In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
86
~2
92
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
186
47
286
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
N
eeds anal
ysis of Islamic-based
E
n
glish re
ading m
a
terial f
or th
e
Muham
m
adiyah junior high school
S
e
pt
ia
n
D
w
i
C
ah
yo,
Mu
h
a
m
m
ad
R
ijalu
l
U
mam
Mu
slim,
A
r
d
i
tya
Nu
r
R
a
h
m
an, Bamban
g
W
P
ratolo
M
a
gi
st
er
o
f
Eng
l
i
s
h
Ed
ucati
o
n
,
U
ni
versitas
Ah
m
a
d
D
a
hlan
,
In
do
n
e
si
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Mar
5
,
201
9
Re
vise
d A
p
r
6,
201
9
Ac
ce
p
t
ed
Ap
r
2
0
,
2
019
Th
is
r
es
earch
a
i
m
ed
t
o
rep
o
rt
t
he
n
e
e
d
f
o
r
Isl
a
m
i
c-b
a
s
e
d
En
glis
h
teach
ing
m
a
teri
a
l
s
fo
r
th
e
M
u
h
a
mm
adiy
ah
j
uni
or
h
ig
h
S
c
h
ool
s,
s
pecif
i
ed
f
or
r
eadi
ng
sk
il
l.
D
ata
co
llect
io
n
t
e
c
h
ni
qu
es
i
n
this
r
esearch
w
ere
th
e
sem
i-stru
ctured
in
terview
and
f
o
cus
gro
u
p
d
i
s
c
u
s
s
i
o
n
w
ith
f
ou
r
E
nglis
h
teach
ers
a
s
part
ici
p
ant
f
o
rm
t
h
e
M
uh
am
m
a
diy
a
h
sch
ool
s.
D
at
a
an
a
l
ys
is
w
as
c
o
nd
ucted
by
i
n
t
eracti
v
e
d
a
ta
c
ol
lect
io
n,
d
ata
r
e
du
cti
o
n
,
d
at
a
presen
tati
on
a
nd
con
c
lu
sio
n
o
r
verifi
cati
o
n
.
T
his
res
earch
c
on
clu
d
ed
t
hat
the
n
e
eds
o
f
dev
e
lo
pin
g
I
slam
i
c
b
as
ed
E
n
g
lis
h
t
eachi
ng
ma
t
e
rial
a
re
n
eces
sar
y
for
the
Mu
ha
m
a
ma
diya
h
sc
h
o
o
l
s
to
a
c
h
ie
v
e
t
he
n
a
tion
a
l
e
d
u
c
a
t
io
n
go
a
l
a
n
d
fo
r
Isl
a
mic
f
a
ith
i
tself.
T
h
e
d
ev
elo
p
m
e
nt
b
as
ed
o
n
text
-bas
ed
a
p
p
ro
ach
b
y
repl
acing
c
o
n
t
e
nt
w
ith
Isla
m
i
c-related
cont
ent
,
I
slami
c
d
isco
ur
s
e
,
in
teg
r
ated
l
an
guag
e
s
kil
l
,
us
e
s
t
ud
ent
-
cent
e
red
t
eac
h
i
n
g
a
nd
a
l
s
o
i
ncreas
ing
cul
t
u
r
al aw
a
ren
e
ss
.
K
eyw
ord
s
:
En
glis
h la
n
gua
ge te
ach
i
n
g
Islam
i
c e
duca
t
i
o
n
M
a
t
e
ri
al
de
v
elo
p
m
e
n
t
Need
an
a
ly
si
s
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ba
mba
ng W
P
r
ato
l
o,
En
glis
h G
r
adu
a
te
P
r
ogram,
Un
iv
ersit
a
s Ahmad
Dah
l
an
,
P
r
a
m
uka stre
e
t
42,
Um
bulha
rj
o,
Y
ogya
karta
, I
ndo
nesia.
Em
ail:
bam
b
an
g.pra
t
olo@
p
b
i.
ua
d.ac
.id
1.
I
N
TR
OD
U
C
TI
O
N
To
da
y’s
In
d
o
n
e
sia
e
duca
t
i
o
n
co
nc
ern
on
st
ude
n
t
s’
c
hara
c
t
er
d
e
v
e
l
o
pme
n
t.
S
t
r
en
gt
he
ni
ng
li
ter
a
c
y
cul
t
u
re
i
s
re
la
ted
to
r
ea
di
ng
s
and
liter
a
ry.
The
q
u
a
n
t
i
t
y
a
n
d
q
ua
l
i
t
y
o
f
re
adi
ngs
a
ls
o
pr
o
v
ide
c
h
a
r
ac
ters
educ
a
t
i
o
n
f
o
r
s
t
ude
nts.
T
h
u
s,
i
n
t
e
g
rat
i
ve
r
eadi
n
g
m
a
ter
i
a
l
s
in
En
gli
s
h
l
a
ng
u
a
g
e
t
e
achi
n
g
c
a
n
b
e
a
n
o
pti
o
n
to
cove
r
t
h
e
glo
b
a
liza
t
i
on
r
e
q
u
i
r
em
ent,
s
ki
l
l
t
o
c
o
mm
un
i
c
at
e
as
a
globa
l
cit
i
ze
n,
a
nd
st
re
ng
t
h
e
n
i
n
g
li
t
e
ra
cy
cul
t
u
re
a
nd
a
l
so
g
ive
c
h
ara
c
t
e
r
e
ducat
i
on
b
y
p
r
o
vid
i
ng
rea
d
i
ng
m
a
te
rial
e
m
b
edde
d
w
i
t
h
I
slam
i
c
d
i
s
c
o
ur
se
a
s
repla
cem
en
t
of
w
e
s
t
e
rn
l
i
b
er
al
v
iews.
T
h
e
Glo
b
al
iza
t
io
n
de
ri
ves
s
e
c
u
larism
o
f
kn
owle
dge
w
h
i
c
h
b
ec
am
e
a
pro
b
lem
sinc
e
in
t
he
e
r
a
o
f
E
a
rly
Islam
ci
v
i
l
i
z
a
t
ion
r
e
s
u
lt
i
ng
i
n
a
c
r
i
s
i
s
o
f
l
ea
dersh
i
p
[1
,
2]
.
Bayt
iye
h
p
o
i
n
t
s
ou
t
t
h
e
gl
o
b
al
i
zati
o
n
has
t
h
r
e
at
s
ome
M
u
s
l
i
m
t
o
be
r
e
s
ista
nc
e
s
i
n
c
e
I
s
l
a
m
h
a
s
b
e
e
n
t
a
u
g
h
t
a
s
a
s
u
b
j
e
c
t
n
o
t
t
o
be
i
n
t
e
g
r
a
te
d
int
o
sc
i
e
n
ce
[3].
I
n
t
e
grati
n
g
Is
l
a
m
i
c
va
l
u
es
i
nt
o
t
h
e
su
b
j
ec
t
is
t
he
a
nsw
e
r
to
t
h
e
s
o
ci
a
l
e
d
u
ca
ti
on
pro
b
lem
s
o
f
secu
la
rism
w
it
hi
n Is
lam
. A
ccord
in
g to
a
l
-
Sh
ayba
n
i
y,
I
sla
m
ic
d
i
s
c
o
ur
s
e
ha
s
s
eve
r
al
c
o
n
ce
pt
s
f
o
r
e
d
uca
t
i
o
n
[
4
]
,
to
p
ro
duc
e
a
pi
o
u
s
hum
an
b
e
i
ng
w
ho
is
d
ev
ote
d
t
o
G
o
d
,
t
o
c
a
rry
out
life
l
on
g
l
e
arni
n
g
,
t
o
d
evel
o
p
t
h
e
t
ota
l
po
te
nt
i
a
l
o
f
a
p
er
son's
s
o
u
l
,
m
i
n
d
a
nd
bo
d
y
i
n
a
n
i
n
t
e
g
ra
t
e
d
w
a
y
,
t
o
de
vel
o
p
a
per
s
o
n
'
s
ca
pa
b
ili
t
y
t
o
car
ry
o
u
t
hi
s
du
tie
s
as a
se
r
van
t
of G
o
d
a
nd as
a
"
K
h
alifa
h
"
of G
o
d
(
re
pr
ese
n
ta
ti
ve
o
r vic
e
ger
e
n
t
of
G
od o
n
e
arth)
A
l
-
S
hayba
niy
sta
t
ed
a
n
Inte
g
r
a
t
ed
I
slam
i
c
E
duc
at
i
on
foc
u
ses
ma
i
n
l
y
o
n
i
m
p
lem
e
n
tin
g
Islam
as
a
w
h
o
l
e.
T
h
i
s
c
a
n
be
d
one
b
y
in
te
gr
at
i
n
g
Is
l
a
mic
k
n
o
w
l
e
d
ge
a
n
d
b
e
l
i
e
f
,
m
a
tchi
n
g
t
he
b
e
lie
f
an
d
pr
actic
e
,
bala
nc
i
n
g
the
w
o
rk
f
or
“
w
o
rld
l
y
a
f
fa
irs”
a
nd
the
r
e
lig
io
u
s
d
u
t
i
es
f
or
t
h
e
h
ere
a
fter
.
Th
rou
gh
the
In
te
gr
ate
d
Islam
i
c
Ed
uca
t
io
n,
a
p
er
son
c
a
n
b
e
ed
uca
t
e
d
a
nd
t
r
ai
ne
d
t
o
u
n
d
e
r
s
ta
nd
a
n
d
up
h
o
l
d
t
he
I
sl
am
ic
f
a
i
t
h
,
t
h
e
law
s
and
the
m
o
rals in
one
’s li
f
e
[4
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
Eval
&
R
e
s
E
duc.
