Implementasi Pembelajaran Bahasa Inggris Sd Berbasis Budaya Di Yogyakarta

Azizah, Dinar Martia; Surya, Anesa

doi:10.20961/jdc.v1i1.13052

Cited by 10 publications

(6 citation statements)

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“…Another subject that has also changed is English, which was previously only a local content in elementary schools, which has now become a permanent subject. However, this matter can be reconsidered by the school by adjusting the circumstances and interests (Azizah, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Implementation of English Curriculum at SDN Jatimulya 11 Bekasi

Setyowati

Ahmad

Alfahnum

2023

RDJE

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The curriculum changes in Indonesia bring another problem for English subject in Elementary school. The subject can not be found in Kurikulum 2013 (K-13), while it was one of subjects stated in previous curriculum known as KTSP. It becomes current issue in education area. Some people agree that English subject should not be included as subject for Elementary School students, because it is more important for the students to learn Bahasa Indonesia as first and national language. In other hand, some people state that it is important because English is international language that should be learnt by everyone in the world. Then, Elementary School is the right level to start introducing English as foreign language because of the students' golden age. They will get easier to learn this subject in the next school levels. In fact, English as foreign language is very important to be learnt since early age especially for the students in Elementary School. They have to learn English in line with Bahasa Indonesia that being learnt as their first language. Elementary School students as young learners need to get English as one of subject in their school, because they have high interest in learning new things such as English that starting commonly used in daily life. So, it is important to take English as one of subject in Elementary School curriculum with several considerations.

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Section: Resultsmentioning

confidence: 99%

The Implementation of English Curriculum at SDN Jatimulya 11 Bekasi

Setyowati

Ahmad

Alfahnum

2023

RDJE

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“…East's conceptualization of implication of glocalization suggests that the three social influences of globalization, localization, and glocalization could be accommodated in integration (East, 2008;Syafi'i & Gestanti, 2017). It could be mapped that the teachers' best practices were still far from the idea of integration; however, those could be starting point of departure to reach real best practices (Azizah & Surya, 2017).…”

Section: Discussionmentioning

confidence: 99%

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Rohmah

Fitriyah

Hanifiyah

2022

JEELS

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The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High Schoolâ€”knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachersâ€™ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachersâ€™ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacherâ€™s situation. The situation was mostly influenced by teachersâ€™ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

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Section: Discussionmentioning

confidence: 99%

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Rohmah

Fitriyah

Hanifiyah

2022

JEELS

View full text Add to dashboard Cite

The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

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Implementasi Pembelajaran Bahasa Inggris Sd Berbasis Budaya Di Yogyakarta

Cited by 10 publications

References 0 publications

The Implementation of English Curriculum at SDN Jatimulya 11 Bekasi

The Implementation of English Curriculum at SDN Jatimulya 11 Bekasi

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

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