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[Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction ]]>
<![CDATA[Susilo, Susilo]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (269.814 KB)
|
DOI: 10.21093/di.v15i1.98
<![CDATA[Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru’s concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum.]]>
<![CDATA[The Importance of Culture in Second and Foreign Language Learning ]]>
<![CDATA[Ali, Sheeraz]]>;
<![CDATA[Kazemian, Bahram]]>;
<![CDATA[Mahar, Israr Hussain]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (207.833 KB)
|
DOI: 10.21093/di.v15i1.99
<![CDATA[English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.]]>
<![CDATA[Using Hypnoteaching Strategy to Improve Students’ Writing Ability ]]>
<![CDATA[Zuhri Dj, Muhammad]]>;
<![CDATA[Sukarnianti, Sukarnianti]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 2 (2015): Dinamika Ilmu, 15(2), December 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (430.3 KB)
|
DOI: 10.21093/di.v15i2.101
<![CDATA[This research discusses about using hypnoteaching strategy to improve students’ writing ability. The objective of this research is to find out hypnoteaching strategy in improving students’ writing ability. The method used in this research was pre-experimental method by using one groups’ pretest-posttest design. The group was given pretest and posttest. Pretest was given to measure the students’ basic writing ability. After giving the pretest, taught to the students to apply hypnoteaching strategy. And the last, giving posttest, posttest was given to measure the treatments’ effect. The improvement of students’ writing ability is marked by the result of the posttest. In pretest, no one students is classified in good. After giving treatment at the experimental group, the result is 11 students get very good classification, 19 students get good classification, and only 1 student get fairly good classification. The application of hypnoteaching strategy is really helpful to improve the students’ writing ability because there was a significant writing achievement of the students after the treatment was conducted. The result of the students’ mean score and standard deviation after treatment of posttest was proved by the result of data analysis after being compare to the t-table (2.042) with t-test (80.79).]]>
<![CDATA[Polarized Discourse in the Egyptian News: Critical Discourse Analysis Perspective ]]>
<![CDATA[Issa, Mohammed Mahmoud]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (556.937 KB)
|
DOI: 10.21093/di.v15i1.136
<![CDATA[The aim of this study is to investigate ideological structures of polarized discourse coded in the reports of two online news websites: egyptindependent and ikwanweb . The study focuses on online news reports relating to three interrelated events: the issuing of a constitutional declaration by Egyptian president, the aftermath clashes outside presidential palace and the issuing of the Egyptian draft constitution. The analysis of these reports is conducted within the framework of Critical Discourse Analysis. The features of the ideologies of polarized discourse are traced through: Quotation patterns and Labeling. The study concludes with a discussion of how both websites establish a dichotomy of we versus them. In addition, the reports of each website marginalize the other through what is termed as ' Absent News'.]]>
<![CDATA[Designing Cartoon as a Supplementary English Material for English Structure Subject ]]>
<![CDATA[Putranti, Sulistini Dwi]]>;
<![CDATA[Mina, Nurawati]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (896.639 KB)
|
DOI: 10.21093/di.v15i1.140
<![CDATA[Cartoon comes from an Italian word ‘Cartone’ meaning a large paper. It is designed not only as the media to describe daily activities, but also to entertain, criticize, provoke, and even to teach people. A lot of studies have been conducted regarding the implementation of cartoon in classroom or outside classroom context. It is proven that cartoon gives some positive attitudes in teaching students. However, the knowledge in how to design and utilize the cartoon based on teachers’ and/or students’ needs should be revealed. This article allows teachers and students to know the process and the basic principles of how a cartoon for learning is designed in the context of English Structure class. The method used in this study is design and development research. The result of this study is a cartoon entitled The Tragedy of Jayaprana which promotes the narrative text as the topic of the learning.]]>
<![CDATA[تعليم الصرف في مدرسة روضة الفتوحية الدينية بمعهد دار الأمين غامبيران بانجووانجي ]]>
<![CDATA[Hamidah, Noor Zinatul]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 2 (2015): Dinamika Ilmu, 15(2), December 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (833.214 KB)
|
DOI: 10.21093/di.v15i2.141
<![CDATA[الصرف أحد من عناصر اللغة العربية في عنصر التراكيب. والصرف قاعدة من قواعد اللغة العربية التي تهدف لمساعد الطلاب في اختيار الكلمة المطابقة عند ترتيب الجمل العربية ولتنمية المفردات العربية وكذلك لحفظ الكلام وصحة النطق والكتابة. ويحتاج الصرف لفهم المهارات في اللغة العربية لأن الصرف علم يبحث عن تغيير الكلمة إلى الكلمة المختلفة وأصول الكلمة.ومن أهداف هذا البحث هي: 1) وصف الأساسية من تفضيل الصرف في مدرسة روضة الفتوحية الدينية بمعهد دار الأمين، 2) وصف عملية تعليم الصرف في مدرسة روضة الفتوحية الدينية بمعهد دار الأمين، 3) وصف المشكلات المواجهة في تعليم الصرف في مدرسة روضة الفتوحية الدينية بمعهد دار الأمين، 4) وصف المحاولات لحلّ المشكلات المواجهة في مدرسة روضة الفتوحية الدينية بمعهد دار الأمين.]]>
<![CDATA[Al-Faruqi’s Fundamental Ideas and Philosophy of Education ]]>
<![CDATA[Amir, Ahmad Nabil]]>;
<![CDATA[Rahman, Tasnim Abdul]]>;
<![CDATA[Wan Yusof, Wan Sabri]]>;
<![CDATA[Rashid, Zuriati Mohd]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 2 (2015): Dinamika Ilmu, 15(2), December 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (274.424 KB)
