DINAMIKA ILMU: Jurnal Pendidikan
FOCUS DINAMIKA ILMU provides scientific article of education that developed in attendance through the article publications, book reviews, original research report, reviews, and scientific commentaries in Islamic education. SCOPE DINAMIKA ILMU encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Teaching and Learning in Islamic Education English Language Teaching in Islamic Context Arabic Language Teaching Curriculum Devepment Material Development
Articles
313 Documents
<![CDATA[The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration ]]>
<![CDATA[Inayati, Dian]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.664
<![CDATA[This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.]]>
<![CDATA[Balanced Scorecard: A Strategy for the Quality Improvement of Islamic Higher Education ]]>
<![CDATA[Ilyasin, Mukhammad]]>;
<![CDATA[Zamroni, Zamroni]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 2 (2017): Dinamika Ilmu, 17(2), December 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i2.703
<![CDATA[The main issue in improving the quality of Islamic Higher Education is to increase the competence and professionalism of teachers and education personnel to achieve its vision and mission in the middle of the complexity of the demands of society and the changing times. so that the quality of education and governance of Islamic Religion clean and transparent with the principles of good governance is achieved as a matter of strategic policy development, the concept of the balanced scorecard as a strategic management system that is implemented by a world-class organization and even as a means of guiding and driving the change management process and the culture of the organization, in this case integrated in educational organization in order to create Islamic institutions of higher education quality. Through the balanced scorecard, which focuses on four perspectives, namely financial perspective, customer perspective, internal business perspective and learning and growth perspective is expected to create a system of organizing the Islamic Higher Education that upholds the values of trust, tafaqquh fi 'l-Din, professional, transparent, accountable and quality. Through balanced scorecard Similarly, Islamic higher education will be more qualified, marketable and globally competitive.]]>
<![CDATA[The Ability of Indonesian EFL Learners in Writing Academic Papers ]]>
<![CDATA[Husin, M. Said]]>;
<![CDATA[Nurbayani, Etty]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 2 (2017): Dinamika Ilmu, 17(2), December 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i2.725
<![CDATA[This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students’ thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants’ perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents’ low score of writing with appropriate and acceptable structure in English. This is the effect of respondents’ lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing.]]>
<![CDATA[Effect of Students’ Term and Educational Institution on the Arising of Indonesian Morphology-Syntactical Interference in ELLT ]]>
<![CDATA[Nurhayati, Dwi Astuti Wahyu]]>;
<![CDATA[Djatmika, Djatmika]]>;
<![CDATA[Santosa, Riyadi]]>;
<![CDATA[Wiratno, Tri]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.739
<![CDATA[This research examines the two factors which effect on the raising of Indonesian morphology-syntactical interference. It aimed at delineating the potential effect of these two factors on the arising of Indonesian morphology-syntactical interference of undergraduate students majoring in English department of State Islamic Institute of Tulungagung and PGRI teacher training college of Tulungagung. 213 Javanese undergraduate students were selected based on two-step purposive sampling. To collect data, the researcher used observation and questionares in which the participants answered a set of 12 open-ended questions to measure the students’ term along with educational institution and Indonesian morphology-syntactical interference. To analyze the data, t-test on correlation and coefficient as well as linier stepwise multiple regressions were conducted through Statistical Package for Social Sciences (SPSS) version 17. Data analysis indicated that the independent variables significantly correlated with Indonesian morphology-syntactical interference. In addition, multiple regressions analysis specified different higher institution as the main contributing variable and students’ term as the second one on the arising of Indonesian interference. It also showed that students of English departments of state Islamic institution of Tulungagung got higher scores on the arising of Indonesian morphology-syntactical interference than those of PGRI teacher training college of Tulungagung. The reason may refer to the supporting environment that is higher language exposure. The results highlighted the longer the students’ term they have, the lower score on the arising of Indonesian morphology-syntactical interference they produce. ]]>
<![CDATA[Learning Journal and the Students’ Achievement in Grammar Class: Transitivity Analysis ]]>
<![CDATA[Isti'anah, Arina]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.741
<![CDATA[Learning journal enables students to reflect of what they have experienced in the learning process. This article presents the students’ learning journal in grammar class. For some students, grammar is seen as a course which does not attract their interest. It resulted on their ignorance of the course. However, students have to face the fact that grammar is an integral part of their literacy as it affects the meaning of their utterances, both spoken and written. The participants involved were the 37 students of English Letters Department, Sanata Dharma University. The students were in Structure IV course, one of grammar classes offered by the study program. The instruments involved were the students’ learning journal wrtten during the semester and their final grades. The learning journal was analyzed by means of Halliday’s transitivity. The findings reveal that most of the students used material process in their learning journal, while mental and relational processes do not appear often in the journal. The students’ achievement in class is dominated by an A in the end of the semester. Relating the two findings above, this article concludes that students’ practice of their knowledge in their social life affects their achievement in class. The employment of material process in the students’ learning journal reveals the students’ practice and purpose of learning grammar. Keywords: learning journal, grammar, transitivity]]>
