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All Journal Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan At-Taqaddum
Sayyidatul Fadlilah
Universitas Islam Negeri Walisongo Semarang
Religion Economics, Econometrics & Finance Education Environmental Science Public Health Social Sciences Other

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Implementasi Strategi Membaca Berimbang di Kelas Awal Madrasah Ibtidaiyah (MI) di Semarang Zulaikhah Zulaikhah; Sayyidatul Fadlilah
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 17, No 1 (2017)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.283 KB) | DOI: 10.21580/dms.2017.171.1507

Abstract

This study aims at describing the implementation of impartial reading strategies namely collective reading, guided reading, and independent reading performed by teachers of early grades at Islamic Elementary School (MI and MIN) in six madrassas in Semarang. Implementation is conducted after the training of impartial reading is made and continued by providing assistance to teachers in creating impartial reading programs, applying impartial reading strategies, organizing the variety and types of books, and managing students in impartial reading. The program is focused on the use of books containing Islamic values as the development of modules or manuals that have been used to implement the strategy.
Exploring Female Pre-Service EFL Teacher’s Experiences with Content-Based Instruction: A Narrative Inquiry Dwi Safitri Mariesta Isnaini; Sayyidatul Fadlilah; Ikhrom Ikhrom
At-Taqaddum Vol 14, No 2 (2022)
Publisher : Quality Assurance Institute (LPM) State Islamic University Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/at.v14i2.14048

Abstract

The common problem of primary teachers in class situation is to create an effective learning environment by involving their competence to connect rational understanding, conceptual approaches, and adaptive considerations in delivering content material. In addition, the implementation of CBI in the context of teaching foreign languages requires teachers to have the ability to design content-based lesson planning and emphasize language skills. The study involved narrative research to explore the pre-working EFL female teacher experience with content-based instruction during the teacher preparation program. The study is based on theoretical concepts related to the professional knowledge of teachers about EFL and PCK (Pedagogical Content Knowledge) as the way EFL teachers describe their pedagogical knowledge. Data is obtained from various sources like: interviews, post-observation, learning diary, autobiography, and personal accounts. The data is then analyzed to generate evidence of how the participant actively applies CBI in teaching practice placement, how he creates class situation, and his aspirations about the future career of CBI. Three experience teachers of foreign language students with content-based instruction: exploring the identity/innovation interface” claim that the PCK enables students-teachers to implement CBI successfully.
Co-Authors Dwi Safitri Mariesta Isnaini Ikhrom Ikhrom Zulaikhah Zulaikhah