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Analisis Pelaksanaan Utang Piutang Emas Dalam Perspektif Ekonomi Islam Femmy Sentriani; Desi Isnaini; Citra Liza
Journal of Economic, Bussines and Accounting (COSTING) Vol 7 No 3 (2024): Journal of Economic, Bussines and Accounting (COSTING)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/costing.v7i3.9056

This research aims to determine the implementation of gold debts and receivables in Ujung Pulau Village based on an Islamic economic perspective. The type of research used is field research. Data collection techniques use observation, interviews and documentation methods, as well as data analysis techniques using a qualitative descriptive approach. The subjects in this research are the givers and recipients of gold debts and receivables. The results of the research show that the implementation of gold debts and receivables in Ujung Pulau Village is still frequently carried out, this is due to the ease of submitting debt applications and without any guarantees or certain conditions. Gold debt and receivable activities in Ujung Pulau Village only use the principle of trust, they are not written down, they are not dictated, without any witnesses involved so that the implementation of these debts and receivables triggers undesirable events (defaults). In the implementation of debts and receivables in Ujung Pulau Village, one party suffered a loss because the payment was replaced with cash equal to gold when borrowed. So the implementation of gold debts and receivables in Ujung Pulau Village has not been in accordance with what is recommended in Q.S Al-Baqarah verse 282 and has not implemented the principles of Islamic economics, namely the principle of monotheism, the principle of balance and the principle of justice. The solution to avoid usury from gold debts and receivables is to better understand and pay attention to the implementation of gold debts and receivables based on Islamic law. Keywords: Gold Debts and Receivables, Islamic Economics

Needs Analysis on English Professional Skills for Students of Islamic Banking Department Citra Liza; Andriadi Andriadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 11, No 1 (2024)
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.v11i1.11066

This research aims to identify professional English language skill requirements for students in Islamic Banking program and to propose an optimal English learning concept tailored for students at UIN Fatmawati Sukarno Bengkulu. The goal is to adequately address the professional needs of students in their future work environments. Employing a qualitative approach, the study involved interviews with Islamic Banking students, Islamic Banking lecturers, stakeholders from the Islamic Banking authority in Bengkulu Province, and English lecturers. The findings indicate that English proficiency is crucial for Islamic Banking students, as their future professions involved using English banking terminology and meeting requirements for advancement to managerial positions. Communication targets in the professional realm encompass correspondence, banking applications, leadership meetings, interactions with large companies, managerial-level managers, and handling foreign customers. English language situations in banking affairs predominantly occur at the managerial level, involving transaction handling in large and foreign companies, report preparation, and central-level reporting processes. A learning situation analysis reveals that proficiency in all English language skills is imperative in the profession within Islamic financial institutions. Considering the workplace needs in Islamic banking institutions, the ideal English learning concept involves mastering language elements and skills, coupled with activities supporting productive professional communication through authentic audio-visual teaching materials. Learning activities span from listening and learning Islamic banking vocabulary to practicing their use in dialogues and delivering presentations in English. Employing communicative learning methods, peer learning, and role play is essential to motivate students to regularly practice English and become accustomed to it, as well as the use of constructivism learning models.

Needs Analysis on English Professional Skills for Students of Islamic Banking Department Citra Liza; Andriadi Andriadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024): June
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.v11i1.11066

This research aims to identify professional English language skill requirements for students in Islamic Banking program and to propose an optimal English learning concept tailored for students at UIN Fatmawati Sukarno Bengkulu. The goal is to adequately address the professional needs of students in their future work environments. Employing a qualitative approach, the study involved interviews with Islamic Banking students, Islamic Banking lecturers, stakeholders from the Islamic Banking authority in Bengkulu Province, and English lecturers. The findings indicate that English proficiency is crucial for Islamic Banking students, as their future professions involved using English banking terminology and meeting requirements for advancement to managerial positions. Communication targets in the professional realm encompass correspondence, banking applications, leadership meetings, interactions with large companies, managerial-level managers, and handling foreign customers. English language situations in banking affairs predominantly occur at the managerial level, involving transaction handling in large and foreign companies, report preparation, and central-level reporting processes. A learning situation analysis reveals that proficiency in all English language skills is imperative in the profession within Islamic financial institutions. Considering the workplace needs in Islamic banking institutions, the ideal English learning concept involves mastering language elements and skills, coupled with activities supporting productive professional communication through authentic audio-visual teaching materials. Learning activities span from listening and learning Islamic banking vocabulary to practicing their use in dialogues and delivering presentations in English. Employing communicative learning methods, peer learning, and role play is essential to motivate students to regularly practice English and become accustomed to it, as well as the use of constructivism learning models.

Developing English Rhetoric Learning Materials Using the 7E Model for Islamic Banking Students Andriadi Andriadi; Citra Liza
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2220

Islamic Banking students often face difficulties in mastering English rhetorical skills needed for academic and professional communication, particularly in organizing ideas, developing arguments, and applying appropriate academic language. However, few studies have developed rhetoric-focused English for Specific Purposes (ESP) materials specifically tailored to Islamic Banking students. Therefore, this study aimed to develop English rhetoric learning materials for Islamic Banking students using the 7E learning cycle model. The study employed a Research and Development (RD) design adapted from Borg and Gall, involving needs analysis, material development, expert validation, revision, and limited field testing. The needs analysis involved 32 Islamic Banking students, semi-structured interviews with five Islamic Banking lecturers and two English instructors, and a focus group discussion with five Islamic bank managers in Bengkulu City. Three experts—a language expert, a teaching expert, and a subject-matter expert—validated the developed materials. Data were collected through student questionnaires, lecturer interviews, an FGD guide, and expert validation sheets. A limited try-out was conducted with ten Islamic Banking students enrolled in an English course. The materials incorporated the seven stages of the 7E learning cycle: elicit, engage, explore, explain, elaborate, evaluate, and extend. The findings from expert validation and student responses indicated that the materials were pedagogically feasible, contextually relevant, and appropriate for Islamic Banking students. The materials also supported students’ rhetorical competence, critical thinking, and learning engagement by helping them generate ideas, organize arguments coherently, and apply rhetorical strategies in academic presentations and professional communication related to Islamic banking practices.

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