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All Journal Journal of English Teaching and Applied Linguistics (JETAL) ISJOUST
Chubbi Millatina Rokhuma
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Religion Humanities Astronomy Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Moderate Values Internalization in English Learning at Madrasah Aliyah Level: a Means to Prevent Radicalism Chubbi Millatina Rokhuma
Islamic Studies Journal for Social Transformation Vol 4 No 1 (2020)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/isjoust.v4i1.11938

Abstract

Moderate values of Tawasuth, Tawazun, and Tasamuh are the values of ASWAJA which means fair, balance, andtolerance. Those values are believed to be able to build the unity of Indonesia. Therefore, those values are appropriate tobe revitalized as life guidance in all aspects including educational environment. One of the alternative ways inimplementing those values in education is by internalizing them in all learning process, including English learning. Thisarticle aims to describe the internalization process of the moderate values of Tawasuth, Tawazun, Tasamuh in theEnglish learning process of some madrasah in Pekalongan regency, especially those which is developed by Ma’arif NU.This study was conducted by using a qualitative approach. The data were collected through an interview, observation, aswell as documentation. The research result shows that those values are internalized mostly in the opening activities,especially in the apperception step. In its internalization process, all of the English teachers use transinternal strategy,action and comprehension approach, reflective method, as well as clarification technique. In short, it can be concludedthat moderate values can be internalized implicitly in the English learning process through additional explanation in theapperception step. This study contributes to share the idea of the importance of moderate values internalization in Englishlearning process as well as how to internalize them in real context of English learning.
EFL STUDENTS’ EXPERIENCE OF PICTURE SERIES COLLABORATIVE NARRATIVE WRITING: HIGHLIGHTING INDONESIAN VOCATIONAL HIGH SCHOOL STUDENTS’ VOICE Fasikha Al-Izhar; Chubbi Millatina Rokhuma
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1092

Abstract

In education research, positive attention has been paid to the role of picture series collaborative writing methods to improve students’ writing achievement. To fill this gap, the present study applied the approach of narrative inquiry and explored how students experience collaborative narrative writing activity. Six graders from a vocational school in Central Java, Indonesia participated in this study. Data were collected through semi-structured interviews. For analyzing the data, the researcher employed thematic analysis by Brown and Clarke (2006). The result of this study showed that there were different perspectives for each participant in how they write narrative text through picture series collaboration. The finding can be a consideration for teachers who will use this media for teaching.
Co-Authors Fasikha Al-Izhar