THE VOICE OF ELT STUDENTS AT ISLAMIC COLLEGE ON ACADEMIC LIFE
Abstract
Research shows that student voice might be an influencing factor in the future transformation and innovation of English language teaching (ELT). The voice has long been believed to be an instrument that could provide ELT practitioners and policymakers with meaningful feedback for the betterment of curricula, materials, and classroom practices. However, there are limited discussions exploring ELT student voice in such particular educational contexts as Islamic colleges. This article aims to contribute to our understanding of that rarely discussed voice with a particular focus on: (a) the students‟ best experience as English education students at an Islamic college; (b) the students‟ perceptions related to dress code and exams; and (3) the students‟ self- assessment of English language skills. This study presents a survey study on 278 students in the English language education department at an Islamic college in Lampung province, Indonesia. The data are drawn from a survey consisting of open-ended questions distributed to the respondents at the end of the semester. Data analysis was conducted qualitatively, ranging from preparing and organizing the data to interpreting the meaning of the data in line with the research questions and theoretical review. The findings reveal that among the students' best experiences were the Islamic atmosphere, affordable tuition fees, religious education, professional lecturers, and scholarship availability. The majority of students agreed with the dress code regulation and had problems with cheating on the final examinations. The findings also show that more than half of the respondents are not sure about their English competency. This study offers important implications for English teacher education in Islamic educational contexts.
Keywords
Full Text:
PDFReferences
Abdulrahman, M. M. (2023). The Influence of Dress Code on the Quality of Higher Education from a Sharia Critical Perspective : A Case Study of Umma University The Influence of Dress Code on the Quality of Higher Education from a Sharia Critical Perspective : A Case Study of Umma Un. El-Aqwal: Journal of Sharia and Comparative Law, 2(1), 13–25. https://doi.org/10.24090/el-aqwal.v2i1.7637
Ahmed Abdel-Al Ibrahim, K., Cuba Carbajal, N., Zuta, M. E. C., & Bayat, S. (2023). Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners‟ reading comprehension, motivation, and anxiety. Language Testing in Asia, 13(1), 1–34. https://doi.org/10.1186/s40468-023-00229-1
Alavi, H. R. (2008). Nearness to God: a perspective on Islamic education. Religious Education, 103(1), 5–21.
Azizi, Z., & Ismail, S. M. (2023). What ethical requirements should be considered in language classroom assessment? insights from high school students. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00235-3
Bloemert, J., Paran, A., & Jansen, E. (2020). Connecting students and researchers: the secondary school student‟s voice in foreign language education research. Cambridge Journal of Education, 50(4), 429–449. https://doi.org/10.1080/0305764X.2020.1720603
Chinh, N. D. (2013). Cultural diversity in english language teaching: Learners‟ voices. English Language Teaching, 6(4), 1–7. https://doi.org/10.5539/elt.v6n4p1
Conner, J., Posner, M., & Nsowaa, B. (2022). The Relationship Between Student Voice and Student Engagement in Urban High Schools. Urban Review, 54(5), 755–774. https://doi.org/10.1007/s11256-022-00637-2
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th Editio). SAGE Publication, Inc.
Eslami, Z. R. (2010). Teachers‟ Voice vs. Students‟ Voice: A Needs Analysis Approach of English for Acadmic Purposes (EAP) in Iran. English Language Teaching, 3(1), 2–11. https://doi.org/10.5539/elt.v3n1p3
Hammoudi, A., & Benzerroug, S. (2021). Cheating on Exams: Dishonest or Justifiable Behaviour? International Journal of English Language Studies, 3(4), 79-88.https://doi.org/10.32996/ijels.2021.3.3.7
Husna, N. H. (2020). Reducing cheating chances by involving critical thinking skills within the assessments: students‟ perspective. ICEMS 2019, September 30-October 01, Jakarta, Indonesia. https://doi.org/10.4108/eai.30-9-2019.2291188
Irwansyah, D. (2018). Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective. Dinamika Ilmu, 18(1), 1–13. https://doi.org/10.21093/di.v18i1.1120
Liando, N. (2012). Factors Affecting a Successful Language Learner. Indonesian JELT, 8(1), 22–50.
