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All Journal Klasikal: Journal of Education, Language Teaching and Science
Nurmala Nurmala
Universitas Nurul Jadid
Education Languange, Linguistic, Communication & Media Mathematics Other

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“I HATE ENGLISH BUT I CAN BEAT IT” A LOOK AT ISLAMIC STUDENT’S STRATEGY IN LEARNING ENGLISH Durratul Hikmah; Nurmala Nurmala; Nurhayati Nurhayati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1339

Abstract

This study explores the personal journey of an Indonesia student, pseudonymously named Arka, as he developed English-speaking competence through a combination of environmental immersion, emotional resilience, and strategic learning behaviors. Using a narrative inquiry approach and grounded in Oxfords (1990) language learning strategy framework, this research highlights how Arka evolved from a disinterested English learner in junior high school to a confident, fluent speaker and top graduate in English Education. Data were collected through in-depth interviews, observations, document analysis, and peer verification to ensure validity. The findings reveal that Arkas language development was shaped by a dynamic use of direct and indirect learning strategies, including memory, cognitive, compensation, metacognitive, affective, and social strategies. his experience underscores the critical role of learning environments, personal motivation, and emotional regulation in mastering English-speaking skills. This research offers practical insights for language teachers, learners, and researchers by demonstrating how individual experiences and self-directed strategy use can bridge the gap between classroom instruction and real-world communicative competence.
IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN EFL STUDENT WITH A HEARING IMPAIRMENT IN AN ISLAMIC-BASED SCHOOL Nurmala Nurmala; Durratul Hikmah; Eky Arisandy
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1350

Abstract

While studies on identity construction and classroom participation among English as a Foreign Language (EFL) learners are abundant, limited attention has been given to how students with hearing impairments experience these processes within religious educational contexts. Addressing this gap, the study explored how an Indonesian female EFL student with a hearing impairment constructed her identity and participated in classroom learning in an Islamic-based school. Drawing on data from in-depth semi-structed interviews, the study employed Braun and Clarks (2006) thematic analysis to interpret the participants lived experiences. The finding reveal that the participants identity developed through a series of stages: the orientation, the adjustment, the difficulty, the settlement, and identity development. Her identity construction was shaped by emotional resilience, religious values, and strong support from family, peers, and teachers. In parallel, her classroom participation evolved from passive observation to active involvement through adaptive strategies, such as preparing questions and engaging in peer interaction. This study illustrated how identity construction and classroom participation are intertwined, particularly for students with disabilities navigating inclusive learning environments. It also underscored the importance of culturally and religiously responsive support systems in fostering self-growth and academic among marginalized learners.
Co-Authors Durratul Hikmah Eky Arisandy Nurhayati Nurhayati