I
S
S
N
:
2252-
88
22
Nee
d an
a
l
y
s
is of
I
s
l
a
m
i
c
-
b
a
se
d En
glis
h
rea
d
i
n
g
m
a
te
ri
a
l
fo
r
the Mu
ham
m
a
d
i
y
ah … (
S
ep
ti
a
n
D
w
i
C
a
h
y
o)
28
7
I
s
lam
i
c
i
n
te
gr
a
t
e
d
e
d
u
c
a
t
i
on
i
s
ba
se
d
on
ak
h
l
ak
(m
orals,
e
thics)
a
s
a
result
a
nd
o
bjec
t
i
ve
o
f
e
duca
t
io
n.
ak
hl
ak
i
s
t
h
e
term
s
for
be
ha
vi
or
b
ased
o
n
v
a
l
u
e,
v
ir
tue
mor
a
l
s
r
epre
s
e
n
t
o
n
t
he
p
e
r
so
nal
ac
t.
I
n
t
h
e
co
nt
e
x
t
of
e
duca
t
io
n
,
akh
l
ak
i
s
t
h
e
t
h
i
n
g
s
t
o
be
i
ns
t
i
l
l
ed
t
o
st
u
d
e
n
t
s
,
the
r
ef
or
e
it
a
ls
o
t
he
e
duca
tio
n
goa
l
s
.
The
goa
l
s
a
ls
o
k
n
o
w
n
as
a
c
h
i
e
ve
m
e
nt
i
s
d
i
v
i
de
d
in
to
c
og
n
i
tiv
e
,
a
f
f
e
c
t
i
v
e
a
n
d
psyc
homo
t
or
.
Each
o
f
the
thr
e
e
c
o
mpo
n
e
n
t
s
s
h
o
u
l
d
su
pp
or
t
t
h
e
cr
e
a
tio
n
of
a
k
hl
ak
o
f
a
hum
an
b
e
i
ng
or
s
tu
den
t
a
s
r
e
pr
ese
n
t
e
d
b
y
F
igur
e
1
[4]
.
Fi
g
u
re
1
. Is
l
am
i
c
c
o
n
cept
a
n
d
e
d
u
cati
o
n
ob
j
e
c
t
i
v
e con
c
ep
t
Th
ose
c
o
ncep
t
s
a
r
e
i
n
l
i
ne
w
ith
t
he
I
nd
o
n
e
s
ia
N
ati
o
nal
E
d
uca
t
io
n
G
o
a
l
s.
T
hus,
in
t
e
gr
at
in
g
I
s
lam
i
c
va
lue
s
i
n
t
o
e
d
u
c
a
tio
n.
The
r
e
s
ul
t
of
t
he
i
nte
g
r
a
tion
ca
n
be
u
se
d
as
a
c
on
cep
t
fo
r
p
r
ev
ent
i
n
g un
wa
nt
ed
ne
g
a
tiv
e
gl
o
b
al
iza
t
io
n
eff
e
c
t
s.
A
c
c
or
di
n
g
t
o
Re
g
u
l
a
tio
n
M
i
ni
s
t
er
o
f
Ed
uc
a
t
i
o
n
N
a
tio
na
l
N
o
.
22
/2
0
0
6
on
Con
t
e
n
t
S
t
andar
d
s
[5]
,
i
t
is
e
xp
la
ine
d
t
ha
t
t
h
e
pur
pos
e
o
f
l
e
a
r
n
i
n
g
E
n
g
lis
h
in
I
nd
o
n
es
ia
i
s
dir
e
c
t
e
d
f
or
pup
il
s
i
n
o
r
d
e
r
to
h
a
v
e
t
h
e
a
b
ili
t
y
t
o
de
vel
o
p
com
p
ete
n
cie
s
i
n
the
f
o
rm
o
f
limi
te
d
ve
r
b
a
l
c
omm
unic
a
t
i
o
n
t
o
a
c
c
om
pa
n
y
t
he
a
c
ti
on
in
t
he
c
on
t
e
xt
o
f
sc
h
o
o
l
;
t
oha
ve
a
w
a
r
e
ness
o
f
n
a
t
ur
e
an
d
t
he
i
m
p
or
ta
nc
e
of
E
n
g
l
i
s
h
to
i
n
c
r
e
ase
t
h
e
na
ti
on’
s
c
o
m
p
eti
tiv
ene
ss
in
a
g
lo
ba
l
s
o
c
i
e
t
y;
a
n
d
t
o
de
ve
lo
p
st
u
d
en
ts
unde
r
s
tan
d
i
n
g
t
he
r
ele
v
a
n
ce
b
etw
e
en
l
a
ngu
ag
e
and
cu
ltu
re
.
The
na
ti
ona
l
e
duc
a
t
io
n
goa
l
de
ma
nd
s
eac
h
educa
tio
n
e
l
e
m
e
n
t
i
n
t
he
s
yst
e
m
t
o
s
u
p
por
t
in
a
c
h
ie
v
i
n
g
the
g
o
al.
Ea
ch
s
ub
jec
t
a
l
s
o
h
a
s
to
i
nte
g
r
a
t
e
c
ha
r
a
c
t
e
r
s
a
s
d
em
a
nded
by
th
e
cur
r
icu
l
um;
t
hus,
the
teac
h
i
ng
is
n
o
t
o
n
ly
a
b
out
k
no
wl
edg
e
b
ut
a
l
s
o
mo
r
a
l
s
a
nd
e
t
h
i
c
s
b
y
i
nt
eg
rat
in
g t
h
e
tea
c
hi
n
g
a
nd
lea
r
ni
n
g
p
r
o
c
e
ss.
O
ne
o
f
th
is
i
nte
g
r
a
ti
on
c
an
b
e
don
e
i
n
d
e
v
e
l
o
p
i
ng
t
eac
hi
ng
m
a
ter
i
a
l
s
b
ased
o
n
t
h
e
va
l
u
es,
m
o
rals,
an
d
et
h
i
c
s
.
The
ne
w
m
a
te
r
i
al
d
evel
o
p
m
e
n
t
i
s
i
n
te
nde
d
t
o
o
v
e
r
c
ome
the
c
u
r
r
e
nt
m
a
teria
l
s
whic
h
ofte
n
t
o
g
e
n
era
l
s
t
h
e
ma
teria
l
de
ve
l
opme
n
t
s
h
o
u
ld
n
o
t
b
e
r
a
nd
om
,
it
s
h
o
u
ld
c
o
n
s
i
de
r
the
ne
e
d
s.
T
he
t
e
a
c
h
i
n
g
sh
ou
l
d
m
ee
t
t
h
e
nee
d
s
an
d
w
a
nts
o
f
t
he
l
e
a
r
n
e
r
s
[
6
]
.
T
he
d
e
v
e
l
o
p
m
e
nt
c
o
n
si
de
r
a
t
i
o
n
i
s
the
t
heo
r
i
e
s
o
f
l
a
ngua
g
e
acq
ui
sit
i
o
n
an
d
de
ve
l
opme
n
t
,
p
r
i
nc
ip
les
of
t
e
a
c
hi
n
g
,
t
h
e
use
of
t
he
t
ar
g
e
t
la
ng
ua
ge
,
evalu
a
ti
o
n
of
curr
en
t use
m
a
terial.
Islam
i
c-in
te
gra
t
e
d
E
duca
tio
n
has
t
h
e
ma
in
p
ro
b
l
em
,
i
t
i
s
t
h
e
n
u
mbe
r
o
f
t
h
e
lim
ite
d
re
sou
r
ce
o
f
I
s
la
mic-
i
n
te
gr
ated
r
e
a
d
i
ng
m
a
t
e
ria
l
s.
T
ea
ch
er
s
ta
ke
t
eac
h
i
n
g
r
e
so
ur
ce
s
f
r
o
m
a
com
m
on
tex
t
bo
o
k
i
n
t
h
e
m
a
r
k
e
t
.
T
h
e
q
u
a
l
i
t
y
i
s
s
t
a
n
d
a
r
d
i
z
e
d
b
u
t
o
f
t
e
n
n
o
t
s
u
i
t
a
b
l
e
f
o
r
en
hanc
ing
I
s
lam
i
c
d
i
s
c
our
se
a
nd
va
l
u
e
s
,
e
s
p
e
c
i
al
l
y
i
f
t
h
e
t
e
xtb
o
o
k
i
s
u
s
ed
b
y
ma
drasa
h
o
r
Islam
i
c
ba
se
d
s
ch
ool
.
C
o
n
s
id
e
r
in
g
the
n
u
m
b
e
r
of
M
usli
m
a
nd
I
s
lam
i
c
b
a
sed
sc
ho
ol
i
n
I
ndo
nes
i
a,
d
eve
l
o
p
i
n
g
a
tex
t
b
o
ok
ba
sed
o
n
I
slam
ic
d
isc
our
se
a
nd
va
l
u
es
i
s
n
e
c
e
ssa
r
y
.
The
t
e
xt
b
ook
s
up
po
rt
s
bo
th
I
sl
a
m
i
c
b
ased
s
ch
ool
a
nd
n
a
t
i
o
n
a
l
e
d
u
ca
ti
o
n
g
oa
ls.
Th
is
a
rtic
l
e
pr
ovi
des
a
nee
d
a
nal
y
s
i
s
of
d
eve
l
o
p
i
n
g
E
n
g
lish
la
ng
ua
ge
t
eac
hi
n
g
r
e
a
d
in
g
m
a
ter
i
a
l
s
em
bed
d
e
d
w
i
t
h
I
slam
ic
di
sco
u
r
s
e
s
a
n
d
v
a
l
ue
s.
R
e
a
d
in
g
i
s
t
he
m
ost
c
o
mm
on
m
ater
ials
i
n
classro
o
m
a
c
tiv
it
ies
an
d
can
b
e
in
de
pe
n
d
e
n
t
l
y
st
ud
ie
d
b
y
a
s
t
ude
n
t
i
n
t
h
eir
t
i
m
e
o
uts
i
de
t
h
e
c
l
assro
o
m
.
T
he
m
ateria
l
s
w
i
l
l
pro
v
i
d
e
rea
d
in
gs
f
o
r
st
u
d
en
ts
w
hi
c
h
a
lso hel
p
s
t
ude
n
t
s
t
o
l
e
a
r
n
E
n
g
l
i
s
h
an
d
inte
gr
at
i
n
g
I
s
la
m
i
c
val
u
es.
