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All Journal Indonesian Journal of Integrated English Language Teaching Proceeding of International Conference on Teacher Training and Education
Abdul Hadi
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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English, Islam, and Secular values in Pre-service English Teacher Education: Exploring the Curricular Balance Hadi, Abdul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.696 KB)

Abstract

Over the past few decades, Pre-service English Teacher Education (PETE) Programs have been offered in Indonesian Islamic state universities, which traditionally only provide education programs in Islamic studies. This new development became particularly evident after the transformation of several former state institutes and schools for Islamic studies into state Islamic universities. This transformation calls for an understanding of how English, Islam, and secular values are integrated into a balanced proportion in a PETE Program‟s curriculum. This paper draws on findings from a case study exploring the interplay among English, Islam, and secular values in principles, content, and implementation of PETE curriculum in an Islamic state university. The findings showed that the principles underpinning PETE curriculum in the university reflect a balanced curricular representation of English, Islam, and secular values in the following terms: (1) students‟ and lecturers‟ roles in learning process, (2) theories and practice, and (3) institutional identities and professional realities. Similarly, a balanced proportion of English, Islam, and secular values was found in the curriculum content. This balanced proportion of curriculum content was reflected in (1) components of the curriculum content (language component, educational and pedagogical component, institutional component) and (2) pedagogical characteristics connecting the curriculum content (Islamic, integrated, theoretical, practical, contextual). However, the study revealed that there was inadequacy of balance in the curricular accommodation of English, Islam, and secular values—a finding that was represented by curriculum implementation that was fragmented, inadequately practical, and inadequately contextual. The above findings will be discussed based on perspectives from theoretical and empirical literature in second language and general teacher education, Indonesian education, and Islamization and secularization of education. The presentation will conclude with some curriculum and policy recommendations for sustainable 21st century Pre-service English Teacher Education in Indonesian state Islamic universities or in other similar contexts.
Using Self-Correction and Peer-Correction Techniques to Improve Students’ Writing Skills: A Comparative Study Ade Yanti; Abdul Hadi; Dodi Settiawan
Indonesian Journal of Integrated English Language Teaching Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i1.18494

Abstract

This research aimed to examine and compare the effects of using self-correction and peer-correction techniques on improvement of  students’ writing skills at Language Development Centre of a state Islamic university in Sumatera. The data were gathered using pre-test, post-test, writing assessment sheet and guidance sheet of self and peer correction techniques. This quantitative research was carried out by using an experimental method. The population consisted of 34 classes, and the samples were taken through cluster random sampling. As a result, 3 classes, consisting of 77 second-semester students, were selected. The research hypotheses were tested by using the Wilcoxon and Mann-Whitney tests. The results showed that, first, there was a significant difference in the students’ writing skills before and after using the self-correction technique. Second, there was a significant difference in students’ writing skills before and after using the peer-correction technique. Third, there was a significant difference in writing skills between the students who were taught using the self-correction technique and those who were taught using the peer-correction technique. The results also showed that the peer-correction technique had a more significant effect size on the scores for the students’ writing skills. Keywords: self-correction technique, peer-correction technique, students’ writing skill
Co-Authors Ade Yanti Dodi Settiawan