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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Celtic Jurnal Dakwah Risalah Englisia Journal English Review: Journal of English Education KEMBARA KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Journal of Foreign Language Teaching and Learning Jurnal Pendidikan (Teori dan Praktik) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics International Journal of Community Service Learning JURNAL SCHEMATA : Pascasarjana UIN Mataram Al-Ta'lim IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Journal of Community Service and Empowerment Journal of Research on Language Education JOLLT Journal of Languages and Language Teaching English Learning Innovation (englie) DINAMIKA ILMU: Jurnal Pendidikan JP (Jurnal Pendidikan) : Teori dan Praktik International Journal of Learning Reformation in Elementary Education Indonesian Journal of English Language Teaching and Applied Linguistics
Rafika Rabba Farah
Universitas Muhammadiyah Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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‘WHO AM I?’ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION Farah, Rafika Rabba
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (503.056 KB) | DOI: 10.22219/celtic.v3i1.7855

Abstract

The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachers’ identity. This study takes a deeper look on a teacher’s personal experience teaching ESP that contributes to ESP teacher’s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.
Exploring Muslim Pre-Service Teachers’ Honesty on Cheating and Plagiarism: A Survey in Indonesian Islamic University Farah, Rafika Rabba
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 21 No 1, June 2021
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v21i1.3175

Abstract

Cheating and plagiarism have been crucial issues among students studying either at high school or undergraduate levels. This present study aims to reveal the cheating and plagiarism practices among pre-service teachers in their undergraduate program at one Islamic university in Indonesia. As Muslim teacher candidates, the respondents are urged to uphold academic integrity and honesty. Thus, this study seeks to provide data on how serious the academic ethics immersed in Muslim pre-service teachers. The method implemented for this study was a cross-sectional survey. The respondents were students enrolled in the Faculty of Education, which comprises several departments in the education fields. Results indicate that respondents were recorded as having morally ethical on one aspect of academic integrities, 95% never paid someone else for the exam, 75% never changed answers after the marking process, and 50% declared rarely copy an answer. Yet, there was also a display of less ethical attitude on some other academic behaviors driven by cultural factors. Thus, some teaching implications are highlighted for teachers and students to combat cheating and plagiarism practices among pre-service teachers in Indonesian Islamic universities.
TEACHERS’ PERCEPTION TO CLIL AND WEB-BASED MATERIAL IMPLEMENTATION IN A PRIMARY SCHOOL Alimin Adi Waloyo; Khoiriyah Khoiriyah; Rafika Rabba Farah
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4347

Abstract

Primary school teachers have a crucial role to support CLIL and web-oriented media implementation in class. CLIL approach pedagogically offers double advantages; English competence and content development. This pedagogical approach leads to sufficient English input at the early stage of learning which makes primary learners able to shift the paradigm that English is a challenging language to learn. More importantly, primary school learners can take the advantages of the Information and Communication Technology (ICT) part of their daily use for the sake of CLIL, so learning can be fun and enjoyable. Nevertheless, much of the previous research in Indonesian context gives limited attention to how primary school teachers perceived CLIL interwoven into ICT based media.) that situation led into this research. Also, this research is expected to encourage the CLIL application in formal education, particularly in primary levels due to time efficacy and effectiveness. The involved participants were 12 primary school teachers in a primary school in Malang. A 14-item Likert-Scale questionnaire and FGD were applied to collect the data. It was found that the teachers perceive the CLIL and web-based media positively, but they would reconsider to implement it in their class due to English competency reasons and material design issue, facilities, and school support. Therefore, hybrid CLIL implementation and teachers’ collaboration are suggested.
‘WHO AM I?’ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION Rafika Rabba Farah
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v3i1.7855

Abstract

The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachers’ identity. This study takes a deeper look on a teacher’s personal experience teaching ESP that contributes to ESP teacher’s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.
English Learning and Teaching are Like a Rollercoaster: Metaphor of Online Learning amid COVID-19 Outbreak in Indonesia Rafika Rabba Farah; Nur Mafissamawati Sholikhah
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.17378