Th
e
no
tio
n
o
f
a
l-
Q
u
r
’
an
a
s
t
he
b
as
is
o
f
a
l
l
br
anc
h
es
o
f
kn
ow
le
d
g
e
i
n
clu
d
i
n
g
l
i
n
gu
i
s
tic
s
a
n
d
l
a
n
g
u
a
g
e
p
e
d
a
g
o
g
y
c
o
u
l
d
b
e
a
s
t
i
m
u
l
a
t
i
n
g
po
i
n
t o
f
d
e
p
ar
tur
e
[2].
F
a
i
r
clo
u
g
h
o
n
A
b
d
o
lla
hz
ade
h
a
r
gues
t
h
at
“
l
a
ng
ua
ge
c
o
nne
cts
w
i
t
h
t
he
s
o
c
ia
l
e
n
t
i
t
y
thr
o
ug
h
be
in
g
the
pr
ima
r
y
dom
ain
of
i
de
o
l
o
g
y
,
and
thr
o
ug
h
be
i
ng
bo
t
h
a
s
it
e
o
f
a
n
d
a
stake
in,
st
r
ugg
le
s
o
f
pow
er
.
”
S
t
u
d
e
n
t
s
n
ee
d
t
o
a
c
q
u
i
r
e
E
n
g
lish
to
l
i
v
e
as
g
l
o
bal
c
itiz
e
n
s
[7]
.
K
hosr
a
va
n
i
et a
l
.
r
e
por
te
d
t
h
at
l
e
a
der
s
h
i
p
lif
e
sk
il
l
s
,
cr
i
t
ica
l
t
hin
k
i
n
g
l
i
fe
s
k
i
l
l
s,
a
n
d
d
e
c
i
s
i
on
ma
k
i
ng
/
p
r
o
b
lem
-
so
lv
ing
life
s
k
il
l
s
o
ften
n
o
t
i
nc
lu
de
d
i
n
t
he
tex
t
bo
o
k
o
r
E
ngl
is
h
te
ac
hi
n
g
m
a
t
e
r
ials
[
8]
.
Ther
ef
or
e,
n
ee
d
a
n
a
ly
si
s
n
e
e
d
s
t
o
b
e
c
ond
uc
t
e
d
to
a
c
c
o
m
pl
is
h
th
e
ne
ed
s
of
e
a
c
h
e
l
em
ent
r
e
gar
d
i
ng
t
e
ac
h
i
n
g
E
n
g
l
i
s
h
i
n
I
s
lam
i
c
edu
ca
t
i
o
n
.
M
u
h
s
in
in
et
a
l
.
r
epor
ted
t
h
a
t
r
ea
ding
m
a
ter
i
als
des
i
g
n
e
d
b
ased
o
n
I
s
lam
i
c
va
lu
es
f
or
h
ighe
r
s
t
ude
nts
incr
eas
in
g
s
t
u
d
en
ts’
r
ead
in
g
c
o
mpre
he
ns
io
n
[9].
T
he
s
y
lla
b
u
s
is
d
es
i
gne
d
base
d
o
n
t
he
n
ee
d
t
o
c
r
e
ate
a
r
ead
in
g
mat
e
rial
w
hich
i
s
far
f
r
o
m
w
estern
c
u
ltu
re,
in
c
l
uding
I
sl
a
m
ic
v
a
l
u
e
s
a
nd
c
u
l
t
ur
e
a
nd
a
l
so
c
o
n
s
i
der
i
ng
the
bac
kgr
o
und
of
s
t
u
den
t
s’
n
eed
i
n
t
h
e
I
s
l
a
mic
educ
a
t
i
on
depa
r
tme
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
86
- 2
92
28
8
U
m
am
r
e
porte
d
a
nece
ssit
y
t
o
m
a
i
n
ta
i
n
I
sl
a
m
ic
v
a
l
ue
i
n
E
n
g
lis
h
l
a
n
gua
g
e
t
ea
c
h
i
n
g
in
Pe
s
a
n
t
r
e
n
,
an
Isl
a
mi
c
b
a
se
d
sc
ho
ol
[
10
].
T
h
e
c
h
a
ll
e
n
g
e
s
to
f
ace
g
lo
ba
li
za
t
i
on
a
nd
A
se
an
E
c
o
n
o
m
i
c
Com
m
uni
t
y
r
eq
uire
t
he
st
u
d
e
nt
t
o
have
“
i
d
e
n
t
i
t
y
”
,
i
deo
l
og
y
,
c
on
c
e
pt
a
n
d
v
a
l
u
e
s
in
o
rd
e
r
t
o
su
rviv
e
a
n
d
t
o
g
ain
a
si
gni
fi
can
t
ro
l
e
i
n
the
c
o
m
m
uni
t
y
.
The
ma
i
n
te
na
nce
is
d
o
n
e
b
y
c
re
ati
ng
s
o
m
e
p
o
lic
i
e
s
i
n
t
he
i
n
t
erna
l
i
n
s
t
i
t
u
tio
n
;
O
p
t
im
i
z
ing
t
h
e
U
s
e
of
i
nst
r
uc
tio
na
l
m
a
ter
i
a
l
s
c
onta
i
ni
n
g
I
slam
i
c
m
e
s
sa
g
e
s;
U
si
ng
c
are
f
u
l
l
y
s
e
l
e
c
t
e
d
t
e
x
t
bo
ok
w
hi
ch
i
s
sup
por
tin
g the
idea
o
f
i
n
te
grat
in
g
I
s
l
a
m
i
c
m
e
ssages
a
n
d
va
l
u
es
b
u
t
t
h
ere
i
s
n
o
t
e
xt
boo
k
as
m
en
ti
on
ed
,
an
d
th
e
w
r
iter
re
com
m
e
n
d
s
m
ini
s
try
o
f
r
el
igi
ous
a
ffa
ir
t
o
de
ve
lo
p
the
t
e
x
t
b
oo
k
;
p
rom
o
t
i
ng
t
o
u
s
e
Islam
i
c
va
lu
e
base
d
a
u
th
en
ti
c
ma
t
e
ri
a
l
s,
a
nd
e
nh
an
ci
ng
t
e
ach
e
r
s
t
o
h
av
e
mu
lt
i-q
u
a
l
i
fic
a
t
i
on
i
n
I
slam
i
c
k
n
o
w
l
e
d
ge
a
n
d
E
ng
l
i
s
h
l
a
ngu
a
g
e te
a
c
hi
ng
.
Fa
r
i
d
i
,
et al.
c
rit
i
c
i
z
e
d
t
he
n
a
rra
ti
ve
t
eac
hin
g
m
ate
r
ia
ls
i
n
Ind
ones
i
a
w
h
i
c
h
a
r
e
the
co
n
t
ent
o
f
t
e
x
t
s
a
r
e
n
o
t
ro
ot
ed
i
n
Indo
n
e
si
a
n
c
u
l
tu
re
[
11
].
A
s
t
h
e
re
adi
n
g
s
a
ff
e
c
tin
g
a
p
e
rs
on
’s
p
e
r
sp
ec
tiv
e
,
t
h
e
l
ack
o
f
cul
t
u
r
a
l
roo
t
ed
n
a
rra
tiv
e
te
xt
l
ea
d
to
t
he
w
e
a
ke
n
i
n
g
o
f
na
t
i
o
n
a
l
c
ha
rac
t
e
r
s.
T
he
r
esea
rch
pr
omot
ed
I
slam
i
c
n
a
r
rati
ve
tex
t
t
o
be
a
d
o
p
te
d
in
t
he
t
e
a
c
hi
n
g
a
n
d
l
ea
rni
ng
pr
oce
ss.
T
he
s
t
or
y
a
b
o
u
t
pro
p
h
et,
h
u
m
or
,
and
soc
i
a
l
l
ife
to
hel
p
tea
c
h
e
r
s i
m
pla
n
t
i
n
g
na
t
i
ona
l c
h
ara
c
ter
s
a
nd
hu
m
a
nism
.
Amri
,
et
a
l
.
r
epor
te
d
a
bou
t th
e
i
n
te
gra
tin
g
Is
l
a
mic
va
lue
i
n
e
duca
t
io
n
[1
2]
.
The
resu
l
t
s
fo
un
d t
h
a
t
t
he
po
lic
y,
t
e
a
c
h
i
n
g
me
t
hods,
e
n
vi
r
onme
n
t,
s
ta
ke
h
o
lde
r
s
a
n
d
tea
c
h
er
s’
c
o
n
t
ro
l,
a
n
d
t
he
e
val
u
a
t
ion
w
e
re
t
he
domi
n
a
n
t
fac
t
or
s
of
t
h
e
s
ucc
e
ss
of
I
slam
ic
t
e
a
c
h
in
g
d
u
e
t
o
t
he
strict
o
f
rewar
d
a
nd
puni
s
h
m
e
n
t
a
p
p
l
i
e
d
b
y
t
h
e
sch
o
o
l
t
o re
hea
r
se the
stu
de
nt
s’
aw
a
re
ness ea
rlier
t
o
b
e
w
e
l
l
b
eha
v
e
d
in
a m
u
lt
i
c
u
l
t
u
ra
lis
t
socie
t
y.
N
e
ed
a
n
a
l
y
sis
sug
g
es
te
d
for
En
gl
ish
la
ng
ua
ge
t
eac
hin
g
b
y
expe
rt
s
t
o
c
re
at
e
a
p
p
r
op
ri
at
e
t
e
a
c
hi
ng
ma
terials
for
ea
ch
e
d
u
c
a
t
i
o
n
l
e
ve
l.
S
une
ngs
i
h
a
nd
F
ahrurr
ozi
co
n
d
u
cte
d
r
ese
a
rc
h
to
d
eve
l
op
a
ut
he
nt
ic
ma
terials
for
t
h
e
e
l
em
entar
y
l
e
v
e
l
[
13]
.
