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All Journal Indonesian Journal of Applied Linguistics (IJAL) QIJIS (Qudus International Journal Of Islamic Studies) ENGLISH FRANCA : Academic Journal of English Language and Education Suar Betang
Ruly Morganna, Ruly
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Religion Education Languange, Linguistic, Communication & Media

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Theoretical, Pedagogical, and Practical Views of Genre Based Instruction Morganna, Ruly
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.153

Abstract

This paper is written under the purpose of exploring in details about one of popular language teaching methods namely Genre based Instruction (GBI). GBI as how it is today is very famous to be applied for teaching writing where the same case occurs in Indonesia in that GBI is implemented into the English classroom for teaching English writing. GBI is uniquely powerful in its substance since it not only focuses on the process of writing itself, but also stresses on the quality of writing work. This teaching method makes students learn a language as how it is used in a particular social setting because that is the obvious phenomenon that happens when people use a language. Therefore, this teaching method underlies its essence on teaching language meaningfully based on the social staging. In this paper, there are several elements which are discussed regarding GBI. They encompass its theories including linguistic principles and learning principles, both pedagogical and practical views in the classroom, and a brief practical view about GBI in Indonesia.
Indonesian EFL Teacher’s Ideologies of Lingua Culture Morganna, Ruly
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 01 (2019)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i01.630

Abstract

This study aimed at investigating the interpretation of lingua-culture and its depiction in EFL learning based on Indonesian EFL teachers’ ideologies. This study used an instrumental case study that purposefully engaged ten Indonesian EFL teachers as the participants. A semi-structured interview was assigned to garner the expected data. This study revealed that eight teachers, ones holding an essentialist ideology, interpreted lingua-culture as one language with one culture and depicted it into several characteristics including becoming native-like English users as the goal, using natively authentic materials, framing communicative competence theory for use, and applying indirect cultural teaching. On the contrary, the rest two teachers, ones adhering to a non-essentialist ideology, interpreted lingua-culture as one language with multiple cultures and depicted it into some characteristics extending to becoming intercultural English users as the goal, using cross-cultural non-native English materials, framing intercultural communicative competence for use, and executing direct cultural teaching. As the implication, anchored in the nature of multiculturality of Indonesian students, this study promotes EFL teachers to hold the non-essentialist ideology for its sustainability. This study offers two conceptual frameworks vis-a-vis EFL lingua-culture ideologies. Of the two, there is only one scientifically considered ideal to fit the multiculturality of Indonesian students. Keywords -EFL learning ideology, lingua-culture, multiculturality 
INDONESIAN EFL TEACHERS’ CONCEPTUALIZATION OF CULTURE IN THE 21ST CENTURY EFL CLASSROOM (Konseptualisasi yang Dimiliki Guru Bahasa Inggris Indonesia Terkait dengan Kultur dalam Pembelajaran Bahasa Inggris sebagai Bahasa Asing pada Abad XXI) Morganna, Ruly; Anshori, Sakut
SUAR BETANG Vol 13, No 2 (2018): Desember 2018
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (804.007 KB) | DOI: 10.26499/surbet.v13i2.86

Abstract

In dealing with the 21st century EFL pedagogy where interculturality and multiculturality are promoted to be the crucial aspects of EFL learning, this study is oriented towards investigating Indonesian EFL teachers? conceptualization of culture in EFL classroom. The conceptualization in this sense is emphasized on their knowledge construction underlying their teaching principles. This study was conducted qualitatively by engaging three Indonesian EFL teachers selected purposively. The data of this study were garnered from open-ended questionnaires and interview. Regarding the teachers? conceptualization, this study revealed that culture referred to the way of living becoming the framework of language use since language per se referred to a social semiotic, and the framework of learning going on inter and intra-individually. In EFL learning, culture was viewed from its interculturality. Interculturality was supported although two teachers stayed in native-speakerism specifically for linguistic competence. This study is meaningful since it serves a set of contributive knowledge vis-a-vis culture in EFL learning for EFL teachers and curriculum developers. However, this study is still delimited on cultural conception. Further studies are expected to work on the practice of cultural conception to deal with the 21st century EFL learning in Indonesia.
Muslim Minority in Yogyakarta: Between Social Relationship and Religious Motivation Warsah, Idi; Masduki, Yusron; Imron, Imron; Daheri, Mirzon; Morganna, Ruly
QIJIS Vol 7, No 2 (2019)
Publisher : IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/qijis.v7i2.6873

Abstract

This study aimed to investigate the relationship between minority Muslim families and those of non-Muslims in Banjarasri, Kalibawang, Kulon Progo Yogyakarta; and to find out the religious diversity motivation of the Muslim families. This study used descriptive qualitative method by applying a phenomenological approach. The data were garnered using observation and interview. This study revealed that the acculturation of arts, cultures, and social community made Muslim families and non-Muslim families live side by side. The religious motivation of Muslim minority for the sake of maintaining their faith rested upon both extrinsic and intrinsic motivations. Extrinsically, it could be seen from the strong influence of the mosque administrators, the power of various religious activities to enhance religious awareness, and the solid cohesiveness of the group to strengthen as well as protect religious motivation. Intrinsically, the religious motivation of Muslims in Banjarsari was basically the effect of self-awareness by reasons of their minor position, so that such motivation yielded strong inner capacity from each Muslim family to revive and get more deeply into Islam.
Tertiary English students’ attitude towards intercultural language learning Morganna, Ruly; Sumardi, S.; Tarjana, Sri Samiati
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23216

Abstract

The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.
Co-Authors Anshori, Sakut Daheri, Mirzon Idi Warsah, Idi Imron Imron, Imron Sumardi, S. Tarjana, Sri Samiati Yusron Masduki, Yusron