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<![CDATA[The Relationship among Pre-Service EFL Teachersâ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration ]]>
<![CDATA[Inayati, Dian]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.664
<![CDATA[This paper elucidates the relationship among pre-service teachersâ 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[Resistensi Pendidikan Islam dalam Lintas Sejarah Indonesia ]]>
<![CDATA[Hamzah, Syeh Hawib]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 11 No 2, Desember 2011 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v11i2.35
<![CDATA[In Indonesia, there are challenges of the Islamic educational institutions. They are the first, internal challenge and the second, external challenge. The first is Human resource readiness and modernization of educational institutions. Islamic education in Indonesia such as Islamic Boarding Schools (pesantren), madrasah and Islamic schools have challenges to find an alternative to adapt to the development of civilization and modernization. The second challenges is the colonists who meddle in education policy in Indonesia. Islamic Boarding Scholls (pesantren) as holding of Islamic education in Indonesia has always received intimidation and discrimination in policies by the occupiers and even this policy go on in the early post-independence era to the new order that still feels unfair treatment to the institutions of Islamic education in Indonesia.]]>
<![CDATA[Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction ]]>
<![CDATA[Susilo, Susilo]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 15 No 1, June 2015 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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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 Indonesiaâs 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 Kachruâs 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[Phonetic Symbols through Audiolingual Method to Improve the Studentsâ Listening Skill ]]>
<![CDATA[Samawiyah, Zuhrotun]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol. 16 No 1, June 2016 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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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 studentsâ 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 studentsâ 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 studentsâ 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 studentsâ 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 studentsâ listening skill.Keywords: Phonetic symbol, Listening skill, Audio-lingual Method]]>
<![CDATA[Penggunaan AREL pada Penyampaian Argumen di Klub Debat Bahasa Inggris STKIP PGRI Ponorogo ]]>
<![CDATA[Rohmatika, Arina]]>;
<![CDATA[Syamsuddin, Syamsuddin]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 14 No 2, December 2014 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v14i2.1
<![CDATA[The English debat organization is one of the most popular studentsâ activity units at STKIP PGRI Ponorogo. Many students of English department join this club. The skill of debate of the students in the English club is not improved yet. The objective of this study was to give an appropriate way of giving argument of a debate by using AREL. AREL is Argument, Reasoning, Evidance and Link Back. This is a classroom action research. The approach of this study is qualitative and quantitative. The qualitative data were gained by using questionnaire and observation. The quantitative data were gained from the result of the studentsâ speaking test both pre-test, post-test I, and post-test II. The subject of the study was the members of the English debate club of STKIP PGRI Ponorogo consisting of 19 students. The data collection technique used in this study was observation. The observation, then, also was enriched by recording and taking-note techniques. Data, then, was analyzed quantitatively and qualitatively. In pre-test, many students still made many mistakes in presenting the argument. Based on the pre-test data, the pre-treatment was done. In post-test I, some students made an improvement in presenting a good enough organization of an argument, but it was not good yet. In post-test II of the next treatment, it shows a better result]]>
<![CDATA[Model Pembelajaran Humanistik ]]>
<![CDATA[Arbayah, Arbayah]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 13 No 2, December 2013 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v13i2.26
<![CDATA[Humanisme views human as the free subject to determine his life. Humans are fully responsible for his own life and also for the people. Humanistic education theory in the 1970s refered to three philosophical theories namely pragmatism, progressivism and eksistensisalisme. According to humanistic theory, the purpose of learning is to humanize humans. Learning process is considered successful if the students understand their environment and themselves. Humanistic education emphasizes meaning personal of the childs existence. Learners are free to determine the purpose of education according to the needs and interest. In Islam, the meaning of humanism is to humanize humans according to the role as a vicegerent of God on earth. In this man mentions, the Quran uses four terms that have different meanings according to the context of the Quran meant, among other things: al-Basyar, Al-NÄs, BanÄ« Adam, Al-InsÄn.]]>
<![CDATA[Exposing ESP Teacherâs and Studentsâ Perception about Teaching Speaking for Tourism Program ]]>
<![CDATA[Khoirunnisa, Khoirunnisa]]>;
<![CDATA[Suparno, Suparno]]>;
<![CDATA[Supriyadi, Slamet]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 18 No 1, June 2018 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v18i1.945