T
h
e
deve
l
opm
e
n
t
r
e
su
lt
s
ea
sie
r
m
a
t
e
r
ials
t
o
un
dersta
n
d
f
or
t
he
st
u
d
e
nt
s,
s
in
ce
t
h
e
a
u
th
e
n
ti
c
i
t
y
m
a
k
e
t
h
e
Eng
l
i
s
h
l
a
ngu
a
g
e
t
e
ac
h
i
ng
c
onte
x
tu
al
i
z
e
d
t
o
st
ud
e
n
ts’
wo
rl
d
.
U
l
u
m
repor
t
e
d a
nee
d
for
the
d
eve
l
opm
en
t o
f
sp
e
a
k
i
n
g sk
i
ll by u
s
i
ng
a
q
u
es
t
i
on
na
ire [14].
The
repor
t
m
e
nt
io
ne
d the
nec
e
ss
i
t
y to
h
a
v
e
a
lter
n
a
t
i
v
e
m
a
ter
i
a
l
s
w
h
ic
h
de
ve
lo
pe
d ba
sed o
n
the
nee
d
.
The
t
w
o
reports
a
s
i
milar
result
in
En
glis
h
la
ng
ua
ge
t
ea
c
h
i
n
g,
t
h
e
n
eed
f
or
m
at
e
r
ia
ls
w
hi
c
h
s
ui
ta
bl
e
for
t
h
e
leve
l,
t
h
u
s
it
is
e
sse
n
tia
l
t
o
h
av
e
snee
d
ana
l
ys
is.
R
ohma
h
d
i
d
a
n
ana
l
ysi
s
o
f
n
e
e
d
a
na
l
y
s
i
s
f
o
r
Islam
i
c
base
d
En
g
l
i
s
h
l
a
n
gu
ag
e
t
e
ach
ing
ma
t
e
ri
a
l
s
f
o
r
Ma
dra
s
a
h
,
an
I
sla
m
ic
b
ase
d
s
c
h
ool
a
ls
o
[15].
The
rese
arc
h
s
ug
ge
s
t
ed
t
hat
E
n
g
l
is
h
la
ng
ua
ge
t
e
a
c
h
in
g
mat
e
ri
a
l
s
b
a
sed
o
n
I
sl
ami
c
v
a
l
u
e
s
n
e
ed
t
o
be
d
ev
el
op
ed
b
y
st
ak
e
ho
lde
r
s.
T
he
t
e
x
t
b
oo
k
o
r
m
ateria
l
s
s
h
o
u
ld
b
e
fu
n for st
ude
n
t
s,
s
upp
or
tin
g m
a
ter
i
als for
th
e na
t
i
o
n
a
l
e
xa
m
a
n
d enha
nc
e
self-c
o
n
fide
nc
e
am
ong st
ude
nt
s.
Q
a
ma
riah
d
ev
e
l
o
p
e
d
a
n
ins
t
ru
m
e
nt
m
a
t
e
r
ia
l
base
d
o
n
I
s
l
am
i
c
v
a
l
u
e
for
tea
c
h
i
ng
E
n
g
l
ish
a
t
a
s
c
h
o
o
l
leve
l
[16].
T
h
e
r
e
su
lt
sh
ow
s
t
h
a
t
t
he
E
ngl
i
s
h
m
a
te
r
i
al
u
s
e
d
i
n
the
sc
ho
ol
s
t
i
l
l
f
a
r
f
ro
m
i
d
e
a
l
t
o
implem
en
t
Islam
i
c
base
d
te
achi
n
g
m
a
teri
a
l
s.
T
he
r
e
s
earch
s
u
gge
ste
d
t
o
g
i
v
e
a
tte
n
t
i
o
n
to
t
he
r
esu
l
t
of
t
he
a
sse
ssm
e
nt
o
f
the
st
ude
n
t
s’
n
ee
d
s
,
com
b
in
e
d
w
it
h
t
h
e
i
n
s
tit
ut
iona
l
g
o
a
ls,
a
n
d
r
ele
v
ant
to
t
he
c
ur
ricu
lum
o
f
t
he
s
t
u
d
y
pro
g
ra
m.
I
t i
s
n
ece
ssary
f
or the
tea
cher
s
t
o
be cre
a
t
i
v
e i
n
i
m
p
lem
e
n
tin
g t
h
e de
ve
l
ope
d m
a
te
rial i
n the
teac
h
i
n
g
and
le
arni
n
g
p
roc
e
ss.
T
h
e
y
s
h
o
u
l
d
be
a
bl
e
to
f
a
c
i
lita
t
e
t
h
e
s
t
u
den
t
s
w
i
t
h
t
he
a
t
m
os
ph
ere
tha
t
e
nc
o
u
rage
t
he
stude
n
t
s
to
b
e
ac
t
i
ve
i
n
the
i
r
lea
r
n
i
n
g
,
e
s
pec
i
al
l
y
b
y
bri
n
ging
t
h
e
s
i
m
u
l
a
t
e
d
o
b
j
e
c
t
s
t
o
t
h
e
c
l
a
s
s
r
o
o
m
o
r
b
y
us
i
n
g
the
rea
l
o
b
j
ec
ts
outs
i
de
t
he
c
lassro
o
m.
F
or
f
urt
h
er
d
e
v
el
o
p
me
nt
o
f
ma
terials,
i
t
is
a
lso
ad
v
i
sa
ble
to
d
o
it
on
t
h
e
ba
sis
of
t
he
s
t
u
den
t
s’
m
a
j
or
s
uc
h
as
N
a
t
ural
S
c
i
e
n
c
e
,
S
o
cial
S
c
i
en
ce
,
and
L
a
ng
u
a
ge
s
o
t
h
a
t
t
he
t
er
ms
and
act
i
v
i
t
ies
p
r
esente
d
in t
he
m
ate
r
ials co
u
l
d
be
m
ore specif
i
c.
En
gl
is
h
is
u
na
rgua
bl
y
im
p
o
rt
ant
f
o
r
the
c
u
rrent
e
ra
,
t
h
e
ne
ed
t
o
be
a
g
l
oba
l
c
i
t
i
ze
n
is
m
a
n
da
t
o
r
y
.
H
o
w
e
ve
r,
t
he
p
ro
blem
o
f
lea
r
ning
E
n
g
l
i
s
h
or
n
ew
l
an
g
u
a
g
e
i
s
t
he
r
e
s
i
s
t
a
n
c
e
o
f
i
t
s
s
e
c
u
l
a
r
i
s
m
c
u
l
t
u
r
e
.
A
s
educ
a
t
i
o
n
i
s
a
p
roce
ss
o
f i
n
s
till
i
ng k
now
le
dg
e and c
u
lture
i
nt
o
s
t
ude
n
t
s,
i
t is the a
ge
n
t
o
f in
sta
l
lin
g mora
ls a
nd
val
u
e
a
l
s
o
.
To
p
reve
nt
t
he
s
ec
ular
i
s
m
,
n
ega
t
i
v
e
c
u
lture
o
f
E
n
g
l
ish,
a
m
a
t
e
r
ial
de
vel
o
pm
ent
ba
se
d
o
n
i
n
t
ende
d
c
u
ltu
re
i
s
n
e
e
d
ed
.
Isl
a
mi
c
v
a
lu
e
ca
n
b
e
a
n
al
t
e
rn
at
i
v
e
t
o
b
e
i
n
t
e
g
r
at
ed
i
n
t
o
t
h
e
t
e
ach
in
g
ma
t
e
ri
al
s
i
n
ce
i
t
i
s
i
n
l
i
n
e
wi
t
h
I
ndon
esi
a
n
a
t
i
o
n
a
l
ed
u
c
ati
o
n
g
o
a
l
s
,
f
u
rt
h
e
r,
t
h
e
n
u
m
b
er
o
f
I
s
l
a
mic
ba
sed
sc
h
o
o
l
i
n
In
do
ne
sia
i
s
ma
ssi
ve
.
The
l
a
c
k
o
f
Islam
i
c
ba
sed
m
a
te
ria
l
s
or
t
e
x
tb
oo
k
i
n
t
he
m
ar
ket
m
a
kes
t
h
e
im
p
l
e
m
e
n
ta
t
i
on
b
e
com
e
irre
l
e
va
n
t
.
Th
u
s
,
deve
l
o
p
i
ng
a
new
m
a
teria
l
b
a
s
e
d
o
n
Is
lam
i
c
va
lu
e
i
s
n
e
cess
a
ry
.
To
b
e
a
b
l
e
t
o
p
r
od
u
c
e
g
ood
ma
terial,
n
e
ed
a
nal
y
s
i
s
is
n
e
c
essary
t
o
be
c
on
d
u
cte
d
.
Thi
s
r
ese
a
r
ch
i
s
a
re
port
o
f
n
ee
d
a
n
a
l
ysi
s
t
o
de
vel
o
p
En
glis
h m
a
te
rials base
d on I
s
l
a
mic
val
u
e.
Te
ac
hin
g
E
n
g
l
i
s
h
a
s
a
F
o
r
e
i
g
n
La
ng
ua
ge,
or
TEF
L,
a
s
i
t
i
s
m
o
st
com
m
onl
y
referre
d,
i
nv
o
l
ves
teac
h
i
ng
E
ngl
i
s
h
as
a
f
or
e
i
gn
lan
g
u
ag
e
in
c
o
u
n
t
ries
w
he
re
E
ng
l
i
s
h
i
s
no
t
the
pr
i
m
ary
la
n
g
ua
g
e
.
The
Instruc
t
io
n
o
f
E
ngl
is
h
as
a
f
ore
i
gn
l
a
n
g
u
a
g
e
ma
y
o
c
cur
in
a
n
y
c
ou
n
t
ry,
w
h
ether
En
g
l
i
s
h
spea
kin
g
o
r
not.