Matthews, K. E., & Dollinger, M. (2023). Student voice in higher education: the importance of distinguishing student representation and student partnership. Higher Education, 85(3), 555–570. https://doi.org/10.1007/s10734-022-00851-7
Mckay, S. L. (2008). Researching second language classrooms. Lawrence Erlbaum Associates Publishers.
Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009). Inviting Student Voice. Asian EFL Journal, 36(August 2017), 211–235.
Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94–105. https://doi.org/10.5539/elt.v7n8p94
Niyozov, S., & Memon, N. (2011). Islamic education and Islamization: Evolution of themes, continuities and new directions. Journal of Muslim Minority Affairs, 31(1), 5–30. https://doi.org/10.1080/13602004.2011.556886
Novianti, A., & Mulyani, M. (2022). Facilitating Student Voice through Sandwich Principle of Teaching (SPoT): Research-Led Teaching in English Language Teaching (ELT). NOBEL: Journal of Literature and Language Teaching, 13(1), 1–17. https://doi.org/10.15642/nobel.2022.13.1.1-17
Polat, M. (2017). Why do students cheat in examinations in Turkey? A meta‐synthesis study. International E-Journal, 7(1), 203–222.
Ramani, N., & Pushpanathan, T. (2015). Importance of needs analysis in ELT Curriculum. International Journal of Advanced Multidisciplinary Research (IJAMR), 2(10), 98– 100.
Rezalou, A., & Yagiz, O. (2021). EFL Students‟ Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom. Shanlax International Journal of Education, 9(S2-Sep), 112–124. https://doi.org/10.34293/education.v9is2-sep.4376
Robertson, G. (2015). Student voice at the “heart of learning.” Research in Teacher Education, 5(1), 27–32. https://doi.org/10.15123/PUB.4324
Saada, N. (2018). The Theology of Islamic Education from Salafi and Liberal Perspectives.Religious Education, 1–13. https://doi.org/10.1080/00344087.2018.1450607
Salehi, M., & Gholampour, S. (2021). Cheating on exams: Investigating Reasons, Attitudes, and the Role of Demographic Variables. SAGE Open, 11(2). https://doi.org/10.1177/21582440211004156
Skerritt, C., Brown, M., & O‟Hara, J. (2021). Student voice and classroom practice: how students are consulted in contexts without traditions of student voice. Pedagogy, Culture and Society, 00(00), 1–20. https://doi.org/10.1080/14681366.2021.1979086
Waters, A., & Vilches, M. L. C. (2008). Factors affecting ELT reforms: The case of the Philippines Basic Education Curriculum. RELC Journal, 39(1), 5–24. https://doi.org/10.1177/0033688208091138
Weda, S. (2016). Students‟ Voice Toward Good English Teachers‟ Characteristics at Secondary Schools in Indonesia. ELT Worldwide: Journal of English Language Teaching, 3(1), 78. https://doi.org/10.26858/eltww.v3i1.1882
Widodo, H. P. (2017). Approaches to needs analysis in ESP curriculum development. The European Journal of Applied Linguistics and TEFL, 18(3), 127–146.
Zempi, I., & Tripli, A. (2022). Listening to Muslim students‟ voices on the prevent duty in British universities: a qualitative study. Education, Citizenship and Social Justice, 1– 16. https://doi.org/10.1177/17461979221077990
DOI: http://dx.doi.org/10.29300/ling.v9i1.3880
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Linguists : Journal Of Linguistics and Language Teaching
Pusat Publikasi - Lembaga Penelitian & Pengabdian Masyarakat (LPPM)
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website : https://uinfasbengkulu.ac.id/
Email : linguists@mail.uinfasbengkulu.ac.id
Abstracting and Indexing by:
