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TEACHING AND LEARNING ENGLISH PARADIGM AND THE IMPLEMENTATION OF THE POLICY Zainal ‘Arifin
Register Journal Vol 8, No 1 (2015): REGISTER
Publisher : IAIN Salatiga

Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university. Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis

TEACHING AND LEARNING ENGLISH PARADIGM AND THE IMPLEMENTATION OF THE POLICY Zainal ‘Arifin
Register Journal Vol 8, No 1 (2015): REGISTER
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v8i1.19-44

Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university. Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis

Indonesian Pre-Service EFL Teachers’ Perceptions and Expectations of Generative AI in Teacher Education: A Phenomenological Study Zainal ꞌArifin; Atin Kurniawati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.18032

The rapid growth of Generative Artificial Intelligence (GenAI) in education has created an urgent need to understand how future teachers perceive its benefits, risks, and required skills, especially in the Indonesian context. This current study aims to explore Indonesian EFL pre-service teachers’ perspectives toward GenAI and their expectations regarding educational content related to GenAI at teacher training programs. Employing a qualitative approach with phenomenology design, the data in this study were obtained through reflective writings and semi-structured interviews involving pre-service teachers from the English Language Education Department at an Indonesian state Islamic university. The findings of thematic analysis reveal that they perceive GenAI benefits teachers by serving as a brainstorming partner for designing learning activities and saving time, while also supporting students through personalized learning experiences and instant feedback that can enhance their performance. Despite its advantages, GenAI poses challenges such as its occasional unreliability for teachers and potential overreliance that may hinder original thinking and professional growth. Meanwhile, overreliance on AI could lower students’ interaction and critical thinking, increase plagiarism risk, and foster the perception that AI is more capable than teachers. Teacher training programs are supposed to address it by focusing on three aspects, namely GenAI literacy, pedagogical knowledge, and ethical considerations. The findings imply that teacher education programs must systematically integrate GenAI literacy, pedagogical application, and ethical guidance to develop competence in leveraging AI effectively while maintaining critical thinking, thoughtful instructional autonomy, and responsible professional practice.

Exhibition texts of statue collection in the museum: Translation method and techniques revisited Muttaqien, Muhammad Zainal; Kurniawan, Kurniawan; 'Arifin, Zainal; Rani, Selma Mutia
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.294-312

For the purpose of informing and attracting foreign visitors, the exhibition texts of the objects exhibited in local museums are commonly completed with their translations in English. However, mistakes are often found in the translated versions of exhibition texts due to the unavailability of local and cultural term equivalents in the target language, as well as inappropriateness in the translation procedure. This descriptive-qualitative research aims at finding out the ways the exhibition texts of the statue collection in a local museum were translated from Indonesian to English, as well as identifying the mistakes made by the translators. The data were collected from Radya Pustaka Museum in Surakarta using a documentation technique. These data were then analyzed by applying the theories of translation methods from Newmark (1988) and translation techniques from Molina and Albir (2002) through Miles & Huberman’s (1994) interactive model of analysis. For validating the data, an investigator triangulation was conducted by involving three experts in linguistics. The findings show that, in dealing with the method, the translator employed literal translation. It is evident from the equivalence of words and the sameness of the sentence structures between the source and target texts. Regarding the techniques, 8 out 18 translation techniques were applied, namely: borrowing, reduction, transposition, amplification, literal translation, generalization, particularization, and modulation. To complete this study, it is necessary to make an assessment to measure the translation quality of the exhibition text translation in the future.

Penguatan Kapasitas Guru Bahasa Inggris SMA dalam Mengenal Konsep Deep Learning dan CEFR: Capacity Building Program on Understanding the Concepts of Deep Learning and CEFR for Senior High School English Teachers Zainal 'Arifin; Atin Kurniawati; Irwan Rohardiyanto; Imroatus Solikhah; Sujito Sujito; Teguh Budiharso; Anissatusholihah Anissatusholihah; Apri Salwa Sasmita Rahmawati
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9449

Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat kapasitas guru Bahasa Inggris jenjang SMA di kabupaten Klaten, Jawa Tengah dalam mengenal konsep deep learning dan Common European Framework of Reference for Languages (CEFR) sebagai kerangka acuan pembelajaran. Kegiatan ini dilatarbelakangi oleh masih beragamnya pemahaman guru terhadap kedua konsep tersebut serta kecenderungan pemaknaan yang bersifat teknis dan belum terintegrasi dalam kerangka pedagogis pembelajaran Bahasa Inggris. Oleh karena itu, kegiatan difokuskan pada penguatan konseptual. Kegiatan dilaksanakan selama satu hari melalui pemaparan materi dan diskusi reflektif. Metode pengumpulan data meliputi angket terbuka prakegiatan dan pascakegiatan untuk mengidentifikasi pemahaman peserta, serta observasi selama kegiatan berlangsung. Data dianalisis secara deskriptif untuk melihat kecenderungan respons dan pemahaman peserta terhadap materi yang disampaikan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap deep learning sebagai pendekatan pembelajaran yang menekankan pembelajaran bermakna dan proses berpikir mendalam. Selain itu, guru mulai memahami CEFR sebagai kerangka acuan yang dapat membantu melihat arah pengembangan kemampuan berbahasa siswa. Meskipun kegiatan ini belum sampai pada tahap implementasi pembelajaran, hasilnya menunjukkan penguatan kesadaran pedagogis guru sebagai landasan awal untuk pengembangan praktik pembelajaran Bahasa Inggris yang lebih terarah.

Wooden Coins vs Fiat Money: An Interdisciplinary Analysis of Sharia Economics and Javanese-Islamic Socio-Cultural Preservation in the Sarwono Market Husnurrosyidah Husnurrosyidah; Umma Farida; Mohammad Dzofir; Zainal 'Arifin
Jurnal Paradigma Vol 18 No 1 (2026): April
Publisher : STAI MA'ARIF MAGETAN, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/paradigma.v18i2.503

This study analyzes the Sarwono Market in Wonosoco Village, Kudus, Central Java as an innovative model of sharia economics with an interdisciplinary approach through the comparison of the transaction system of wooden coins compared to fiat money. It is motivated by the challenges of the post-pandemic village economy from dependence on the primary sector and the erosion of local culture. The Sarwono Market has been managed by BUMDes Wonorekso since December 2022 as a case study that integrates the principles of muamalah and justice (without gharar and riba) in accordance with the sharia economy, the sustainability of the village economy and the preservation of Javanese-Islamic socio-culture. Using an interdisciplinary methodological approach, this study combines the analysis of the Qur'an and Hadith on muamalah, sociological theories to explain mutual cooperation solidarity between citizens and cultural anthropology. Data collection was done through field observation and interviews with BUMDes managers, traders and visitors. The results show that the wooden coin system (Rp2,000 per piece, mandatory exchange at the counter) offers a transparent and stable alternative to fiat money which is prone to inflation so as to realize muamalah justice and turnover redistribution for the people. In addition, the Sarwono market strengthens economic sustainability through the empowerment of local MSMEs and tourism. While preserving culture such as wayang klitik, village specialties and nature-human harmony on the Jati Sewu pedestal of Sarwono village. The Sarwono market proves the potential of the local economy based on Javanese-Islamic wisdom to increase people's income. This research contributes to interdisciplinary Islamic studies in the fields of economics, sociology and cultural anthropology.

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