Lea
r
ners
o
f
EF
L
stu
d
y
E
ng
lis
h
for differe
n
t
pur
poses
:
pa
s
s
i
n
g
t
h
e
e
x
a
mi
n
a
t
i
on
,
c
a
re
er
d
ev
e
l
op
me
n
t
,
pu
rsui
ng
t
h
ei
r
ed
u
cati
on,
e
t
c
.
In
m
o
s
t
c
o
unt
ri
es,
En
gli
s
h
as
a
F
o
r
e
i
gn
L
a
n
gua
ge
i
s
par
t
o
f
the
ed
u
c
atio
na
l
c
u
rricul
u
m
,
part
icu
l
ar
ly
i
n
sta
t
e sc
ho
ols.
I
n
Ind
ones
i
a,
E
ng
l
i
s
h
is
a c
o
mpu
ls
ory su
b
j
ec
t
in sen
ior
and j
u
n
i
or hi
gh sc
hoo
ls.
N
e
ed
a
na
ly
sis,
a
lso
k
now
n
a
s
n
e
e
d
as
se
ssm
e
nt,
is
t
he
p
r
o
c
e
ss
of
d
e
t
er
mini
n
g
t
he
n
eeds
for
w
h
ic
h
a
lear
ner
or
g
ro
u
p
o
f
l
e
arne
rs
r
equ
i
res
a
la
ng
ua
ge
a
n
d
a
rra
ng
ing
t
h
e
nee
d
s
a
c
c
ord
i
n
g
t
o
pri
o
ri
ti
e
s
.
N
eeds
is
t
he
abi
l
i
t
y
t
o
c
o
m
p
rehe
nd
a
nd
to
p
rod
u
ce
t
h
e
l
i
ng
u
i
s
tic
f
e
a
t
u
re
s
of
t
he
t
arge
t
sit
u
a
tio
n.
A
n
ee
d
ana
l
ysis
r
e
s
ea
rch
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Ne
e
d
an
a
l
ysi
s
of I
s
l
a
m
i
c-
b
a
se
d En
gl
i
s
h
rea
d
i
n
g
m
a
te
ri
al
f
o
r
t
h
e
Mu
ham
m
a
d
i
y
ah
…
(Se
p
ti
a
n
D
w
i C
a
hy
o)
28
9
show
s
t
o
h
e
l
p
tea
c
her
s
,
curr
ic
ulum
d
e
v
e
l
o
p
m
ents,
a
nd
sy
l
l
abu
s
d
es
ign
t
o
b
ri
ng
E
n
glis
h
to
b
e
me
an
i
n
g
f
ul
f
or
stude
n
t
s
i
n
t
he
i
r
fut
ur
e [1
7].
N
e
eds
a
n
a
l
ysi
s
m
ake
s
u
se
o
f
b
o
th
s
u
b
jec
tiv
e
an
d
ob
jec
t
i
v
e
inf
o
r
m
a
t
i
o
n
(
e
.
g
.
d
a
t
a
f
r
o
m
que
st
ion
n
a
i
r
e
s,
t
e
s
t
s
,
i
n
terv
ie
w
s
,
observa
tio
n)
a
n
d
s
e
e
k
s
t
o
o
b
ta
in
i
nfor
ma
t
i
o
n
o
n:
t
he
s
itua
tio
ns
i
n
w
h
ic
h
a
lan
g
u
age
w
i
l
l
b
e
use
d
(
inc
l
u
d
i
n
g
w
h
o
i
t
w
il
l
be
u
se
d
w
i
t
h
),
t
he
o
bj
e
c
tive
s
a
nd
p
u
r
poses
f
or
w
h
i
c
h
t
he
lan
g
u
age
is
n
e
e
ded,
t
he
t
ype
s
of
c
omm
u
n
i
ca
ti
o
n
t
hat
w
i
l
l
b
e
use
d
(e
.g.
w
r
i
t
te
n,
s
po
ke
n,
f
orma
l,
i
nf
orm
a
l),
the
leve
l o
f
prof
i
c
i
e
n
cy
t
ha
t
w
ill
be r
equ
i
red.
N
e
eds
assessm
e
n
t
is
a
p
art
o
f
c
urric
u
lum
d
e
vel
o
pme
n
t
an
d
i
s
nor
ma
l
l
y
requ
ire
d
b
ef
ore
a
sy
llab
u
s
ca
n be
d
eve
l
o
p
e
d
for
l
a
n
g
u
ag
e
teac
h
i
n
g
.
Ther
e
a
r
e
2 ne
eds in
l
a
ngu
a
g
e
t
eac
h
i
ng
;
a.
Ta
rg
et
n
eed
s,
w
h
a
t
t
h
e
l
e
arn
e
rs
n
eed
t
o
d
o
in
t
h
e
t
arge
t
si
t
u
a
t
ion
o
r
i
n
re
al
-l
i
f
e
co
nv
e
r
s
a
ti
o
n
a
nd
con
d
iti
on.
T
arge
t
s
i
t
u
a
tio
n
:
t
he
s
i
t
u
at
i
on
or
s
etti
ng
in
w
h
i
c
h
the
s
t
ude
nt
w
ill
ha
ve
t
o
use
t
h
e
targ
e
t
l
a
n
g
u
age.
T
hi
s
m
a
y
be
a
s
tu
dy
t
a
rge
t
s
itua
t
i
o
n
or
w
ork
s
i
t
u
a
tio
n
or
a
ny
c
o
n
t
e
x
t
i
n
w
h
i
ch
t
he
l
e
a
r
n
e
r
need
s
to
u
se
t
h
e
l
a
n
gua
ge.
A
n
aly
s
i
s
o
f
t
h
e
c
o
mm
unica
t
i
ve
a
nd
l
i
ngu
is
tic
d
em
and
s
o
f
t
h
e
targe
t
s
i
t
u
a
tio
n
i
s
a
n
e
s
se
nt
ia
l
pha
se
i
n
t
h
e
ne
eds
a
n
a
l
y
s
is.
T
h
ere
are
thre
e
as
p
ect
s
on
t
a
r
get
n
eed
s;
N
ec
essit
i
e
s
:
wh
a
t
t
he
l
e
arne
r
has
to
k
n
o
w
i
n
o
rd
e
r
t
o
fun
c
t
i
o
n
e
ffe
c
tive
l
y
i
n
t
he
t
ar
ge
t
s
i
t
u
a
t
i
on.
L
ac
ks
t
he
g
a
p
b
e
t
w
e
en
nece
ssit
i
es a
n
d
w
hat
t
h
e
lea
r
n
e
rs
h
ave
alre
ad
y kn
own.
Wa
n
ts: w
h
at t
he
l
e
a
r
n
e
r
s w
a
nt
t
o k
n
o
w
D
u
rin
g
n
eed
a
nal
y
s
i
s,
t
h
i
s
in
for
m
a
t
i
o
n
c
a
n
b
e
ga
t
h
ere
d
b
y
usin
g
q
uest
i
o
nna
ires,
i
n
te
r
v
i
e
w
,
obse
r
va
ti
o
n
,
data
co
l
l
e
ct
i
o
n
,
i
nfor
ma
l
co
ns
ul
t
a
t
i
o
n
. The
i
n
f
orm
a
tio
n
i
s
rela
t
e
d t
o
t
he
i
n
d
iv
i
dua
l e
x
pecta
t
i
o
n of
l
ear
n
i
n
g
En
glis
h,
t
he
l
in
guis
t
ic feat
ure
s
of
t
h
e
tar
g
e
t
si
t
ua
tio
n
(lan
g
u
a
g
e
it
e
m
s,
ski
lls
,
know
le
dge,
et
c
.
).
b.
Lear
ning
ne
ed
s,
w
hat
the
le
a
r
ner
s
n
e
e
d
t
o
do
in
o
r
d
e
r
t
o
lear
n,
s
ta
nda
rdiz
e
d
o
r
base
d
o
n
t
he
c
urre
nt
curric
u
l
u
m
of
t
he
p
r
o
gram
.
Th
i
s
n
eed
i
s
r
e
la
t
e
d
t
o
h
ow
l
e
a
rne
r
s
n
e
e
d
t
o
d
o
i
n
or
der
t
o
l
ear
n.
H
ow
t
he
l
e
arne
rs ne
e
d t
o
le
a
rn
The
r
e
a
r
e
m
a
ny
teac
h
i
ng
so
u
r
ce
s
for
Englis
h
l
a
n
g
u
age
tea
c
hi
n
g
,
how
eve
r
t
he
m
ate
r
ials
o
ft
e
n
n
o
t
su
i
t
a
b
le
f
or
t
h
e
c
ultura
l
an
d
id
e
a
o
f
t
h
e
lea
r
ners.
Engl
i
s
h
i
s
not
f
re
e
from
the
cul
t
ur
e,
w
hic
h
m
ay
l
ea
d
to
a
con
f
lic
t
be
t
w
e
e
n
En
g
lis
h
le
ar
ner
c
u
ltur
e
a
n
d
E
n
g
lis
h
cul
t
ure
it
se
l
f
f
rom
the
t
e
ac
h
i
ng
m
a
ter
i
a
l
s.
T
h
u
s,
spec
ifie
d
ma
t
e
rials
nee
d
t
o
b
e
d
eve
l
o
p
e
d
t
o
answer
t
he
c
o
n
fl
ict
w
hic
h
m
a
y
o
ccur
.
T
h
i
s
re
sear
ch
i
nte
n
ded
t
o
gi
ve
a
n
anal
ys
is
o
f
w
h
a
t
k
ind
of
m
ater
i
a
ls
n
eede
d
i
n
th
e
Muham
m
a
d
iy
a
h
j
u
n
io
r
h
i
gh
s
c
h
ool
i
n
En
gli
s
h
lan
g
u
age
t
eac
h
i
n
g
f
or
r
ea
di
n
g
skill.
2.
