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All Journal El-HARAKAH : Jurnal Budaya Islam Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab JEES (Journal of English Educators Society) FALASIFA : Jurnal Studi Keislaman Iqtishoduna: Jurnal Ekonomi Islam Alsina : Journal of Arabic Studies International Journal of Islamicate Social Studies FENOMENA: Journal of Social Science Al'Adalah Critical Review of English-Arabic World Journal Al-Irfan: Journal Of Arabic Literature and Islamic Studies An-Nisa’ Journal of Gender Studies Rechtenstudent Journal
Sofkhatin Khumaidah
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Students Perception on Disney Animated Movies as Self-Directed Vocabulary Learning Media Selma Seila Amelia Putri Swarno; Sofkhatin Khumaidah
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2548

Abstract

The integration of digital media in English language learning has provided new opportunities to support students’ vocabulary development, particularly through audio-visual materials. One potential medium is Disney animated movies, which offer authentic language use, visual context, and engaging storylines. This study aims to explore students’ perceptions on Disney animated movies as self-directed vocabulary learning media. A descriptive qualitative approach was employed involving 22 ninth-grade students of MTsN 2 Jember. Data were collected through classroom observations, open-ended questionnaires, and semi-structured interviews. The data were analyzed using the Miles, Huberman, and Saldana model, consisting of data reduction, data display, and conclusion drawing, supported by technique and source triangulation. The findings reveal that students generally hold positive perceptions of Disney animated movies, perceiving them as interesting, enjoyable, easily accessible, and helpful in understanding vocabulary through visual context, improving pronunciation, increasing learning motivation, and supporting independent learning. However, several negative perceptions were also identified, including difficulties in understanding fast-spoken dialogues, reliance on subtitles, limited focus due to distractions, and technical problems such as unstable internet connections and unclear audio quality. This study concludes that Disney animated movies have strong potential as self-directed vocabulary learning media when accompanied by appropriate guidance and learning strategies.
Developing an English Syllabus for Kindergarten Students in Jember Sofkhatin Khumaidah
Fenomena Vol 3 No 2 (2004): FENOMENA: Journal Penelitian STAIN Jember
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v3i2.350

Abstract

The absence of a standardized English syllabus for kindergartens in Indonesia, particularly in Jember, poses a critical challenge, as English is increasingly taught at the preschool level despite the lack of a government mandate. This issue falls within broader debates on early foreign language learning and syllabus design, where young learners’ cognitive and linguistic characteristics demand age-appropriate, concrete content. This study aims to develop a practical English syllabus for regular kindergartens where Bahasa Indonesia is the instructional language. Using a developmental research approach, the researcher conducted needs surveys via questionnaires and interviews with experts, kindergarten teachers, parents, and elementary English teachers, as young children could not serve as direct informants. The resulting product is a lexicon-based syllabus that emphasizes oral vocabulary building through twenty topics, including numbers, colors, animals, family, and feelings, spread over thirty-four meetings with simple, fun activities such as singing and movement. The syllabus was tested, evaluated, and revised, showing strong alignment with objectives and high interest among preschoolers. The study concludes that the syllabus effectively guides the introduction of English in non-English-speaking environments and recommends that teachers use it flexibly and that future researchers focus on developing affordable teaching media. Tidak adanya silabus bahasa Inggris yang terstandarisasi untuk taman kanak-kanak (TK) di Indonesia, khususnya di Jember, merupakan tantangan krusial di tengah meningkatnya pengajaran bahasa Inggris di tingkat prasekolah meskipun tanpa mandat pemerintah. Isu ini berada dalam perdebatan yang lebih luas tentang pembelajaran bahasa asing pada usia dini dan desain silabus, di mana karakteristik kognitif dan linguistik anak usia dini memerlukan materi yang konkret dan sesuai usia. Penelitian ini bertujuan mengembangkan silabus bahasa Inggris yang praktis untuk TK regulur dengan bahasa pengantar Bahasa Indonesia. Dengan menggunakan prosedur penelitian pengembangan, peneliti melakukan survei kebutuhan melalui kuesioner dan wawancara dengan para ahli, guru TK, orang tua, dan guru bahasa Inggris SD, karena anak-anak tidak dapat menjadi informan langsung. Produk yang dihasilkan adalah silabus berbasis leksikal yang menekankan pengucapan kosa kata lisan melalui dua puluh topik, seperti angka, warna, binatang, keluarga, dan perasaan, dalam 34 pertemuan dengan aktivitas sederhana dan menyenangkan seperti bernyanyi dan bergerak. Silabus ini telah diujicobakan, dievaluasi, dan direvisi, dan menunjukkan kesesuaian yang tinggi dengan tujuan serta minat anak yang kuat. Penelitian ini menyimpulkan bahwa silabus tersebut secara efektif memandu pengenalan bahasa Inggris di lingkungan non-penutur asli, dan merekomendasikan guru untuk menggunakannya secara fleksibel serta peneliti selanjutnya untuk fokus pada pengembangan media pembelajaran yang terjangkau.
Mothering, Homemaking, and Studying: Indonesian Women Students in Australia Sofkhatin Khumaidah
Fenomena Vol 17 No 2 (2018): FENOMENA: Jurnal Penelitian Islam Indonesia
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v17i2.674