Abstract

Abstract. The global pandemic of COVID-19 has a direct impact on educational setting, schools and universities finally have to use an online platform as a way out. This present research aims to analyse EFL students’ and teachers’ perception on their online learning during the outbreak using metaphoric words. A questionnaire using metaphor analysis concept was distributed online to 55 students and 14 teachers at one private university in Indonesia. Data coding was done through qualitative analysis software, NVivo 12 Plus. Results show that EFL students and teachers have various metaphoric entailments to describe their perceptions. Three major metaphoric words used by students were related to hobby, game, and food for 11 coding references respectively, whereas for teachers the metaphoric used were hobby (4 coding references); game (3 coding references); relationship (2 coding references), others was in small distribution. Derived from the metaphoric words used by the students and teachers, the nuance can be drawn into their perspectives towards the online learning. The results also revealed that EFL students perceived online learning negatively; whereas, teachers were mostly in a neutral position towards their online teaching. This study has shed a light that this pandemic has essentially shown that in the future educational curriculum, particularly in EFL context, online learning activities should be made a part of ELT class.Keywords : COVID-19, Online Learning, EFL Learners, Metaphor Analysis
Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception Aninda Nidhomil Hima; Teguh Hadi Saputro; Rafika Rabba Farah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 1 (2021): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v7i1.15805

Abstract

Task-based language teaching (TBLT) has received significant attention from both researchers and practitioners of second language learning. This approach has been reported to be effective in various contexts. Studies on the teachers’ perception on TBLT have also been conducted. The results inform the perceived benefits and challenges of using TBLT in teaching context. However, very few studies have investigated the teachers’ perception in Indonesian context. To investigate the perception, a qualitative research design was employed. Three female English teachers of a vocational school in Malang, East Java, Indonesia were the participants of the study. Before the study was conducted, these three participants were asked to attend a training or coaching on TBLT. At the end of the training or coaching, they had to design a TBLT lesson plan which later were used in their real teaching to their students. After the whole training or coaching was finished, their perceptions about the perceived benefits and challenges about TBLT were investigated through focus-group-discussion (FGD) and individual interviews. The data were analyzed qualitatively and resulted in findings that fell into two categories, namely benefits and challenges. The benefits were this method (1) was considered to be the ‘right’ approach, (2) actively engaged the learners in their learning, (3) was relevant to the current curriculum, (4) increased the learners’ motivation and (5) provided “scaffolding” method for leaners’ use of the language and accomplish the tasks. Meanwhile, its challenges were (1) its time-consuming preparation, (2) complicated and confusing features of a task, (3) complicated implementation of the scaffolding process, (4) doubts or questions about “get-it-right-at-the-end approach” and (5) irrelevance of this method to the exam preparation.
Infusing Islamic-related content through Trivia Cards: Research & development in ESP classroom Rafika Rabba Farah
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (17.225 KB) | DOI: 10.30659/e.5.1.78-88

Abstract

English learning has now largely been driven by global socioeconomics. Thus, English for Specific Purposes is likely taught at tertiary level education in Asia. Especially, in Indonesia, where Muslim is the major population, teaching English to students majoring in Islamic Studies must be carefully planned. Experts have discussed widely that English language has its association to Western civilization and Christian value. Therefore, this present research aims at developing Trivia Cards which infuse Islamic elements to teach English for Islamic Studies for students majoring in Islamic discipline at one private Islamic university in Indonesia. Research and Development (R&D) was implemented in the study involving some procedures as follows: need analysis, product design, product validation, and revision. Results on need analysis comprised five important topics, they were Islamic manner (akhlak), oneness of God (tauhid), Islamic history, and hadith. Further, the experts highlighted that the media developed reached its validity criteria as it was scored 98.07% by media-language expert; and scored 88.6% by content expert. Furthermore, the study were 95% positively responded by the respondents with 45% strongly agreed and 50% agreed respectively; meanwhile only small portion stated his/her disagreement for 5% or as many of one respondent. Thus, this study has shed a light that Islamic content can provide a way for English teachers to teach English to students with Muslim background.
Integrating Islamic values in CLIL materials: a syllabus design for Islamic primary school Khoiriyah Khoiriyah; Rafika Rabba Farah; Luciana Anggraeni
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.13297