METHOD
Th
is
r
ese
a
rc
h
in
te
nde
d
t
o
r
epor
t
th
e
resu
lt
of
n
e
e
d
ana
l
y
s
is
o
f
E
n
g
li
s
h
l
a
ngu
a
g
e
t
eac
hi
ng
r
e
a
d
i
ng
ma
terials
i
n
te
gr
ated
w
i
t
h
I
sla
m
ic
v
a
l
ue
f
o
r
t
he
M
u
h
am
m
a
di
ya
h
ju
n
i
or
h
ig
h
sc
h
ool.
Th
is
r
ese
a
rc
h
inc
l
u
d
e
s
qua
l
i
t
a
ti
ve
r
ese
a
r
ch.
D
a
ta
a
re
g
a
t
he
red
b
y
c
o
n
d
u
c
t
i
n
g
a
f
o
c
u
se
d
g
r
o
u
p
d
is
cuss
i
o
n
w
i
t
h
E
ng
lis
h
teac
hers
w
ho
have
t
h
o
ugh
t
at
l
ea
s
t
2
y
e
a
r
s
of
t
e
a
c
h
i
n
g
e
xperie
n
c
e
i
n
Isl
a
m
i
c
b
as
ed
s
c
h
ool
.
Di
sc
ussi
o
n
su
mma
r
y
a
nd
rec
o
rdi
n
g
ar
e
use
d
t
o
d
o
c
u
m
e
nt
t
he
d
isc
u
ss
io
n.
D
ata
a
n
a
l
ys
is
w
a
s
c
o
nd
ucte
d
b
y
i
nt
e
r
a
c
tive
da
ta
c
o
l
l
ecti
o
n,
data
r
ed
uc
ti
on,
d
ata
prese
n
t
a
t
i
on a
n
d c
onc
l
u
s
i
o
n
or
ver
i
f
i
c
a
t
io
n.
I
n
t
hi
s
s
t
u
dy,
t
he
r
e
s
ear
cher
s
i
n
ter
v
iew
e
d
P
r
imary
an
d
S
e
c
ondar
y
Edu
c
a
tio
n
Asse
mb
li
e
s
o
f
t
h
e
M
u
h
a
mmad
i
y
a
h
R
eg
io
n
a
l
Lead
e
r
o
f
Yogy
a
k
a
r
t
a
(M
a
j
e
l
i
s
Di
kda
s
men PWM DIY
)
.
Th
e
do
c
u
me
nt
ati
o
n
u
s
ed
vo
ice
r
ecor
d
e
r
s
and
no
te
t
a
k
i
ng.
T
he
t
y
p
e
o
f
t
he
i
nter
view
w
a
s
t
h
e
sem
i
-
s
t
r
uc
ture
d
i
n
ter
v
iew
in
w
h
i
ch
s
om
e
que
st
ions
w
e
r
e
p
r
epar
ed
b
e
f
o
r
e
in
ter
v
ie
win
g
a
n
d
s
ome
a
d
d
i
t
i
o
n
al
q
ue
st
io
ns
w
ere
ask
e
d
on
t
he
s
pot
.
The
in
t
e
rv
iew
w
a
s use
d
to co
l
l
ec
ti
ng t
h
e
q
u
al
i
t
a
tive
data
or
co
nfir
m
a
ti
on t
o
w
a
rd
w
hat
h
a
d be
e
n
obs
er
ved.
The
teac
hers
a
nd
s
take
h
o
l
d
er
s
a
r
e
ch
ose
n
t
o
be
c
orr
e
sp
o
nde
n
t
o
f
t
h
i
s
rese
arc
h
c
ons
i
d
erin
g
the
i
r
pos
it
io
n
w
h
o
direc
t
l
y
i
nvo
lv
ed
w
i
t
h
c
urric
u
l
u
m
a
nd
re
la
t
e
d
e
d
u
c
a
t
i
o
n
p
o
lic
ie
s.
T
eac
he
rs
a
ls
o
the
o
n
e
w
h
o
un
dersta
n
d
t
he
c
lassroom
s
a
nd
the
s
t
u
d
e
n
t
s
w
hic
h
m
e
a
ns
t
hey
ha
v
e
v
a
li
d
i
n
fo
rma
t
i
o
n
a
b
out
w
h
a
t
s
t
ude
n
t
s’
nee
d
s
ar
e.
S
t
a
k
e
ho
l
d
ers
ar
e
well-
kn
ow
n
as
t
he
y
r
ece
i
v
e
the
po
l
i
cy
f
rom
th
e
go
ve
rnme
n
t
a
nd
ha
ve
t
he
r
i
g
h
t
t
o
order
the
i
r
i
n
s
t
itu
ti
o
n
s t
o
or
not
t
o ap
pl
y t
h
e
po
lic
y ba
se
d
o
n
the
ir
c
ons
i
d
e
r
a
t
i
on o
f
nee
d
s
.
3.
RESULT
AND
DI
SC
USSI
ON
3.1.
P
o
l
i
c
y
i
n
t
he
M
u
h
a
m
m
a
di
y
a
h
s
c
ho
o
l
s
En
gl
is
h
su
bjec
t
i
n
s
c
hoo
l
is
a
m
anda
tor
y
s
u
b
jec
t
f
or
m
iddl
e
lev
e
l
,
how
ev
er
,
the
Muha
m
m
a
diya
h
ha
s
the
p
o
l
i
c
y
t
o
i
m
plem
en
t
En
gl
ish
s
u
b
j
e
c
t
f
o
r
t
h
e
el
em
entar
y
s
c
h
o
ol
a
s
lo
ca
l
co
nt
e
n
t
.
T
h
e
i
d
e
a
of
implem
e
n
ta
t
i
o
n
E
ng
lis
h
s
u
b
j
e
c
t
a
t
a
n
ear
li
er
l
eve
l
i
s
to
p
r
e
par
e
t
h
e
st
ude
n
t
s
to
f
ace
t
he
f
u
t
ure
wi
t
h
t
he
i
r
lan
g
u
age
a
n
d
c
o
mm
unic
a
t
i
o
n
s
k
ills.
T
h
e
s
t
ake
h
olde
r
is
a
l
s
o
a
w
ar
e
o
f
t
he
o
pp
ort
u
ni
ty
o
f
u
n
d
esira
b
le
v
al
ues
w
h
ic
h
in
na
te
E
ng
l
i
sh.
A
c
c
o
rd
in
g
to
t
he
Maj
e
l
i
s Di
kd
asmen
PWM DIY
,
i
t
i
s
t
h
e
d
u
t
y
o
f
t
e
a
c
h
e
r
s
t
o
i
n
t
e
g
r
a
t
e
val
u
es
w
ith
i
n
t
he
E
n
g
lis
h la
n
gua
ge tea
c
h
in
g
and
ot
her
sub
j
ec
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
86
- 2
92
29
0
“…
th
e
r
e
ne
eds
t
o
b
e
i
n
t
e
grati
o
n
,
b
eca
u
s
e
aft
e
r
all
th
e
int
e
rn
a
t
i
ona
l
i
z
at
i
on o
f
l
ang
uag
e
ca
nno
t
be
se
p
a
ra
t
e
d
from
p
o
l
itic
a
l
a
n
d
weste
r
n
cu
l
t
u
r
e
.
S
o
as m
u
ch
as
p
o
ss
ib
l
e
t
e
ac
hers
c
an
p
r
ov
i
d
e
k
n
o
w
le
dge
n
o
t
on
ly
sk
il
ls i
n
Eng
l
is
h bu
t a
l
so
our c
u
l
t
u
re.”
The
Mu
ham
m
a
d
i
y
a
h
poi
nts
t
h
e
nee
d
t
o
t
e
a
c
h
E
n
g
l
is
h
i
n
te
g
r
ate
d
w
i
t
h
I
n
d
o
n
e
s
i
a
c
u
l
t
u
r
e
a
n
d
m
o
r
a
l
s
w
h
ic
h
me
ans
t
h
e
t
e
ac
h
e
rs
n
e
e
d
to
d
e
v
e
l
op
t
he
E
n
g
lis
h
t
e
a
c
hi
n
g
m
a
t
e
r
i
a
ls
i
n
t
eg
ra
te
d
wit
h
m
o
r
al
s,
v
alu
e
s,
a
nd
c
u
ltu
re
i
n
Indon
e
s
i
a
.
Th
e
p
r
ob
l
e
m
wit
h
E
ngl
ish
su
bj
e
c
t
in
c
l
a
ss
r
o
o
m
act
i
v
i
t
y is t
he ma
t
e
r
ials
a
re alw
a
y
s ta
ke
n
f
r
o
m
a
b
o
o
k
w
i
t
h
a
b
a
s
e
o
f
w
e
s
t
e
r
n
’
s
p
e
r
s
p
e
c
t
i
v
e
,
w
h
i
c
h
m
o
s
t
o
f
t
h
e
i
nn
at
e
v
a
l
u
es
a
re
n
o
t
a
cc
e
p
tab
l
e
i
n
Ind
ones
i
a
n
c
ul
ture.
F
u
rther
,
t
he
t
e
x
ts
a
re
o
fte
n
n
o
t
a
ut
h
e
nt
ic
in
t
he
c
on
te
xt
o
f
In
d
one
sia
soc
i
o-c
u
lt
ure
,
g
e
og
raphi
c a
n
d p
h
i
lo
so
phy
.
M
a
je
lis D
i
k
d
asm
e
n PWM
D
I
Y
i
s
de
ve
lop
i
n
g
a
c
urric
u
l
u
m
t
h
at
c
om
bine
s
t
h
e
na
ti
ona
l
c
u
r
r
icul
u
m
a
nd
the
Mu
ham
m
a
d
i
y
a
h
c
ur
ricu
l
u
m.
T
his
curr
ic
ulum
i
n
t
e
g
ra
te
s
t
h
e
n
o
b
le
v
alue
s
t
h
a
t
a
re
m
ore
de
ta
i
l
e
d
t
ha
n
t
h
e
curr
ent
Kurrik
u
l
u
m
20
1
3
.