<![CDATA[This study was framed in English for Spesific Purposes to look into the teacherâs and studentsâ perception about teaching speaking for Tourism Program. To this end, ten male and female Tourism students and their English teacher in one of private Vocational High School in Surakarta were purposively selected as the participants in this study. They were invited to take part in semi-structured interview. The findings showed that English for Tourism emphasizes more in building studentsâ speaking skill. All participants shared their positive perceptions toward teaching speaking for Tourism Program. The students perceived that speaking was very crucial for them since it gave such impact to their future career. Nevertheless, there were several difficulties students faced in the learning process including grammar, pronunciation, vocabulary, content. There were also some challenges such as lack of confidence, low motivation and limited learning material. However, both teacher and students were actively involved in overcoming those barriers. This study shed light on the importance of collaboration between teacher and students. It is suggested that they should work closely to improve the quality of ESP program. ]]>
<![CDATA[Potret Kemampuan Nara Sumber Diklat Peningkatan Kualitas Guru Pendidikan Agama Islam (PAI) Se-Kalimantan Timur ]]>
<![CDATA[Nurbayani, Etty]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 12 No 2, Desember 2012 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v12i2.62
<![CDATA[In order to improve Islamic education teachersâ competence in East Kalimantan, quality improvement program has been conducted to both teachers and also non teachers (administration) of Islamic education in East Kalimantan. The training was conducted by Education Development Agency (LPTK) STAIN Samarinda, East Kalimantan. The expectation to have qualified teachers in Islamic education has to be hand in hand with instructorsâ competence of the training. Qualified and skillful trainers can be a good reference for the participants to teach Islamic education to their students. Otherwise, participants will not obtain any specific skill related to Islamic education. The impact is there is no any change of instructional paradigm done by teachers. In general, trainers/instructorsâ competence in the training (DIKLAT) held by STAIN Samarinda October 2011 can be classified in high level. It is indicated by score of 85, 6 which is taken from various variables; accomplishment target of the courses, material appropriateness, instructional method, process, and motivation.]]>
<![CDATA[Pendidikan Tinggi Islam dan Pengembangan Entrepreneuer Skill ]]>
<![CDATA[Muhammad, Muhammad]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol.9 No 2, Desember 2009 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v9i2.283
<![CDATA[Islamic education has three related foundations. One of the intended foundations is education and teaching. Without leaving aside other two foundations (research and dedication to the society), education is the important element that becomes the instrument of potential development of human resources that have competitive superiority. Two kinds of these superiorities (added by collaborative and spiritual superiority) become âcondition sine qua nonâ that has to be developed by Islamic education world, so that its existence will not be the âivory towerâ. The knowledge expansion from normative way to the development of business skill which stands on religious values as âadded valueâ that becomes a must in the middle of crowded global economic. The objectives of this article are to explain the basic economic concept which is built on the foundation and religious value (Read: Islamic Economy), entrepreneurship character building and the role of Islamic University.]]>
<![CDATA[Investigating the Problems of English Speaking of the Students of Islamic Boarding School Program at STAIN Samarinda ]]>
<![CDATA[Hadijah, Sitti]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 14 No 2, December 2014 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v14i2.16
<![CDATA[This study investigated the studentsâ ability, the problems and their reasons why they faced problems on English speaking. The triangulation of mixed methods was used in this study. The quantitative data gathered from the speaking test result by involving 130 students of Islamic Boarding School Program and the qualitative data gathered from the questionnaire and interview results from the selected students who meet the criteria. The findings showed that the studentsâ ability was categorized low (62.93); the students have problems on grammar (42.20%), pronunciation (36.60%), vocabulary (35.20%), fluency (36%) and comprehension (34.40%); the studentsâ reason in facing the problems on English speaking English were not only having limited knowledge on the components of speaking skills including pronunciation, grammar, vocabulary, fluency and comprehension but also they have own personal reasons, such as shy to perform speaking, lack of self confidence, lack of speaking practice, limited time given for preparation on English speaking test, the difficulties at using and understanding the speaking material found in the English textbook, the environment (dormitory) did not support them to acquire and use English as a medium daily interaction and they preferred to study the Islamic knowledge and Arabic than English. This study indicated that the studentsâ ability should be increased by giving motivation and taught them with the suitable and interested English speaking materials.]]>