Abstract

The new educational policy in Indonesia does not require English as a compulsory subject in primary school. To respond to the current policy, some primary schools, especially Islamic affiliated primary schools still have a commitment to provide English lessons as an extracurricular subject. Since there is no regulation toward the teaching and learning process, implementing Content-Language Integrated Learning (CLIL) approach into teaching materials aims to improve the learning process. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design the CLIL materials and reached the third stage. The results highlight that after conducting a need analysis, the syllabus and the students’ activity book consists of three selected topics that integrate Islamic values into CLIL model. They were Caring for Living Things, My Heroes, and My Dream Job. Those topics were adapted from a thematic book applied in the school partner under the Curriculum 2013. These topics were designed into three main subjects i.e., Science, Islamic Content, and Arts. Furthermore, before each topic, vocabulary-based activities were presented followed by three kinds of activities. Islamic values are integrated into CLIL materials to promote Contextual Teaching and Learning (CTL) also to advocate local wisdom-based curriculum, particularly infusing the Muslim cultures and values. This study concludes that there is a need to integrate Islamic content to English materials in Islamic primary affiliated schools.
Exploring the English Needs of Mechanical Engineering Students in ESP Class: Indonesian University Context Angga Nafis Akmal; Nur Hidayati; Rafika Rabba Farah
English Learning Innovation (englie) Vol. 1 No. 1 (2020): August
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v1i1.13130

Abstract

English for Specific Purposes in tertiary level puts its importance to Need Analysis (NA) process for syllabus design. This present research is concerned with designing ESP syllabus for Mechanical Engineering students in tertiary level through need analysis. The research aims to identify the immediate needs of the Mechanical Engineering students and design appropriated syllabus based on students’ needs using Target Situation Analysis (TSA) and Present Situation Analysis (PSA). In order to achieve the research’s objectives, a questionnaire was administered to a total 50 respondents. The finding of the research shows that among 4 basic English skills, listening skill emerged as the most important skill that students’ really need, followed by speaking, reading, and writing. Thus, this research suggests that ESP teachers should design more varied activities on listening course that students will have the competence to apply the skills later in future life context.
Exploring the English Needs of Mechanical Engineering Students in ESP Class: Indonesian University Context Rafika Rabba Farah
AT-TA'LIM Vol 28, No 1 (2021)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v28i1.627

Abstract

English for Specific Purposes in tertiary level puts its importance to Need Analysis (NA) process for syllabus design. This present research is concerned with designing ESP syllabus for Mechanical Engineering students in tertiary level through need analysis. The research aims to identify the immediate needs of the Mechanical Engineering students and design appropriated syllabus based on students’ needs using Target Situation Analysis (TSA) and Present Situation Analysis (PSA). In order to achieve the research’s objectives, a questionnaire was administered to a total 50 respondents. The finding of the research shows that among 4 basic English skills, listening skill emerged as the most important skill that students’ really need, followed by speaking, reading, and writing. Thus, this research suggests that ESP teachers should design more varied activities on listening course that students will have the competence to apply the skills later in future life context.
Co-Authors ., Sukarma Alimin Adi Waloyo Ananta, Benny Dele Bintang Angga Nafis Akmal Aninda Nidhomil Hima Bayu Hendro Wicaksono Daffa Indra Arya Wardhana Ibnu Choirin Tafsirudin Jarum, Jarum Khoiriyah Khoiriyah Khoiriyah, Khoiriyah Khoirunnisa, Silmi Khotib, Dede Akmal Luciana Anggraeni Nur Hidayati Nur Mafissamawati Sholikhah Nurabianti, Asfian Nurrofi, Rifan Pramujiono Cahyadi Puji Sumarsono Rifan Nurrofi Rumalessin, Ummu Artha Tsary Saida Ulfa Sholahuddin, Muhammad Firza Thoriq Sukarma, Sukarma Tafsirudin, Ibnu Choirin Teguh Hadi Saputro Triastama Wiraatmaja Wildan Isa Ansori Yerry Soepriyanto