Accor
d
i
n
g
t
o
Ma
j
e
l
i
s
Di
kd
a
s
men
PW
M
D
I
Y
,
t
he
re
a
re
3
m
ode
ls
i
n
de
ve
l
o
p
i
n
g
ma
terial
t
ha
t
i
s
I
slam
ic-l
ov
i
n
g
;
I
s
l
am
i
z
at
i
on
o
f
s
c
i
ence
,
Islam
i
c
a
s
a
sc
i
e
n
c
e
and
m
o
ra
l
an
d
int
e
grat
io
n
-
in
t
e
rco
n
n
ec
t
i
o
n
.
I
s
l
a
miza
t
i
on
o
f
sc
ie
nc
e
is
a
p
e
r
spec
t
i
ve
d
eve
l
ope
d
by
A
l
F
a
r
uqi
a
n
d
A
l
A
tt
a
s
;
Is
la
m
i
c
as
scie
nc
e
w
a
s
pr
op
ose
d
by
K
u
ntow
i
j
o
y
o
,
i
n
te
grat
io
n-i
n
t
e
rcon
ne
c
tio
n
w
a
s
in
i
tia
t
e
d
by
A
m
i
n
A
b
d
u
l
la
h.
E
a
c
h
appr
oa
ch
i
s
a
ppr
opr
i
a
t
e
a
t
a
cer
tai
n
l
e
v
e
l
o
f
e
duc
at
i
o
n
,
f
or
t
h
e
e
l
e
m
e
n
t
a
ry
a
nd
i
nter
me
dia
t
e
le
vel
t
h
e
Isl
a
mi
z
a
tio
n
of
s
c
i
en
ce
i
s
more
a
p
p
l
i
c
abl
e
.
Isl
a
mi
za
tio
n
o
f
sc
i
e
n
ce
f
orme
d
in
3
m
ai
n
a
ppr
oache
s
;
la
b
e
li
n
g
,
axi
o
lo
gy,
a
nd
i
n
t
e
r
n
al
iza
t
i
o
n
[18].
The
Islam
i
zat
i
on
o
f
s
cie
n
c
e
i
n
E
n
g
lis
h
l
a
n
g
u
age
tea
c
h
in
g
ca
n
be
f
o
u
nd
i
n
ma
terial
d
e
v
e
l
opm
en
t
b
y
p
r
o
v
i
di
n
g
I
slam
i
c
b
ased
E
n
g
l
i
sh
t
e
x
t
a
n
d
di
sco
u
rse.
F
or
e
xam
p
l
e
,
in
t
he
d
a
ily
con
v
er
sat
i
on
t
e
a
c
h
in
g
m
a
teria
l
,
in
stea
d
of
p
r
o
v
i
din
g
a
n
exa
m
ple
o
f
as
k
i
n
g
s
om
eo
ne
t
o
j
o
in
a
b
irt
hda
y
p
a
rty
i
t
is
b
e
tter
to
g
i
v
e a
c
o
nve
rsat
i
o
n to a
sk
s
ome
o
n
e
to s
t
u
d
y
or com
e
t
o
a
s
t
udy
f
o
r
u
m
.
The
pr
o
b
le
m
w
ith
t
h
i
s
c
onc
e
p
t
is
t
he
l
i
m
i
t
ed
n
um
ber
o
f
I
slam
ic
t
e
xt
a
n
d
di
s
c
o
u
r
se
i
n
Engl
i
s
h
tex
t
bo
ok
an
d
com
p
ete
n
ce
o
f
Eng
l
ish
teac
h
e
rs
t
o
deve
lop
ma
terial
s
w
h
i
c
h
de
l
i
ver
lan
gua
ge
f
unc
tio
n
b
u
t
in
t
e
grate
d
w
i
t
h
I
s
la
mic
t
e
ac
hi
ng
a
nd
val
u
es.
The
M
uham
m
a
di
ya
h
h
a
s
a
p
r
o
gr
am
t
o
o
v
er
come
t
he
p
r
o
b
l
e
m
s
a
n
d
a
l
so
s
uppo
rti
n
g
th
e
p
r
ofe
s
si
on
a
l
d
ev
el
op
me
nt
o
f
the
i
r
t
e
a
c
h
er
b
y
prov
idi
n
g
a
s
c
ho
larsh
i
p
for
ma
st
e
r
degre
e
,
a
w
o
rk
sho
p
f
or m
ater
i
a
ls
d
e
v
e
l
o
p
m
e
nt a
n
d
re
s
e
a
rc
h fund
i
ng for te
achers;
“
…
b
u
t w
e
h
a
ve to a
d
m
it a
n
d
re
alize t
h
a
t
m
o
st o
f
the te
a
c
hers are n
o
t a
m
o
d
a
l
(
o
f
m
a
te
ri
a
l
s
de
vel
o
p
m
e
nt),
th
us
pr
o
f
ess
i
on
al deve
lopm
e
n
t needs to be i
n
st
ille
d to
te
ac
h
e
rs”
In
o
r
d
er
t
o
e
n
hance
v
o
ca
bu
l
a
r
y
m
astery,
t
h
e
Mu
ham
m
a
d
i
y
a
h
a
lso
d
e
m
and
t
h
e
i
r
sc
ho
o
l
t
o
la
bel
sch
o
o
l
s’
su
rro
un
ding
v
o
c
a
bul
a
r
y
wit
h
3
l
an
gu
ag
es;
Eng
l
i
s
h
,
A
ra
b
i
c
,
a
n
d
B
a
h
asa
and
s
o
t
he
s
tu
den
t
s
w
i
l
l
l
ear
n
m
o
re
voca
b
ula
r
y eve
n
w
he
n t
h
ey a
re
not i
n t
h
e
cla
ssroom
.
3.2.
En
g
lish
lan
g
u
age
t
eac
h
in
g
in
th
e
M
u
h
a
mm
ad
i
yah
s
c
h
ool
s
I
s
la
mic
sc
ho
o
l
i
mp
lem
e
n
t
s
t
h
e
sam
e
c
urric
u
l
u
m
f
o
r
E
n
gl
ish
l
a
ng
u
ag
e
t
e
a
c
h
i
ng;
h
owev
e
r
,
t
h
e
h
e
ad
mast
e
r
a
n
d
st
ak
eh
old
e
rs
h
a
v
e
a
p
o
li
c
y
f
o
r
t
ea
ch
ers
to
i
nt
e
g
ra
te
I
sla
m
ic
v
al
ues
dur
i
n
g
t
h
e
tea
c
h
i
n
g
an
d
lear
n
i
n
g
proce
sse
s
. The
E
n
g
l
i
s
h lea
r
ni
ng has
extra ac
t
i
v
i
t
y
ou
t
si
de t
he c
la
ssroom
b
y pr
o
v
id
in
g
a
n
E
ng
l
i
sh da
y
w
h
er
e
ever
y
b
o
dy in
t
he
s
c
h
o
o
l
s
pea
k
s
i
n
E
n
g
l
i
s
h
w
i
t
h
in
o
nc
e
a
w
e
e
k,
how
eve
r
,
the
resul
t
o
f
t
h
i
s
p
ol
i
c
y
i
s
n
o
t
me
et the
ex
p
e
c
t
at
i
o
n
,
e
ve
n th
ou
g
h
the
s
t
u
de
nts
have
i
m
p
ro
ve
d t
h
e
i
r
coura
g
e
to s
pea
k
i
n En
gl
is
h.
The
tea
c
he
rs
s
ho
u
l
d
be
a
m
o
d
el
f
o
r
t
heir
s
t
ude
n
t
s.
T
he
g
e
n
era
l
Isl
a
mi
c
v
a
l
u
es
h
a
v
e
t
h
e
sa
me
e
sse
n
ce
w
ith
e
m
b
ed
de
d
c
h
ara
c
ters
i
n
t
h
e
na
tio
na
l
c
u
rricul
u
m
.
H
ow
e
v
er,
p
rovi
d
i
n
g
I
sl
a
m
ic
b
ased
m
ate
r
ia
ls
f
or
En
glis
h
h
a
s
b
e
c
o
me
a
c
o
n
c
e
r
n
f
or
m
ost
of
I
s
l
am
i
c
s
c
h
oo
l
t
e
ac
he
r
s.
T
ea
cher
s
po
i
n
t
the
lac
k
o
f
En
gl
i
s
h
l
a
ngu
a
g
e t
e
a
c
hi
ng
mat
e
r
i
a
l
s
i
n
an
I
s
l
ami
c
sch
ool
, t
h
e
re
i
s co
n
s
ist
of a
ro
un
d tex
t
bo
o
k
, lim
it
e
d
v
oca
b
ula
r
y, lac
k
of
I
sl
a
m
ic
cu
l
t
u
re
a
nd
d
i
sc
ou
r
s
e
,
l
o
w
cr
eativ
ity
a
m
o
n
g
tea
c
h
er
s
a
nd
also
t
echn
i
ca
l
i
n
ad
m
inistra
t
i
v
e.
Th
e
t
e
xt
boo
k
is
a
n
e
sse
nti
a
l
p
a
rt
o
f
t
e
a
c
hi
ng
a
nd
l
e
a
rni
n
g.
A
s
th
e
imp
l
e
m
entat
i
o
n
of
K
urik
u
l
um
20
1
3
,
the
g
ove
rnm
e
nt
a
lso
de
ve
lo
pe
d
a
te
x
t
b
o
o
k
t
o
s
u
ppor
t
t
h
e
c
urricu
l
u
m
.
H
ow
e
v
er,
t
h
e
pr
ov
ide
d
t
e
x
tb
oo
k
is
l
ac
k
of
c
o
n
te
xtua
l
f
o
r
Isl
a
mic
S
c
hoo
l
as
i
t
is
d
e
v
e
l
ope
d
to
co
nv
e
y
g
en
e
r
al
s
ch
ool
.
M
o
st
o
f
th
e
En
gli
s
h
tex
t
bo
ok
pr
o
v
i
d
e
ge
nera
l
st
u
d
en
ts
d
ai
l
y
lif
e
w
h
ich
is
n
ot
t
he
s
ame
a
s
s
t
u
d
e
n
t
s
in
a
n
Isl
a
mi
c
s
c
ho
ol
.
