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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 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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Navigating Western and Islamic Cultural Values in English Education: A Narrative Case Study of Teachers at International Islamic Boarding School Farah, Rafika Rabba
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1850

Abstract

Globalization has urged many students across the globe to be proficient in achieving academic success and career, including those Muslim students studying in boarding school settings. Scholars have debated the intertwin between English and Western culture. However, empirical studies that discusses the relationship between English and Islam is not well explored. This study aims to provide new insights into this complex matter, particularly on how teachers’ beliefs and experiences in English teaching at Islamic-affiliated schools is delivered. The method applied in this present research is a qualitative design, particularly using a narrative case study. Applying the design, this study explores the participants’ personal stories that are unique and rich with the relationship of social, cultural, and political measurement in reshaping their experiences. Thus, to achieve the answers, four teachers’ belief and their pedagogical practices in teaching English to students at the International Islamic Boarding School (IIBS) in Malang Region Indonesia were investigated through a semi-structured interview. Results reveal that English teaching at the schools was contextualized to the school vision and value which is to instill Islamic principles; teachers believe English has conflicting norms to Muslim students’ values; English activities are massively exposed to the Muslim students through several English enrichment programs; and English is prepared for students to be both competent in their future professional works and to spread the message of Islam. This finding has shed light that English teaching at Islamic-based schools can be contextualized to students’ needs and school cultures. Thus, this study contributes to explaining how teachers’ belief shapes their English teaching practices through designing Islamic pedagogy for their Muslim students.
The Use of Gamification (Kahoot!) to Increase Vocabulary Mastery in Elementary School Khoirunnisa, Silmi; Farah, Rafika Rabba
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1072

Abstract

This study investigates the effectiveness of gamification, specifically through the use of Kahoot!, in enhancing vocabulary mastery among elementary school students. Employing a quasi-experimental design, the research involved 36 learners from SD Negeri 01 Pandian, consisting of 18 students from grade 6A as the experimental group and 18 students from grade 6B as the control group. Data were gathered through pre-test and post-test vocabulary assessments, accompanied by student questionnaires designed to capture levels of engagement and motivation during the learning process. Quantitative data were analyzed using IBM SPSS Statistics 22. Paired sample t-tests were conducted to measure within-group differences, and independent sample t-tests were applied to compare learning outcomes between the two groups. The findings indicate that Kahoot! significantly improved students’ vocabulary achievement, as evidenced by a (Sig.) (2-tailed) value of 0.000 < 0.05. The experimental group’s mean score increased markedly from 45.78 (pre-test) to 86.22 (post-test), while the control group showed a smaller improvement from 39.56 to 63.11. These results demonstrate substantial gains in the group exposed to gamified learning, leading to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ). This confirms that the integration of Kahoot! positively influences vocabulary mastery among sixth-grade students. The study highlights the pedagogical potential of gamification in elementary education, suggesting that Kahoot! can be effectively incorporated into daily instructional activities to boost student engagement and vocabulary development. It contributes to the growing literature on digital learning tools, highlighting their role in creating interactive and engaging learning environments.
Improving English Grammar Skills Through Islamic Content and Technology for Secondary School Students in Islamic Boarding Schools Jarum, Jarum; Farah, Rafika Rabba
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15244

Abstract

Mastering English grammar is essential for effective communication, academic success, and professional growth. As one important language element, grammar helps learners in expressing ideas more clearly, avoiding misunderstanding, and engaging in meaningful interactions. Yet, many secondary school students in Islamic boarding schools (pesantren) face challenges in mastering grammar due to traditional teaching methods and a lack of engaging learning sources. This study examines the effectiveness of integrating Islamic content and technology into English grammar teaching to enhance students’ learning experiences and outcomes. In particular, the research investigates the impact of the Quizizz platform as an interactive gamified learning tool for grammar instruction. A pre-experimental design with pre- and post-tests was employed to measure the student's progress in grammar proficiency after exposure to Islamic content-based instruction and interactive digital platforms such as Quizizz. In its statistical analysis, the test results revealed a significant improvement in grammar proficiency, with an Asymp.Sig. (2-tailed) value of 0.000 < 0.05, confirming the hypothesis that using Quizizz positively impacts student learning outcomes. The findings demonstrate that integrating technology into grammar instruction can enhance engagement, understanding, and application of grammar concepts. This study underscores the potential integrating religious content with technology-driven instruction to facilitate effective grammar learning in Islamic boarding school settings. Future studies with broader sample sizes, long-term treatment, and control group comparison is needed to strengthen the generalizability of the research results.
Exploring the English Needs of Mechanical Engineering Students in ESP Class: Indonesian University Context Farah, Rafika Rabba
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.
PUBLIC SPEAKING IN ISLAMIC HIGH SCHOOL: PRACTICAL STEPS ON ISLAMIC CIVILIZATION TOPICS Farah, Rafika Rabba; Sumarsono, Puji; Waloyo, Alimin Adi
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 8 No. 2 (2019): Schemata Jurnal Pascasarjana IAIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

Abstract The tenet of being able to speak English in public sphere as a global life skill has now been a driving force for many Indonesians to learn English since early age. Not only in educational sector, public speaking skill is also in high demand for nowadays’ context—industrial marketplace era. Yet, in many situations, teachers fail to support students with the necessary skills to perform public speaking. As English is still a foreign language in Indonesia, assigning students to perform public speaking without proper training leads into fear or anxiety. However, a practical training into what the best practices of public speaking should be undertaken by educators. Moreover, Indonesia as the biggest Muslim country has many Islamic schools around. For Islamic high school students, Islamic-based material is the content that likely becomes the discourse of the school curriculum. To preach Islam in a global level, English can open up ways to this. Thus, the notion of infusing Islamic-based content in public speaking classroom is necessary. Implementing this, a training on Public Speaking with Islamic-based materials were conducted in Madrasah Aliyah Muhammadiyah 1 Malang Indonesia. The study results in highlighting several practical steps for Public Speaking with Islamic Civilization content. Procedures will highlight on experienced-based learning and some techniques to support a local-based atmosphere. In so doing, this present study suggests that Islamic Civilization content can be used as a supporting material for students learning in Islamic school context. Therefore, it is recommended that teachers in Islamic school can design the curriculum that underlies Islamic elements.
Co-Authors ., Sukarma Alimin Adi Waloyo Angga Nafis Akmal Aninda Nidhomil Hima Bayu Hendro Wicaksono Daffa Indra Arya Wardhana Ibnu Choirin Tafsirudin Jarum, Jarum Khoiriyah Khoiriyah Khoiriyah, Khoiriyah Khoirunnisa, Silmi Luciana Anggraeni Nur Hidayati Nur Mafissamawati Sholikhah Nurabianti, Asfian Nurrofi, Rifan Pramujiono Cahyadi Puji Sumarsono Rifan Nurrofi Saida Ulfa Sukarma, Sukarma Tafsirudin, Ibnu Choirin Teguh Hadi Saputro Triastama Wiraatmaja Ummu Artha Tsary Rumalessin Wildan Isa Ansori Yerry Soepriyanto