In the process of learning English, a learner constantly reshapes his/her identity as he/she goes through different learning experiences. A particular experience may be added as a new part to a learner's perceived identity or replace another part of it. The present study examined how an Indonesian reconstructed her identity as an English language learner (ELL) as she went through various learning experiences since childhood to university level in two different countries. In-depth interview was conducted to collect the participant's account on her experiences, followed by several online correspondences within two months after the interview was conducted. The results of this study indicated that parental support and school policy and environment played an important role in reshaping the participant's identity. Her identity construction was then explained using Gee's (2000) four perspectives of identity. This study extends the research on learner identity particularly in Indonesian context or any other contexts with nearly similar characteristics.

This paper aims to analyze the moral problems that occur in the world of education through Imam Al Ghazali's concept. He is a Muslim philosopher and theologian. Likewise, he has a book entitled Ihya 'Ulumuddin in which discuss about moral education. The subject is one of the students in TPA (After school Qur'an program) at Baiturrahim Sleman Yogyakarta, Indonesia. The background of this study is a lot of Indonesian students have a lack of attitude and moral toward their teacher. This study uses qualitative methods with interviews. The findings revealed several factors that led to the crisis of moral education in students, such as those that lowered religious education material. The conclusion is to know the background of the moral education problem and using Imam Al Ghazali's concept as a role model to minimize the occurrence of moral crisis among Indonesian students.

Pre-service teachers’ (PST) learning engagement in online learning as the contributing factor in determining students’ successful learning was less elaborated. It is important to explore the process of having meaningful learning engagement experiences. This study aims at elaborating on how learning engagement and meaning making, as experienced by two pre-service teachers, inspired them to successfully teach online in a variety of student contexts with the tools provided. The participants of this study were two pre-service teachers who participated in teaching internships as a mandatory program from their university. The type of this study was qualitative and was then analyzed by narrative analysis. Through multiple interviews and three months of Instagram stories, this study found two pre-service teachers employed learning engagement, especially cognitive engagement, in their distance learning process. The finding was elaborated into two themes; (1) cognitive engagement as a meaningful experience and (2) shared responsibility to achieve behavioral engagement.

<p>THE IMPLEMENTATION OF <em>SOROGAN</em> METHODS FOR <em>SANTRI </em>  ISLAMIC BOARDING SCHOOL IN CLASSICAL ISLAMIC BOOK <em>(KITAB KUNING). </em>This study is to investigate the quality of students' literacy of Kitab Kuning through the Sorogan method. To collect the data, observation was conducted in twenty Pesantren in West Java and in-depth interviews with Kiai, santri, alumni, and some local societies around the pesantren. The data collected was then analyzed with a descriptive narrative. This study found that the level of santri’s literacy to understand Kitab Kuning decreased. It was aligned with the change of teaching methods from the Sorogan to the classical method. This issue has a negative impact on the process of transferring knowledge such as misconception to understand Islamic law.</p>