Garuda - Garba Rujukan Digital

Exploring Effective Assessment in Students’ ESP Writing Skill: A Conceptual Framework Ardhy, Andi Anugrah Surya
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2606

This study explores effective assessment in improving students' English for SpecificPurposes (ESP) writing skill. Using the PRISMA systematic literature review researchmethod, this study highlights the important role of assessment in building meaningfullanguage skills in a specific field of study. The assessment of ESP writing skill goesbeyond the mechanical aspect, focusing on communicative dimensions such as clarity,cohesion and accuracy in a given context. An ongoing and targeted approach toassessment provides constructive feedback to students, enabling them to improve theirwriting skill strategically. The alignment between content and language skillsemphasizes the importance of accurate assessment in achieving learning objectives anddeveloping effective communication skills. Adopting innovative approaches, such asVirtual Learning Object Development (VLO), illustrates ESP education's potential fortechnological transformation. A paradigm shift towards appropriate assessmentmethods, such as authentic and dynamic approaches, promotes contextual learning andholistic development. Challenges in ESP assessment, including context-specific criteriaand student barriers, highlight the need for responsive and diverse teaching strategies.By addressing these challenges and adopting appropriate assessment techniques,educators can facilitate students' readiness to meet the communication demands oftheir field of study, creating success in both academic and professional contexts.Keywords: Assessment, Students’ ESP, Writing skill

Chill to Thrill: How Ice-breaking Transforms TOEFL Preparation and Student Engagement Leba, Wilhelmina Eryuni; Ardhy, Andi Anugrah Surya
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.2960

This research explores students' roles and perceptions towards ice-breaking activities in the context of TOEFL preparation classes at one of the universities in East Java. The research employed a qualitative approach with data analysis conducted using NVivo 12. The study involved 20 TOEFL preparation class students who actively participated in ice-breaking activities. The research instruments used were observation and semi-structured interviews to collect data on student perceptions of ice-breaking. Data analysis was carried out by identifying thought patterns that emerged from student responses to the ice-breaking activity. The research results show that ice-breaking activities effectively create a livelier and more interactive classroom atmosphere, increase students' active participation, and reduce anxiety often experienced when preparing for the TOEFL test. In addition, the active role of mentors in facilitating these activities has proven to be very important in creating a supportive and inclusive learning environment. In-depth observations also revealed that ice-breaking strengthens social interaction and collaboration between students, increasing their understanding of the material being taught. Future researchers should explore the long-term impact of ice-breaking on students' academic performance in the TOEFL test.Keywords: Ice-breaking, Student perception, TOEFL preparation

Multiculturalism: Unveiling Intercultural Communicative Competence in Modern Islamic Education Ardhy, Andi Anugrah Surya
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 6 No 1 (2024): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v6i1.8435

This research explores integrating multiculturalism and Intercultural Communicative Competence (ICC) in modern Islamic education. This research method is a qualitative study of existing literature. This research uses a literature review approach to explore the definition and dimensions of ICC, the challenges and opportunities in its integration into Islamic education, and the impact of multiculturalism on forming the Islamic education paradigm using thematic analysis of the Miles and Huberman model. Findings suggest a different understanding of ICC, which includes cultural awareness, cross-cultural sensitivity, and adaptive capacity. Despite efforts, challenges like resistance to Western influence and conceptual barriers still exist in integrating ICC into Islamic education. Promising practices, including collaborative approaches between Islamic and non-Islamic educational institutions, show potential for increased integration. Multiculturalism significantly influences educational approaches, offering opportunities to foster cross-cultural understanding and tolerance. Recommendations for future research include further exploration of effective teaching strategies, the development of inclusive learning methods, and longitudinal studies to assess the long-term impact of ICC integration in Islamic educational settings.

RETHINKING ISLAMIC EDUCATION: TRANSFORMING THE CURRICULUM THROUGH RAMAH ANAK APPROACHES Ardhy, Andi Anugrah Surya
Proceeding of International Conference of Islamic Education Vol. 2 (2024): Proceeding of International Conference on Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Developing an inclusive Islamic education curriculum is an urgent need to improve the quality of education. The Cambridge and Merdeka Belajar curricula, with their innovative principles, have great potential for adaptation in Islamic education. This research aims to identify and explore The RAMAH ANAK approach as a foundation in developing an Islamic education curriculum and analyze the suitability of RAMAH ANAK principles with the values of Islamic education. The methodology used is a library research with a qualitative approach involving analysis of literature related to the Cambridge Curriculum, Merdeka Belajar, and Islamic education. The research results show that integrating the advantages of the Cambridge Curriculum and Merdeka Belajar creates a more holistic and inclusive approach called the RAMAH ANAK approach. These principles align with Islamic educational values such as justice, compassion and character development. Apart from that, the advantages of The RAMAH ANAK approach also support the formation of Islamic solid character and inclusive learning. Thus, the findings of this research can be the basis for developing educational policies that are more RAMAH ANAK and in line with Islamic values. The conclusions of this research indicate that the RAMAH ANAK approach has great potential to improve the quality of Islamic education, but further research is needed to test its effectiveness in various educational contexts.

