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All Journal Journal of Education and Learning (EduLearn) JURNAL TAPIS JURNAL PEDAGOGY Dinamika Ilmu Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Akademika : Jurnal Pemikiran Islam SETARA: Jurnal Studi Gender dan Anak Heritage of Nusantara: International Journal of Religious Literature and Heritage Al-Qalam: Jurnal Kajian Islam Dan Pendidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Dedi Irwansyah
Sekolah Tinggi Agama Islam Negeri (STAIN) Jurai Siwo Metro
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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POTRET KEPEMIMPINAN PEREMPUAN DALAM NOVEL GAJAH MADA BERGELUT DALAM KEMELUT TAKHTA DAN ANGKARA Irwansyah, Dedi
Jurnal Studi Gender dan Anak Vol 2 No 01 (2020): SETARA: Jurnal Studi Gender dan Anak
Publisher : Center of Gender Studies and Child of State Islamic Institute of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/jsga.v2i01.1969

Abstract

Aspek sejarah kerajaan nusantara yang patriarkal jarang dijadikan bahan diskusi terkait isu kepemimpinan perempuan. Fakta bahwa ada perempuan seperti Putri Shima dan Dyah Wiyat di tahkta kerajaan adalah sebuah isu yang layak dibahas. Penelitian ini bertujuan memerikan pribadi pemimpin perempuan di kerajaan Majapahit bernama Dyah Wiyat; faktor-faktor yang mempengaruhi kepemimpinannya; dan transformasi individual serta sosial yang dialaminya. Data penelitian bersumber dari novel historis berjudul Gajah Mada Bergelut dalam Kemelut Takhta dan Angkara yang ditulis oleh Langit Kresna Hariadi. Data diolah melalui langkah-langkah teknik analisis isi, yaitu pembacaan heuristik untuk menyingkap manifest content dan pembacaan hermenutik untuk mendapatkan latent content. Hasil penelitian menunjukkan bahwa meski aspek gender merupakan pertimbangan utama untuk menjadi pemimpin tertinggi kerajaan, terdapat kondisi yang memungkinkan perempuan untuk memimpin takhta. Kerajaan nusantara tidak menerapkan ideologi patriarkal absolut sehingga memungkinkan diterimanya kepemimpinan perempuan.
THE VOICE OF ELT STUDENTS AT ISLAMIC COLLEGE ON ACADEMIC LIFE IRWANSYAH, DEDI
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3880

Abstract

Research shows that student voice might be an influencing factor in the future transformation and innovation of English language teaching (ELT). The voice has long been believed to be an instrument that could provide ELT practitioners and policymakers with meaningful feedback for the betterment of curricula, materials, and classroom practices. However, there are limited discussions exploring ELT student voice in such particular educational contexts as Islamic colleges. This article aims to contribute to our understanding of that rarely discussed voice with a particular focus on: (a) the students‟ best experience as English education students at an Islamic college; (b) the students‟ perceptions related to dress code and exams; and (3) the students‟ self- assessment of English language skills. This study presents a survey study on 278 students in the English language education department at an Islamic college in Lampung province, Indonesia. The data are drawn from a survey consisting of open-ended questions distributed to the respondents at the end of the semester. Data analysis was conducted qualitatively, ranging from preparing and organizing the data to interpreting the meaning of the data in line with the research questions and theoretical review. The findings reveal that among the students' best experiences were the Islamic atmosphere, affordable tuition fees, religious education, professional lecturers, and scholarship availability. The majority of students agreed with the dress code regulation and had problems with cheating on the final examinations. The findings also show that more than half of the respondents are not sure about their English competency. This study offers important implications for English teacher education in Islamic educational contexts.
Teaching English to Young Moslem Learners: Lessons Learned from an Expanding Circle Country Irwansyah, Dedi
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7192

Abstract

A large number of research projects show an increasing interest in exploring English language teaching for young learners. Until recently, however, there has been little discussion about young Moslem learners who learn English in an expanding circle country. The purpose of this study was to provide a rich description related to the distinctive features of English teaching for young Moslem learners and to describe some plausible English teaching steps for learners. Following a case study design, this article explores informal  English teaching involving seventeen young Moslem learners that took place at a mosque located in Lampung province, Indonesia. The researcher played the role of a key instrument who observed and made sense of the teaching process. The findings of the study show that among the noticeable features are dress code and venue, topics, the use of Islamic phrases, and translanguaging. As for the teaching steps, six steps are proposed including opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. This study suggests that the tradition and the linguistic repertoire of the young Moslem learners in the expanding circle country ought to be considered as potential resources to English learning.
Context-responsive pedagogy in English language teaching in Indonesian Islamic boarding schools Madkur, Ahmad; As'ad, Muhammad Syihab; Prayogo, Agus; Sunarwan, Aisyah; Siregar, Syahreni; Harya, Trisna Dinillah; Irwansyah, Dedi
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21085

Abstract

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semi-structured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
MEANINGFUL ASSESSMENT FOR WRITING AT ISLAMIC UNIVERSITIES Irwansyah, Dedi
Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/gdcfe520

Abstract

The term ‘meaningful’ or ‘authectic’ assessments might be understood variously depending on the charateristics of the learners and the type of educational setting. General universities and Islamic universities are likely to employ the terms differently. It is no secret that an Islamic university seeks to integrate Islamic values into all aspects of its English Language Teaching (ELT) curriculum including writing assessment. The fact that Muslims constitue a vast number of English learner in Indonesia has not yet been adequately supported by assessment procedures designed to guide the English instruction. The assessments in every teaching level is suppossed to be meaningful. To design a meaningful assessment tasks for a writing course in Islamic universities, teachers should consider the growing number of Islamic terms and Islam-related expressions in the field of English language education. The terms and expressions could be integrated into imitative, intensive, responsive, and extensive writings. This paper focuses on meaningful assessment for writing course in Islamic university, an area on which researchers have not conducted adequate analyses.
The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception Haerazi, Haerazi; Dehghani, Sadaf; Rachmawati, Umi; Irwansyah, Dedi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2 (2021): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.503

Abstract

This study investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.
Co-Authors Agus Prayogo Ahmad Madkur Aisyah Sunarwan Ardiyansyah, Ahmad As'ad, Muhammad Syihab Buyung Syukron, Buyung Dehghani, Sadaf Enizar Enizar, Enizar Fitriyah Fitriyah Haerazi, Haerazi IMAM MUSTOFA Mukhtar Hadi Suseno, Nugroho Noto Syahreni Siregar Trisna Dinillah Harya, Trisna Dinillah Umi Rachmawati Walfajri Walfajri Zuzy Aryanti, Zuzy