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The Implementation of Lesson Study in English Language Learning: A Case Study Nashruddin, Wakhid; Nurrachman, Dian
Dinamika Ilmu Dinamika Ilmu Vol. 16 No 2, December 2016
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v16i2.356

Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessonsâit also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchersâ involvements) was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

Teaching English as A Foreign Language at Madrasah Ibtidaiyyah: Facts and Challenges Nashruddin, Wakhid
Dinamika Ilmu Dinamika Ilmu Vol 15 No 1, June 2015
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v15i1.94

The mastery of English as a tool of communication among nations, cultures, and people around the globe is an undeniable fact. This is just like an unstoppable virus spreading worldwide. It is rather difficult to emerge new languages to stop or even just to slow down the wide use of English. Islam world also needs to follow this by equipping its people with English as a communication tool. As Arabic is used for the communication inside Islam, English is needed to communicate Islam to other people around the earth both to Muslims or Non-Muslims. Teaching English has become an increasingly significant element in Islamic education. For this, the issue of teaching English at madrasah is an important concern for practitioners in the area of TEFL in Islamic institutions. This paper will explore the writerâs ten-year experience in teaching English at a madrasah ibtidaiyyah in Cirebon, West Java-Indonesia. The conditions that will be pictured are the culture, the students, the teaching and learning process, and the outcome of the current practices in madrasah ibtidaiyyah, mainly in the area of TEFL. Then, all these conditions will be contrasted to up to date research findings and theories so that the facts and the challenges can be clearly seen. This will also be seen from the perspective of current curriculum in Indonesia, namely curriculum 2013, which bears contradictions with the presence of it. In fact, the curriculum 2013 eliminates English as a subject learned at primary school level. What madrasah ibtidaiyyah will do in the next coming years can direct the expected outcome of the teaching of English at this level. Kinds of program that can be designed to empower the state of English mastery are an essential case to discuss. This all facts and challenges can provide insights so that people working in and with madrasah ibtidaiyyah understand and are ready to face the global communication era.

The Implementation of Lesson Study in English Language Learning: A Case Study Nashruddin, Wakhid; Nurrachman, Dian
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol. 16 No 2, December 2016
Publisher : IAIN Samarinda

Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessonsâ€”it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchersâ€™ involvements) was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

Teaching English as A Foreign Language at Madrasah Ibtidaiyyah: Facts and Challenges Nashruddin, Wakhid
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 1, June 2015
Publisher : IAIN Samarinda

The mastery of English as a tool of communication among nations, cultures, and people around the globe is an undeniable fact. This is just like an unstoppable virus spreading worldwide. It is rather difficult to emerge new languages to stop or even just to slow down the wide use of English. Islam world also needs to follow this by equipping its people with English as a communication tool. As Arabic is used for the communication inside Islam, English is needed to communicate Islam to other people around the earth both to Muslims or Non-Muslims. Teaching English has become an increasingly significant element in Islamic education. For this, the issue of teaching English at madrasah is an important concern for practitioners in the area of TEFL in Islamic institutions. This paper will explore the writerâ€™s ten-year experience in teaching English at a madrasah ibtidaiyyah in Cirebon, West Java-Indonesia. The conditions that will be pictured are the culture, the students, the teaching and learning process, and the outcome of the current practices in madrasah ibtidaiyyah, mainly in the area of TEFL. Then, all these conditions will be contrasted to up to date research findings and theories so that the facts and the challenges can be clearly seen. This will also be seen from the perspective of current curriculum in Indonesia, namely curriculum 2013, which bears contradictions with the presence of it. In fact, the curriculum 2013 eliminates English as a subject learned at primary school level. What madrasah ibtidaiyyah will do in the next coming years can direct the expected outcome of the teaching of English at this level. Kinds of program that can be designed to empower the state of English mastery are an essential case to discuss. This all facts and challenges can provide insights so that people working in and with madrasah ibtidaiyyah understand and are ready to face the global communication era.

Teaching English as A Foreign Language at Madrasah Ibtidaiyyah: Facts and Challenges Nashruddin, Wakhid
Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The mastery of English as a tool of communication among nations, cultures, and people around the globe is an undeniable fact. This is just like an unstoppable virus spreading worldwide. It is rather difficult to emerge new languages to stop or even just to slow down the wide use of English. Islam world also needs to follow this by equipping its people with English as a communication tool. As Arabic is used for the communication inside Islam, English is needed to communicate Islam to other people around the earth both to Muslims or Non-Muslims. Teaching English has become an increasingly significant element in Islamic education. For this, the issue of teaching English at madrasah is an important concern for practitioners in the area of TEFL in Islamic institutions. This paper will explore the writer’s ten-year experience in teaching English at a madrasah ibtidaiyyah in Cirebon, West Java-Indonesia. The conditions that will be pictured are the culture, the students, the teaching and learning process, and the outcome of the current practices in madrasah ibtidaiyyah, mainly in the area of TEFL. Then, all these conditions will be contrasted to up to date research findings and theories so that the facts and the challenges can be clearly seen. This will also be seen from the perspective of current curriculum in Indonesia, namely curriculum 2013, which bears contradictions with the presence of it. In fact, the curriculum 2013 eliminates English as a subject learned at primary school level. What madrasah ibtidaiyyah will do in the next coming years can direct the expected outcome of the teaching of English at this level. Kinds of program that can be designed to empower the state of English mastery are an essential case to discuss. This all facts and challenges can provide insights so that people working in and with madrasah ibtidaiyyah understand and are ready to face the global communication era.