Abstract

Indonesian married women students who win scholarships to study in Australia face a complex challenge in reconciling their academic aspirations with domestic roles as mothers and wives, especially when bringing their families without domestic help. This study is grounded in the dominant gender order and patriarchal religious interpretations that assign women primary responsibility for homemaking and childrearing. The research aims to explore the lived experiences of these women in managing their dual roles as students and primary caregivers. Using a feminist standpoint methodology, this case study collected data through informal conversational interviews with Indonesian women students at Flinders University, South Australia. The findings reveal that internalized gender constructs significantly hinder women’s academic freedom, forcing them to avoid certain courses due to scheduling conflicts with domestic duties. Many participants consciously set aside professional and academic ambitions to fulfill perceived motherhood responsibilities. The study concludes that despite the physical and psychological benefits of family togetherness, the unequal gendered division of labor remains a major barrier. It is recommended that scholarship providers and universities offer flexible academic schedules and family support services, and further research should explore how male students balance family and study for comparative insights. Mahasiswi Indonesia yang sudah menikah dan mendapat beasiswa belajar di Australia menghadapi tantangan berat dalam menyeimbangkan ambisi akademik dengan peran domestik sebagai ibu dan istri, terutama ketika membawa keluarga tanpa bantuan pembantu. Penelitian ini berangkat dari konstruksi peran gender dominan dan interpretasi agama patriarkal yang menempatkan tanggung jawab pengasuhan anak dan rumah tangga pada perempuan. Tujuan penelitian ini adalah untuk mengeksplorasi pengalaman hidup para perempuan tersebut dalam menjalankan peran ganda sebagai mahasiswi dan pengasuh utama. Dengan menggunakan metodologi feminist standpoint, studi kasus ini mengumpulkan data melalui wawancara informal dengan mahasiswi Indonesia di Flinders University, Australia Selatan. Temuan penelitian menunjukkan bahwa konstruk gender yang telah terinternalisasi secara kuat menghambat kebebasan akademik perempuan, memaksa mereka menghindari mata kuliah tertentu karena benturan jadwal dengan tugas domestik. Sebagian besar subjek penelitian rela mengesampingkan ambisi profesional dan akademik demi memenuhi tanggung jawab keibuan. Kesimpulannya, meskipun kebersamaan keluarga memberikan manfaat psikologis, ketimpangan pembagian kerja gender tetap menjadi hambatan utama. Disarankan agar penyedia beasiswa dan universitas menyediakan jadwal akademik fleksibel serta layanan dukungan keluarga, dan penelitian lebih lanjut perlu mengkaji pengalaman mahasiswa laki-laki dalam menyeimbangkan keluarga dan studi.
Internalisasi Nilai-nilai Multikultural dalam Proses Pembelajaran Bahasa Arab di Pendidikan Tinggi Miftachul Taubah; Faisol Nasar Bin Madi; Sofkhatin Khumaidah; Dustnazar Khimmataliev
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26544

Abstract

Although Arabic is the sacred language of the Qur’an and the key to understanding Islamic teachings, in Indonesia it is often misunderstood due to its association with socio-political issues. This study is significant in strengthening the values of tolerance, pluralism, and nationalism through an inclusive and humanistic Arabic language learning approach at Yudharta University Pasuruan (UYP), an Islamic boarding school–based university that upholds diversity. The aim of this research is to analyze the concept, implementation, and multicultural values internalized in Arabic language learning. The study employs a qualitative case study approach using interviews, moderate participant observation, and documentation, with data analyzed through condensation, presentation, and verification stages using source and technique triangulation. The findings show that the internalization of multicultural values at UYP is based on three main pillars: institutional policy, curriculum integration, and pesantren culture. Implementation is carried out through active and inclusive learning, value integration in assignments, and experiential field activities. The dominant values include tolerance, togetherness, equality, and cultural openness. This study produces the Multicultural Learning Ecosystem Model, illustrating that the internalization of values occurs simultaneously through structural, pedagogical, cultural, and experiential dimensions, serving as a model for multicultural-oriented Arabic language education.
Co-Authors Ahmadiono Ahmadiono Aminullah Aminullah, Aminullah Choirul Anam Chotib, Moch. Dustnazar Khimmataliev Faisol Nasar bin Madi Fathor Rahman Fauzan . Harisi, Isnain La Himmah, Ro'fat Hizmatul Humaidi Humaidi Kumaini, Ruston Kurniadi Kurniadi, Kurniadi M. Khusna Amal Moh. Ferdi Hasan Moh. Mardi Muhamad Bisri Ihwan Muhammad Noor Harisudin Ninuk Indrayani Nur Syam Pujiono Selma Seila Amelia Putri Swarno Sofiah Sofiah Taubah, Miftachul Wasik, Abdul