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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora LILICS
Sahreebanu, Dhea Syahzana
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Analysis of Grammatical Cohesion in The Russia-Ukraine War News Text Sahreebanu, Dhea Syahzana
Journal of Literature, Linguistics, & Cultural Studies Vol 2 No 2 (2023): Journal of Literature, Linguistics, and Cultural Studies (LILICS)
Publisher : English Literature Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lilics.v2i2.3566

Abstract

Grammatical cohesion is research that analyzes how each word, phrase, or sentence is connected in a text. The researcher conducted this study to identify the types of grammatical cohesion and know how these types work in news texts. Researchers chose to use a qualitative descriptive approach in conducting this research. The data source in this study is an online news text published on Wednesday, 19 October 2022, by The Jakarta Post entitled "Russia Bombs Cities Across Ukraine at Rush Hour in Apparent Revenge Strikes." To examine the news text, researchers used the theory of grammatical cohesion developed by Cutting (2002). After conducting the analysis, the researcher found thirty-five (35) forms of grammatical cohesion out of the thirty-three (33) datums found in news texts. Of the total findings, thirty-two (32) are reference forms, and the remaining three (3) are ellipsis types. On the other hand, substitution is not found in the war news text. The type of reference most often used is the endophora in the form of anaphora (13), followed by exophora (10), associative endophora (7), and endophora in the form of cataphora (2). From these findings, each type of grammatical cohesion has its role in the news text. The reference type works as a tool to refer to a reference point in the text. Meanwhile, the ellipsis type works as a tool to remove words or phrases that are deemed unnecessary. Even so, both types of grammatical cohesion function to avoid word repetition.
IMPLEMENTASI KURIKULUM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) DI PROGRAM STUDI PENDIDIKAN BAHASA ARAB UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG Sahreebanu, Dhea Syahzana; Nurcholis, Ahmad; Hidayatullah, Syaikhu Ihsan; Rois, Muhammad Nur
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 5 No 2 Oktober 2022
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v5i2.1346

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This study aims to determine the implementation of the ‘Merdeka Belajar Kampus Merdeka’ (MBKM) curriculum at the Arabic Language Education Study Program of UIN Sayyid Ali Rahmatullah Tulungagung. The Ministry of Education and Culture initiated a new university program, Merdeka Belajar Kampus Merdeka’ (MBKM), to prepare superior and competitive human resources for the 4.0 revolution era. The research method uses field research, which includes qualitative research. Research data was collected from primary and secondary sources, while data collection techniques used documentation, observation, and interviews. This study uses the process of data reduction, data presentation, and conclusion to analyze the data. The findings show that: 1) The strategy of the Arabic Language Education study program of UIN SATU Tulungagung in implementing the MBKM curriculum includes six programs, namely; MBKM Curriculum Review Workshop, National Seminar, MBKM Partner Program, MBKM-based Lecturer Devotion FGD, Department Curriculum FGD Referring to MBKM Policy, and MBKM Curriculum Alignment FGD. 2) Programming of the MBKM-based Arabic Language Education study program of UIN SATU Tulungagung has been carried out in six areas, namely; homeland student exchange (a.k.a. Permata) scheme 512, teaching assistance in education units, student professional practice (a.k.a. PPM), research, entrepreneurial activities, and MDB Community Service Program. 3) Re-curriculum for the Arabic Language Education study program of UIN SATU Tulungagung, which has two optional curricula: regular and MBKM.Keywords: Curriculum, MBKM, Arabic Language Education
Exploring the Implementation of Cooperative Learning in EFL Classrooms: A Comparative Multiple Case Study in Public and Islamic Boarding Schools Sahreebanu, Dhea Syahzana; Karmina, Sari; Hayati, Nur
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.299

Abstract

This multiple case study examines the enactment of Cooperative Learning (CL) in English as a Foreign Language (EFL) classrooms at SMPN 1 Turen and MTsN 1 Malang. Situated within two contrasting educational ecosystems public schooling and Islamic boarding education this research explores how English teachers operationalize Cooperative Learning principles, how strategies are adapted across contexts, and how institutional norms and cultural values mediate pedagogical practice.Adopting a qualitative multiple case study design, data were generated through classroom observations, semi-structured interviews, and document analysis. The findings indicate that although both institutions implement foundational elements of Cooperative Learning positive interdependence, individual accountability, promotive interaction, and group processing their pedagogical enactment is contextually negotiated. In the public school context, CL is primarily aligned with curriculum-driven objectives, competency standards, and measurable academic outcomes. Meanwhile, in the Islamic boarding school, Cooperative Learning is deeply interwoven with religious ethos, collective discipline, moral formation, and communal identity, resulting in a more value-embedded instructional model.The study further reveals that institutional culture functions not merely as a background variable but as a transformative force shaping classroom interaction, authority patterns, student participation, and collaborative norms. Differences in organizational structure, leadership orientation, and educational philosophy significantly influence how collaboration is structured and sustained. Despite these variations, Cooperative Learning in both settings contributes to enhanced communicative competence, learner autonomy, social cohesion, and critical engagement.Conceptually, this research advances the understanding of Cooperative Learning as a culturally adaptive and context-responsive pedagogical framework rather than a universal procedural model. In the evolving landscape of 21st-century education marked by globalization, digital transformation, and the demand for collaborative intelligence contextualized Cooperative Learning emerges as a strategic pathway toward future-oriented, inclusive, and culturally grounded EFL instruction.
Co-Authors Ahmad Nurcholis Hidayatullah, Syaikhu Ihsan Nur Hayati Rois, Muhammad Nur Sari Karmina