The Implementation of Lesson Study in English Language Learning: A Case Study Nashruddin, Wakhid; Nurrachman, Dian
Dinamika Ilmu Vol 16 No 2 (2016): Dinamika Ilmu, 16(2), December 2016
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons—it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers’ involvements) was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

The Utilization of Digital Technologies in Learning Speaking Skills: Students’ Problems and Strategies at Islamic School Kameswara, Putri Andini; Nashruddin, Wakhid; Priajana, Nana
PANYONARA: Journal of English Education Vol. 5 No. 2 (2023): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v5i2.9923

Effective communication through speaking is a crucial element in today's globalized world. As technology continues to advance, it is essential to incorporate digital tools to enhance and teach speaking skills. An analysis was conducted to investigate the challenges encountered by students while learning English speaking skills through the utilization of digital technologies at an Islamic High School. The study employed a case study methodology with questionnaires and in-depth interviews as data-gathering techniques. The outcomes of this research focused on the student's learning process of English speaking skills, the obstacles they encounter, and the strategies employed to optimize the use of digital technology in acquiring those skills. The demand for curriculum updates and teacher training may contribute to this trend. Urgent changes are needed in English learning to emphasize broader skill development instead of memorizing vocabulary and grammar. Educational institutions should consider these findings and improve English language instruction accordingly.

Integrating English, Arabic, ICT skills, and Tahfidz in An Islamic School Curriculum: An Intercultural Perspective Nashruddin, Wakhid; Gazali, Erfan; Mahdi, Rijal; Muhammad, Hafid Nur; Daeworsnung, Abdulrazaq
Dinamika Ilmu Vol 25 No 1 (2025): Dinamika Ilmu, 25(1), June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i1.9852

The aim of the study is to hear teachers’ voices in relation to curriculum development in an Islamic school in Pattani, Thailand. With their experiences as intellectuals and practitioners of teaching in Islamic schools, curriculum development cannot neglect them, as has been happened in the past. Teachers were not involved in the curriculum development, and let it be decided by politicians. With many aspects occur in the global life change, come up an idea to integrate English, Arabic, ICT skills, and tahfidz in an Islamic school curriculum in Thailand. The study employed qualitative research using a questionnaire with a combination of closed- and open-ended items. 14 teachers participated in the study and filled out the questionnaire. The open-ended items’ results were calculated using percentage, and the open-ended items’ responses were analyzed using Christensen’s theory of the job-to-be-done. The result shows that teachers’ perception was negative, indicating that their involvement in the curriculum was not accommodated. However, in the context of curriculum development, teachers actually know the job to be done, what experiences needed so the job to-be-done, and has conducted limited actions or practices for the job-to-be-done. This study implies that teachers’ voices should be heard more than before, especially in the context of curriculum development. With the limitation of the study, such as numbers of participants participated, this study can be used as a basis for further discussion and curriculum empowerment using intercultural perspective for the development of school curriculum, especially the curriculum of Islamic schools.

English Teacher’s Motivation to Achieve Professional Teacher Husna, Noviyanti Nurul; Arrasyid, Farouk Imam; Nashruddin, Wakhid
IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2025.14.1.63-71

Teacher professionalism is a value, purpose, and quality of expertise related to the work of a teacher. Professional teachers possess the talent, interest, motivation, competence, and responsibility to perform their job effectively. The purpose of this research is to investigate the impact of teachers' motivation on their professionalism. The research method employed is qualitative research, utilizing a case study approach. The instruments used were observation, interview, and a documentation study. The informants in this study were three English teachers at SMKN 1 Cirebon. The research results showed that becoming a professional English teacher requires several efforts. First, teachers must possess talent, interest, and motivation. Second, teachers must also have an educational background that aligns with their field. Third, teachers must have the competencies required by their field of work. Lastly, teachers must take responsibility for carrying out their duties as teachers.

The process of 21st-century English learning at an international primary school in Cirebon Sholikha, Ika Maratus; Arrasyid , Farouk Imam; Nashruddin, Wakhid
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9389

In the 21st century of the fourth industrial revolution, global access and disruptive technology need to develop learners to acquire 21st-century skills that rely on communications, collaboration, creativity, critical thinking teaching strategy, learning process, classroom management, and assessment of paramount importance. The content analysis used the qualitative narrative. The findings allowed students to survive and function with the rapidly evolved, global, and complex world, whilst teachers and other education practitioners were suggested to reform and reconsider the instructional practices including, among others learning materials used in the classroom that aligned with the current situation by involving 2 English teachers and 17 students. Hence, this study investigated characteristics of the 21st-century for EFL Learning, the strategies used by English teachers in teaching English, and the process of students learning in the 21st century at the international level.

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