<![CDATA[Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners ]]>
<![CDATA[Solikhah, Imroatus]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.783
<![CDATA[This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24). Data were analyzed using One-Way Anova Test. The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2) Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%.]]>
<![CDATA[Inducing Critical Discourse Analysis in Speaking Syllabus for EFL Students of Indonesian Islamic Universities ]]>
<![CDATA[Fauzan, Umar]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.785
<![CDATA[Speaking courses are predominant to equip students oral proficiency and the stages of the improvement are required to include in the speaking syllabus. This study was conducted to see the weaknesses of speaking course and renewal of speaking syllabus as the revision. This study used content analysis and thematic analysis as the research design. The study involved speaking lecturers, students of speaking course, and head of English language education in IAIN Samarinda as research subjects. Data on syllabus documents were obtained from the document analysis and data on the subjects’ perceptions were collected using interviews and questionnaire. The study revealed that speaking courses were revised their names as: speaking for daily conversation, speaking for formal settings, speaking for academic settings, speaking for academic purposes, and public speaking. Three primary characteristics of the renewal speaking sources were termed: learning outcomes, needs analysis based course contents, and CDA inductions.]]>
<![CDATA[Foreign Language Anxiety in Academic Writing ]]>
<![CDATA[Ariyanti, Ariyanti]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.815
<![CDATA[Accomplishing an assignment in academic writing course is not as easy as pie because there are many aspects that students need to follow to have an English writing with a good quality. Particularly, this study is aimed to investigate Foreign Language Anxiety (FLA) in academic writing specifically to EFL students at university level. The factors that cause the students feel anxious in English writing represent on close-ended questionnaires that the researcher asks the students to answer. In addition, the researcher does direct observation by acting as a passive observer where she has no role in conducting or helping the lecturer in teaching the writing course. In this case, what the researcher does is finding an appropriate spot in classroom in order to have a clear description regarding with ongoing process of teaching and learning of writing course of English Department students at Widya Gama Mahakam University, Samarinda, Indonesia. As a result, data analyzed by using Likert Scale indicate that High Anxiety (HA) appears to be the highest level in students’ anxiety with nine out of sixteen anxiety statements. In addition, Moderate Anxiety (MA) is also showed on the result with six out of sixteen anxiety statements. Furthermore, although Low Anxiety (LA) appears in only one out of sixteen statements, it is correlated to other facts i.e. the apprehension of working with English writing assignment under time constraint, lack of self-confidence because of inadequate capability in English language proficiency such as structural rules in English as well as an ability to relate and compare theories among experts to support their writing. Further implication for better research and lecture of English writing course in the future is also pointed out in this study.]]>
<![CDATA[The Influence of Islamic Moral Values on the Students’ Behavior in Aceh ]]>
<![CDATA[Nuriman, Nuriman]]>;
<![CDATA[Fauzan, Fauzan]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 2 (2017): Dinamika Ilmu, 17(2), December 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i2.835
<![CDATA[This study shows the influence and relationship of Islamic moral values to the students’ behavior in Aceh Province. Learning Objects are the moral values of Islam achieved in learning in high school and vocational institutions that are assumed to affect the students’ behavior. The quantitative methods used in this study and was running by SPSS program. Data analysis using MRPI Likert Scale instrument. The data were taken from the students in the school totaling of 191 samples. The t-test and r test are used to analyze data from this research sample. The study found that Islamic moral values significantly correlated with the behavioral student at the level; [r (98) = 2.186 P <0.05]. The mean difference scores is 4.7 percent at the level (eta2 = 0.0047) and it was explained by the mean score at the rate (48.05: 5.56), and the student behavior is described with the average score (45.7: 5.12). In which a relational to behavioral variables (Y) with horizontal and vertical Islamic moral values (X1 and X2). This findings represented by multiple regression test (r) which score of 12.28 percent. Therefore, the study found significant differences between male and female student and positively related to student behavior. These findings have explained the pattern of relationships and the influence of moral values on students and implications for future research practice due to Islamic moral values and behaviral students.]]>
<![CDATA[Students' Evaluation of their English Language Learning Experience ]]>
<![CDATA[Muhamad, Maizatulliza]]>;
<![CDATA[Kiely, R.]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 2 (2017): Dinamika Ilmu, 17(2), December 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i2.837
<![CDATA[In the field of English language teaching and learning, there is a long history of investigating students’ performance while they are undergoing specific learning programmes. This research study, however, focused on students’ evaluation of their English language learning experience after they have completed their programme. The data were gathered from 20 semi-structured interviews with 10 ‘good’ students and 10 ‘weak’ students emphasizing on factors which contributed to their proficiency level, preferred teaching approaches and learning strategies as well as their overall learning experience. The qualitative analysis indicated some different views between the ‘good’ and the ‘weak’ students in terms of their proficiency level and the contributing factors to their success (or lack of) in learning English. They however, shared similar opinion on preferred teaching approaches, learning strategies and classroom experience. The results have implications for pedagogy as they highlight some insights which may facilitate success in English language learning.]]>
