Discourse-Based Teaching in English Classrooms in the Indonesian Islamic Universities
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| Title: | Discourse-Based Teaching in English Classrooms in the Indonesian Islamic Universities |
|---|---|
| Language: | English |
| Authors: | Umar Fauzan, Muhammad Saparuddin (ORCID |
| Source: | Eurasian Journal of Applied Linguistics. 2023 9(3):73-82. |
| Availability: | Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Religious Colleges, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Intervention, Discourse Analysis, Phenomenology, Foreign Countries, Teacher Attitudes, College Students, Student Attitudes, Islam, Religious Factors, Political Influences, Nationalism, Feedback (Response), Classroom Communication |
| Geographic Terms: | Indonesia |
| ISSN: | 2149-1135 |
| Abstract: | In discourse-based teaching of the English language, there are three levels of analysis, text analysis, discourse analysis, and critical discourse analysis. Each level examines the effect of discourse-based teaching on students. This study employed Fairclough's Critical Discourse Analysis model in a qualitative phenomenological method. The study attempted to identify the ideologies that are presented in English language teaching in the Indonesian Islamic higher education in Borneo, to clarify the implementation of discourse-based learning, and to demonstrate the necessity of discourse-based learning for English language learning in Islamic higher education in Borneo. The data was collected from English language lecturers and university students in Borneo's universities through tools like observations, questionnaires, interviews, and documentation. The data was analyzed using the interactive model in three steps: data collection, data condensation, and data display. The study summarizes the operationalization of the discourse-based teaching intervention and its implementation on the sample of the study. The results were gathered in the form of opinions and feedbacks of the participants of the study who were taught through discourse-based teaching strategies and assessment was done through Fairclough's three levels of analysis. The study found out that by making use of the CDA methods, it is much easier to present various types of discourses in English classrooms of the Islamic universities in Borneo, such as the necessity to develop graduates with strong Islamic character, formulate the political agenda and instill spirit of nationalism in students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414605 |
| Database: | ERIC |
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