|
DOI: 10.21093/di.v15i2.146
<![CDATA[This paper discusses the fundamental ideal and philosophy of education advocated by Ismail Raji al-Faruqi (1921-1986) in realizing the Islamization of knowledge (IOK) project. The concept and perspective of education projected by al-Faruqi was constructed on the worldview of tawhid that reflected the essence and intrinsic philosophy and paradigm of knowledge rooted on Islamic vision of reality and truth. It embodied the comprehensive and holistic vision of education that seeks to integrate the fundamental element of revealed and acquired knowledge. The project envisaged to undertake significant reform in the practice and method of education of the ummah that need to be recast and reproject based on the intrinsic value and paradigm of the Qur’an and its approach to knowledge. This paper will analyse this significant idea and principle and its importance in realizing the IOK vision and reforming the educational system in the Muslim world. ]]>
<![CDATA[منهج تعليم اللغة العربية في المعاهد الدينية ]]>
<![CDATA[Nurdin, Nurdin]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 2 (2015): Dinamika Ilmu, 15(2), December 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (645.111 KB)
|
DOI: 10.21093/di.v15i2.153
<![CDATA[Arabic language is an important language for Moslems all over the words, since it becomes the tool to understand Al-Qur’an and Hadits. In teaching Arabic, the teachers need to use various teaching methods as one of the pivotal parts in the teaching and learning process. This article describes the teaching and learning Arabic in the first, second, and third grad of Tsanawiyah and Aliyah and the teaching methods used, such as: reading and translation, memorizing, and vocabulary building. Those teaching methods are used to improve the students’ achievement in learning Arabic in each level.]]>
<![CDATA[Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill ]]>
<![CDATA[Samawiyah, Zuhrotun]]>;
<![CDATA[Saifuddin, Muhammad]]>
<![CDATA[ Dinamika Ilmu Vol 16 No 1 (2016): Dinamika Ilmu, 16(1), June 2016 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (529.663 KB)
|
DOI: 10.21093/di.v16i1.155
<![CDATA[Abstract:Phonetic symbols present linguistic feature to recognize how the words are pronounced or even spelled. While learning English, difficult words are sometimes found because here English is a foreign language with which students often face. In that case, these words might bother the students’ understanding. Obviously, the students were expected to develop their listening skill. It is because listening is one of the English language skills. To enhance the students’ listening skill needs appropriate and effective way. Phonetic symbols were applied in this research to give the students clear input and understanding toward English words. Moreover, these phonetic symbols were applied within audio-lingual method that it provided repetition, memorization, and drills through audio media. This research used Classroom Action Research (CAR) design. The objective of this research was to improve the students’ listening skill through phonetic symbols applied within audio-lingual method. The instruments used were observation and test. Based on the observation, the result showed that the students were encouraged to identify spoken words based on phonetic symbols. They were able to differentiate phonetic symbols used that helped them to identify words on spoken text. Meanwhile, the result of test showed that there were 30 students of 40 students who achived the passing grade, 75. The percentage of students’ achivement test met the target of this research success that was 75% of the students got score ≥ 75. Thus, it can be concluded that phonetic symbols applied in audio-lingual method successfully improved the students’ listening skill.Keywords: Phonetic symbol, Listening skill, Audio-lingual Method]]>
<![CDATA[Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students ]]>
<![CDATA[Juriah, Juriah]]>
<![CDATA[ Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (475.613 KB)
|
DOI: 10.21093/di.v15i1.200
<![CDATA[The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action Research (CAR) as the research design. The subject of the research is the sixth grade students in the 2013/2014 academic year that consists of 43 students. The instruments employed in this study were observation checklist, field note, and vocabulary test. The result of the research showed that in cycle 1 the students’ achievement did not fulfill the minimal criteria of success. However the result of the cycle 1 was better than the preliminary study. The criteria of success did not fulfill in cycle one, some enhancement of the implementation of Controlled Composition were made in cycle two in the form of: Instruct the students bring dictionary, give more examples English sentences, guide the students find the mining of words in the dictionary and write a paragraph, more motivate the students and preparing a media/ picture .Meanwhile the students ’achievement in cycle two showed that fulfilled the criteria of success. Based on the findings and discussion, the conclusions : Firstly, Controlled composition was implemented well by the teacher of SDN 027 Samarinda. Controlled composition was implemented and gave impacts in: (a) increasing the students’ vocabulary mastery significantly, (b) making the students able to spell the vocabularies, (c) making the students understand the meaning English words, and (d) making the students able to pronounce English words quite good. Secondly, Controlled composition improved the students’ vocabulary mastery; it was only 20.9% of the students who achieved the English passing grade in the preliminary study, but then 81.39% of the students achieved the English passing grade in the end of cycle 2.]]>
