical aspect of the English language can reduce problems of learning and teaching English to Indonesian native speakers.
A contrastive analysis of morphological and syntactic aspects of English and Indonesian adjectives Luthfi Auni; Abdul Manan
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.27401

Abstract

This study’s main focus was describing adjectives’ characteristics in English and Indonesian. It examined the similarities and differences in the features of adjectives in the two languages through a parallel comparison using the contrastive analysis approach. Data were collected from linguistics books from both languages. The results indicated that similarities and differences are found almost in all aspects of adjectives in both languages when analysed from the viewpoint of their classifications according to their forms, formations, meanings, and positions. At the morphological level, the reduplication form found and shared in Indonesian is not found in English. The habits of using Indonesian reduplication adjectives, which denote something done repeatedly and used for emphasis, tend to make Indonesian learners apply this rule to English. Both languages use different systems in terms of affixation as the formation of adjectives. English adjectives only have two kinds of affixes, namely prefix and suffix, while Indonesian ones have four kinds of affixes such as prefix, infix, confix, and suffix. The differences between native and foreign languages in forms, formations, meanings, and positions cause learning and teaching process difficulties. By knowing and understanding similarities and especially differences, teachers and students can solve the problems of learning and teaching English adjectives since these differences are the fundamental aspects of the problems faced by Indonesian native speakers when studying the target language. Consequently, having a good understanding of this critical aspect of the English language can reduce problems of learning and teaching English to Indonesian native speakers.
Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia Habiburrahim Habiburrahim; Muhammad Muhammad; Luthfi Auni; Hafidhah Hafidhah; Ika Kana Trisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23279

Abstract

Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
Co-Authors Abdul Manan Habiburrahim Habiburrahim Hafidhah Hafidhah Ika Kana Trisnawati Muhammad Muhammad Solly Aryza