Dari Toleransi ke Koeksistensi: Eksplorasi Konseptual Pendidikan Islam dan Multikulturalisme dalam Menghadapi Radikalisme Ardhy, Andi Anugrah Surya
Educatia : Jurnal Pendidikan dan Agama Islam Vol. 14 No. 1 (2024): Juni
Publisher : STAI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69879/n1ttjs57

This research aims to conceptually explore the integration of multicultural values in Islamic education and its potential to overcome radicalism and promote a more inclusive and peaceful society. The researcher used a library research approach. This research examined various scientific books, journals, research results, and academic discussions relevant to Islamic education and multiculturalism. Hermeneutic analysis techniques deepen understanding of how Islamic education can be enriched with a multicultural approach. Findings show that the current Islamic education curriculum often lacks comprehensive integration of multicultural aspects that can encourage active coexistence. Therefore, this research proposes curriculum reform that educates about tolerance and actively promotes coexistence through a more inclusive and transformative approach. It includes developing teaching materials to encourage a deep understanding of other religions and active social engagement among students from diverse cultural and religious backgrounds. Islamic education integrated with multicultural values has significant potential to reduce radicalism and strengthen the foundations of a tolerant and harmonious society. Implementation requires collaboration between policymakers, educators, and community stakeholders to develop and implement curricula supporting coexistence and diversity. This research provides new insights into the strategic role of Islamic education in the current global context and offers practical recommendations for educational reform oriented towards coexistence and inclusivity.

Multiculturalism: Unveiling Intercultural Communicative Competence in Modern Islamic Education Ardhy, Andi Anugrah Surya
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 6 No 1 (2024): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v6i1.8435

This research explores integrating multiculturalism and Intercultural Communicative Competence (ICC) in modern Islamic education. This research method is a qualitative study of existing literature. This research uses a literature review approach to explore the definition and dimensions of ICC, the challenges and opportunities in its integration into Islamic education, and the impact of multiculturalism on forming the Islamic education paradigm using thematic analysis of the Miles and Huberman model. Findings suggest a different understanding of ICC, which includes cultural awareness, cross-cultural sensitivity, and adaptive capacity. Despite efforts, challenges like resistance to Western influence and conceptual barriers still exist in integrating ICC into Islamic education. Promising practices, including collaborative approaches between Islamic and non-Islamic educational institutions, show potential for increased integration. Multiculturalism significantly influences educational approaches, offering opportunities to foster cross-cultural understanding and tolerance. Recommendations for future research include further exploration of effective teaching strategies, the development of inclusive learning methods, and longitudinal studies to assess the long-term impact of ICC integration in Islamic educational settings.

Chill to Thrill: How Ice-breaking Transforms TOEFL Preparation and Student Engagement Leba, Wilhelmina Eryuni; Ardhy, Andi Anugrah Surya
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.2960

This research explores students' roles and perceptions towards ice-breaking activities in the context of TOEFL preparation classes at one of the universities in East Java. The research employed a qualitative approach with data analysis conducted using NVivo 12. The study involved 20 TOEFL preparation class students who actively participated in ice-breaking activities. The research instruments used were observation and semi-structured interviews to collect data on student perceptions of ice-breaking. Data analysis was carried out by identifying thought patterns that emerged from student responses to the ice-breaking activity. The research results show that ice-breaking activities effectively create a livelier and more interactive classroom atmosphere, increase students' active participation, and reduce anxiety often experienced when preparing for the TOEFL test. In addition, the active role of mentors in facilitating these activities has proven to be very important in creating a supportive and inclusive learning environment. In-depth observations also revealed that ice-breaking strengthens social interaction and collaboration between students, increasing their understanding of the material being taught. Future researchers should explore the long-term impact of ice-breaking on students' academic performance in the TOEFL test.Keywords: Ice-breaking, Student perception, TOEFL preparation

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search