Developing English Islamic Narrative Story Reading Model in Islamic Junior High School

Faridi, Abdurrachman; Bahri, Seful

doi:10.24093/awej/vol7no2.15

Cited by 6 publications

(7 citation statements)

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“…The communicative purpose of narrative text is to entertain the readers, and the generic structure consists of orientation, complication, resolution, and re-orientation, which is an optional part (Herlina, 2012). A previous related study from Faridi and Bahri (2016) explored an Islamic narrative story reading model for an English class in an Islamic junior high school.…”

Section: Islamic Reading Text Materialsmentioning

confidence: 99%

Developing E-Module of Islamic Reading Text Materials

Berlin¹,

Apriliaswati²,

Rezeki³

2022

JFLTL

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Providing English learning material with an Islamic basis for Madrasah Aliyah students is important as the students are Islamic learners. This research aims to develop an e-module of Islamic reading text materials for the second semester of tenth-grade students of MAN 1 Pontianak. The researchers adapted the Analyze, Design, and Develop phases of the ADDIE concept to develop this research product. The analysis phase was conducted by interviewing the English teacher to determine the suitable e-module to be designed. The design phase was done by designing the contents of the e-module based on the analysis results. The e-module consists of recount and narrative texts materials with Islamic-based stories and integrates the values of aqidah (strong belief), tawakkul (reliance upon Allah), tolerance, hard work, and husnuzon (positive thinking). In the development phase, the researchers developed the e-module then checked it with a self-designed standard evaluation checklist. The result showed that the e-module already fulfilled the criteria of appropriateness. The e-module could be supplementary reading materials to make the students’ autonomous learning easier. It was written in easy-to-understand language and provided self-instructional material with independent self-evaluation. Specifically, it is expected to improve their understanding of recount and narrative text materials and strengthen their Islamic character values.

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Section: Islamic Reading Text Materialsmentioning

confidence: 99%

Developing E-Module of Islamic Reading Text Materials

Berlin¹,

Apriliaswati²,

Rezeki³

2022

JFLTL

View full text Add to dashboard Cite

show abstract

“…Moreover, The Islamic reading materials has potential effect in teaching learning process, since it can improve the students' motivation and students' reading achievement. (Octarina, 2018;Faridi & Bahri 2016;Syafitri , 2015). Moreover, to improve Islamic students' reading comprehension based on the students' needs, the teacher should provide appropriate reading materials.…”

Section:  Introductionmentioning

confidence: 99%

“…He also adds that the English lecturer should select the vocabulary in line with Islamic students' needs. Furthermore, Faridi & Bahri (2016) developed English Islamic narrative story reading model in Islamic Junior High School involving 7 public and private Islamic Junior High Schools in Central Java. The result of students' need analysis from the 7 Islamic Junior High Schools in west java it presented that 71% of Islamic Junior High Schools do not integrate Islamic reading material in English teaching-learning process.…”

Section:  Introductionmentioning

confidence: 99%

Developing Islamic Instructional Descriptive Reading Materials for the Seventh Graders

2020

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Developing Islamic instructional descriptive reading materials for the seventh graders. Objectives: This study aims at developing a dynamic teaching-learning process by integrating Islamic values materials to improve student learning outcomes. Methods:This study applies design research (Akker,1999) the data were collected through questionnaires, validity tests and effectiveness of Islamic values developed as instructional descriptive reading materials through stages designed according to Akker models. Findings: The results of the validity testing showed that the developed product is feasible instructional materials for improving students' learning outcomes (average score 3.66). The result of pre-test showed that 9.30% students achieved the benchmark, while in the field test (post-test) 88.37% achieved the benchmark. It shows that the developed product has potential effect. Conclusion: Islamic values are effective to be integrated in Islamic instructional descriptive reading materials for the secondary school students.

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“…There, during the implementation of assessment, the students did listening to the recording related to the material and watching video, which it was aimed to build up the students learning excitement. The students also did reading activity of narrative text provided on the book and given by teacher (Faridi, 2016). They analyzed the text based on the social function, language features, and generic structure.…”

Section: Introductionmentioning

confidence: 99%

The Preliminary Research of Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity

Setiawan¹,

Bharati²

2019

Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)

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2013 curriculum encourages the senior high teachers to successful develop Higher Order Thinking (HOT) assessment in the teaching and learning process. Therefore, this study is conducted to investigate the preliminary research of developing project-based-speaking assessment to stimulate the students' critical thinking and creativity in English learning. This study uses descriptive qualitative method at SMA N 15 Semarang. The data are gathered through observation, interview, and questionnaire which are aimed to know the existing of the implementation of HOT project assessment. The first results indicated that the English teacher never gave and developed project-based-speaking assessment to stimulate the students' critical thinking and creativity in English learning. The teacher got difficulties in constructing items for HOT speaking assessment and arranging the learning instruments as the needs of the implementation 2013 curriculum. Likewise, the students also never did any speaking project in English learning, and they often got bored during the teaching and learning process. In conclusion, both English teacher and students never did any project-based-speaking assessment in English learning.

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Developing English Islamic Narrative Story Reading Model in Islamic Junior High School

Cited by 6 publications

References 0 publications

Developing E-Module of Islamic Reading Text Materials

Developing E-Module of Islamic Reading Text Materials

Developing Islamic Instructional Descriptive Reading Materials for the Seventh Graders

The Preliminary Research of Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity

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