The Use of Thematic Reading-Based Approach in Internalizing Religious Moderation Understanding in ELT: Students Voice
DOI:
https://doi.org/10.51278/aj.v4i1.418Abstract
Thematic reading-based approach for religious moderation values in ELT is one of the significant strategies in internalizing religious moderation values to prevent radicalism in higher education. This study aimed to investigate the student's understanding of religious moderation andanswer the research questions related to the strategy used and the teaching method used by the teacher based on the student's voice. This study used qualitative approaches in gaining the data. The respondents are students from the second semester of the English and Literature department of Adab dan Humanities Faculty, UIN Alauddin Makassar. This research revealed the student’s knowledge and understanding of religious moderation, from 4 indicators of religious moderation namely: tolerance, national commitment, accommodating culture, and against violence, a few students are identified be intoleran to certain cases. In addition, the findings show that tolerance is the most preferred section material for the using thematic reading-based approach and film is the most interesting learning media for them.
Keywords: Reading Based Approach, Religious Moderation, Thematic Reading
References
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Nirwana, N., & Darmadali, W. S. (2021). Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course. Elysia?: Journal of English Language Studies, 3(2), 117–125. https://doi.org/10.31849/elsya.v3i2.6780
Nirwana, N., Muhlis, M., Mustafa, S., & Ningsih, D. A. (2021). Integrating Religious Moderation Value through Learning Process in Islamic Higher Education (An Analysis to the Lecturer’s Perspective). https://doi.org/10.4108/eai.18-11-2020.2311605
Okoro, C. O., & Okoro, C. U. (2016). Teachers’ Understanding and Use of Thematic Approach in Teaching and Learning of Social Studies in Rivers State. International Journal of Education, Learning and Development, 4(3), 64–69. www.eajournals.org
Rohmana, W. I. M. (2020). Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers. Scope?: Journal of English Language Teaching, 5(1), 47. https://doi.org/10.30998/scope.v5i1.6404
Sutrisno, E. (2019). Aktualisasi Moderasi Beragama di Lembaga Pendidikan. Jurnal Bimas Islam, 12(2), 323–348. https://doi.org/10.37302/jbi.v12i2.113
Ahmad Sofyan, Johan Aristya Lesmana, T. A. M. (2022). Attractive?: Innovative Education Journal. The Improvement of Religion Moderation for Terrorism Prisoner through Islamic Education and Education Character, 4(2). https://doi.org/http://dx.doi.org/10.51278/aj.v4i2.328
Ali, N. (2020). Measuring Religious Moderation Among Muslim Students at Public Colleges in Kalimantan Facing Disruption Era. INFERENSI: Jurnal Penelitian Sosial Keagamaan, 14(1), 1–24. https://doi.org/10.18326/infsl3.v14i1.1-24
Anwar, R. N., & Muhayati, S. (2021). Upaya Membangun Sikap Moderasi Beragama Melalui Pendidikan Agama Islam Pada Mahasiswa Perguruan Tinggi Umum. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 12(1), 1–15.
Baidawi, A., Alim, W. S., & Rabi’ah, R. (2020). Integrating Islamic Moderation Values in Teaching Speaking through Group Activity. PANYONARA: Journal of English Education, 2(2), 137. https://doi.org/10.19105/panyonara.v2i2.3667
Cahyo, S. D., Muslim, M. R. U., Rahman, A. N., & Pratolo, B. W. (2019). Needs analysis of Islamic-based English reading material for the Muhammadiyah junior high school. International Journal of Evaluation and Research in Education, 8(2), 286–292. https://doi.org/10.11591/ijere.v8i2.18647
Cook, M. (2017). International Journal of Multicultural and Multireligious Understanding Religious-Based Conflicts through the Academic Dialogue. Religion, 4(1), 1–7.
Donnini, D. (2015). The Role Of Student Voice And Choice In Learner-Centered Competency Reform. 168. http://dune.une.edu/theseshttp://dune.une.edu/theses/27
Hefni, W. (2020). Moderasi Beragama dalam Ruang Digital: Studi Pengarusutamaan Moderasi Beragama di Perguruan Tinggi Keagamaan Islam Negeri. Jurnal Bimas Islam, 13(1), 1–22. https://doi.org/10.37302/jbi.v13i1.182
John, K. St., & Briel, L. (2017). Student voice: A growing movement within education that benefits students and teachers. Center on Transition, April, 1–4. https://centerontransition.org/publications/download.cfm?id=61
Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2011). The match between students’ lesson perceptions and preferences: Relations with student characteristics and the importance of motivation. Educational Research, 53(4), 439–457. https://doi.org/10.1080/00131881.2011.625155
Lisan, K. H. (2018). Incorporating Religious Moderation Values in English learning Material. https://repository.usd.ac.id/31180/2/166332022_full.pdf
Mahrani, Siti Meutia Sari, S. D. (2022). Attractive?: Innovative Education Journal. Students Perception of English Online Learning on Pandemic Covid 19 at SMA Negeri Pantai Cermin Med, 4(2). https://doi.org/http://dx.doi.org/10.51278/aj.v2i3.384.
Ngussa, B. M., & Makewa, L. N. (2014). Student Voice in Curriculum Change: A Theoretical Reasoning. International Journal of Academic Research in Progressive Education and Development, 3(3). https://doi.org/10.6007/ijarped/v3-i3/949
Nirwana, N., & Darmadali, W. S. (2021). Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course. Elysia?: Journal of English Language Studies, 3(2), 117–125. https://doi.org/10.31849/elsya.v3i2.6780
Nirwana, N., Muhlis, M., Mustafa, S., & Ningsih, D. A. (2021). Integrating Religious Moderation Value through Learning Process in Islamic Higher Education (An Analysis to the Lecturer’s Perspective). https://doi.org/10.4108/eai.18-11-2020.2311605
Okoro, C. O., & Okoro, C. U. (2016). Teachers’ Understanding and Use of Thematic Approach in Teaching and Learning of Social Studies in Rivers State. International Journal of Education, Learning and Development, 4(3), 64–69. www.eajournals.org
Rohmana, W. I. M. (2020). Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers. Scope?: Journal of English Language Teaching, 5(1), 47. https://doi.org/10.30998/scope.v5i1.6404
Sutrisno, E. (2019). Aktualisasi Moderasi Beragama di Lembaga Pendidikan. Jurnal Bimas Islam, 12(2), 323–348. https://doi.org/10.37302/jbi.v12i2.113
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Published
2022-03-16
How to Cite
Nirwana, N. (2022). The Use of Thematic Reading-Based Approach in Internalizing Religious Moderation Understanding in ELT: Students Voice. Attractive : Innovative Education Journal, 4(2), 329–338. https://doi.org/10.51278/aj.v4i1.418
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