Th
e
c
o
nt
en
t
i
s
not
s
u
ppo
rti
n
g
th
e
Isl
a
mi
c
scho
ol
l
if
e
i
n
I
sl
amic
s
c
h
o
o
l
s,
t
here
i
s
a
ne
e
d
t
o
pu
t
the
m
e
s
w
hich
a
r
e
sup
por
tin
g
t
h
e
goa
l
of
I
s
l
am
ic
s
c
h
o
o
l
s.
T
h
e
t
e
x
t
b
oo
k
is
a
cc
ept
a
b
l
e
for
a
classro
o
m
acti
v
i
t
y
i
n
a
n
Islam
i
c
sc
ho
ol
,
ho
we
ver,
t
o
d
e
v
e
lop
an
d
t
o
s
u
pport
Is
l
a
mi
c
scho
ol
s’
a
c
t
i
v
i
t
y
t
h
e
g
e
n
e
r
a
l
t
e
x
t
b
o
o
k
s
n
e
e
d
t
o
b
e
impro
v
e
d
i
n te
r
m
s
of them
e
s
and v
o
c
a
b
u
l
ary
.
Bes
i
de
s
the
co
nte
x
t
o
f
t
he
t
ex
tb
o
ok,
v
oca
b
u
l
ar
y
in
p
ro
vi
d
e
d
t
e
x
t
b
o
oks
i
s
no
t
c
o
v
e
ri
n
g
t
h
e
a
ctiv
it
y
in
the
Islam
i
c
S
c
ho
o
l
s.
T
he
I
sla
m
ic
s
cho
o
l
s
o
f
ten
have
m
ore
a
c
ti
v
i
ty
o
u
t
s
i
d
e
t
he
c
la
ssro
o
m
t
han
ge
ne
ral
scho
o
l
,
the
y
o
f
t
e
n
do
p
r
a
y
t
o
g
e
t
her
,
r
e
c
i
t
i
ng
t
h
e
Q
u
r
a
n
toge
the
r
a
nd
so
m
e
o
t
h
ers
rela
t
e
d
to
d
ev
o
t
i
on.
L
a
c
k
of
s
ui
tab
l
e
voca
b
ula
r
y,
t
h
e
re
a
r
e
m
a
ny
v
o
c
a
b
u
l
a
r
y
a
nd
in
struc
t
io
n
in
I
sl
a
m
i
c
l
i
f
e
,
fo
r
ex
a
m
p
l
e
,
“
wu
dh
u”
(abl
ut
i
o
n
)
ne
ver
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Ne
e
d
an
a
l
ysi
s
of I
s
l
a
m
i
c-
b
a
se
d En
gl
i
s
h
rea
d
i
n
g
m
a
te
ri
al
f
o
r
t
h
e
Mu
ham
m
a
d
i
y
ah
…
(Se
p
ti
a
n
D
w
i C
a
hy
o)
29
1
bee
n
i
nc
lu
de
d
in
a
g
e
n
er
al
E
n
g
lis
h
t
e
x
t
bo
ok.
T
eac
hers
a
ls
o
d
o
n
ot
h
a
v
e
e
n
o
u
g
h
vo
c
a
bul
ary
re
l
a
t
e
d
to
Islam
i
c ter
m
s.
Is
l
a
mi
c
di
sco
u
rse
i
s
o
ft
e
n
i
g
n
o
r
e
d
i
n
En
gl
i
s
h
l
a
ng
u
a
g
e
t
each
i
n
g
.
The
fa
c
t
t
ha
t
la
n
gua
ge
a
nd
c
u
l
t
ure
a
r
e
a
s
a
s
ing
l
e
un
i
t
,
t
e
a
c
hi
n
g
E
ngli
s
h
i
s
a
l
s
o
t
e
a
c
h
i
ng
wes
t
ern
s
’
c
u
l
t
u
r
e
.
L
a
n
g
u
a
g
e
a
n
d
d
i
s
c
o
u
r
s
e
a
r
e
in
t
e
rre
l
a
t
e
d.
T
he
d
isc
ourse
i
s
ofte
n
i
nna
te
w
it
h
i
n
tea
c
h
i
ng
m
a
t
eria
l
.
T
he
d
i
s
c
our
se
i
s
m
e
dia
to
d
e
l
iver
c
ult
u
re,
the
w
e
ster
n
di
sco
u
rse
com
m
o
n
l
y
a
p
pe
ars
in
g
e
n
e
r
al
t
e
x
t
boo
k.
C
o
n
si
d
e
ri
ng
t
h
e
n
ee
d
t
o
a
vo
id
w
e
s
t
e
rns’
cul
t
u
re,
reduc
ing
t
h
e
disc
our
se
a
nd
re
place
i
t
w
i
t
h
I
slam
ic
m
ay
h
e
l
p
t
o
d
e
l
i
v
e
r
a
n
d
i
n
s
t
i
l
l
c
u
l
t
u
r
a
l
v
a
l
u
e
s
f
o
r
the
s
t
ude
nt
s.
T
he
l
ac
k
of
c
ul
tur
a
l
aw
a
r
en
e
s
s
w
ith
i
n
t
e
a
c
he
rs
m
a
kes
t
h
e
un
i
n
t
e
n
d
ed
c
u
l
t
u
re
s
pre
a
ds
a
s
t
h
e
teac
hers
t
e
a
c
h
t
he la
ngua
ge.
Th
e
t
e
ach
e
r
m
a
y
a
bl
e
to
d
evel
o
p
mat
e
ri
al
f
ro
m
t
h
e
in
t
e
r
n
et
.
Ho
w
ever
,
avai
la
bl
e
i
n
ter
n
e
t
r
e
s
our
ces
a
r
e
n
o
t
wel
l
m
a
n
a
g
ed
.
Th
e
i
n
t
e
r
n
e
t
r
esou
rc
e
o
f
t
ex
t
,
m
u
lti
me
di
a
i
s
no
t
ma
x
i
m
i
ze
d
b
y
t
e
ach
e
r
s
b
eca
u
s
e
teac
hers
a
re
a
t
t
ac
he
d
t
o
t
he
p
rov
i
de
d
te
x
t
b
o
o
k
.
The
assum
p
ti
on
tha
t
t
h
e
t
e
x
t
b
ook
is
w
ell-pre
p
are
d
f
or
c
u
rri
c
ul
u
m
m
ak
e
t
e
ac
he
rs
t
a
k
e
th
e
t
e
xt
bo
ok
as
m
a
i
n
t
e
ac
hi
n
g
mat
er
ial
s
a
nd
t
he
y
ofte
n
do
n
ot
d
e
v
e
l
op
t
heir
own
t
e
ac
hin
g
m
a
t
erials.
Te
ache
r
s
are
a
l
so
a
t
t
ac
he
d
t
o
a
d
m
ini
s
t
r
at
ive
ac
ti
v
i
t
i
es.
Te
ac
he
rs
n
eed
t
o
ma
ke
a
n
adm
i
n
i
s
t
rat
i
v
e
re
port
o
f
p
r
e
-t
ea
chi
n
g,
t
ea
c
h
i
n
g
,
e
va
lua
t
io
n
an
d
a
s
s
e
s
s
m
e
n
t
.
T
h
e
n
u
m
b
e
r
s
o
f
a
d
m
i
n
i
s
t
r
a
t
i
v
e
a
c
t
i
vit
i
es ma
k
e t
h
em d
o
n
o
t
hav
e
t
h
e
int
ere
s
t t
o
d
ev
elo
p
t
h
ei
r
ow
n tea
c
h
i
n
g
m
ateria
l
s
.
3.3.
Ho
w r
e
ad
in
g mate
ri
al sh
o
u
l
d
b
e
d
e
v
elop
e
d
?
C
ons
ide
r
i
n
g
th
e
co
nce
p
t
,
p
o
licy
a
n
d
the
s
ugge
sti
o
n
from
t
he
t
ea
c
h
er
s,
it
i
s
n
ec
essary
t
o
deve
lop
En
glis
h
te
ac
h
i
ng
m
a
ter
i
a
l
s
b
a
sed
on
Islam
i
c
va
l
u
e
s
,
re
al
l
i
f
e
e
x
p
e
r
ie
nc
e
and
me
an
in
gfu
l
[
7,
8
,
15].
The
deve
l
ope
d
m
a
t
e
r
i
a
l
s
h
o
u
l
d
c
o
ver
the
c
u
rre
nt
c
urricu
l
u
m
ap
pl
i
e
d
i
n
I
n
d
ones
i
a.
I
n
don
e
s
i
a
h
as
Ku
ri
k
u
l
u
m 2
013
w
ith
a
t
ex
t-ba
sed
ap
proac
h
f
or
l
a
n
g
u
age
te
a
c
hi
ng.
T
hi
s
w
ill
lea
d
t
h
e
t
eac
hers,
stake
h
o
l
de
rs,
and
scho
o
l
t
o
enric
h
t
he
ir
d
isc
ourse
t
o
f
u
lfil
t
he
n
e
e
d
o
f
fu
cti
o
nal
te
xba
se
d
l
a
n
gu
ag
e
t
e
ach
i
n
g
in
Ku
ri
k
u
l
u
m
20
13
.
The
t
e
xt
-
base
d
a
p
p
r
oac
h
o
pen
s
t
he
o
p
por
tu
n
i
t
y
f
or
t
he
t
ea
c
h
er
t
o
adm
i
n
i
s
t
r
at
e
mat
e
ri
al
s
b
a
sed
on
I
sl
ami
c
d
i
s
cou
r
se
t
o
be
f
orm
e
d
i
n
t
he
f
u
n
c
t
i
ona
l
te
xt
a
n
d
a
l
s
o
in
c
l
u
d
e
d
i
n
the
m
a
t
ic
tea
c
h
in
g.
T
he
c
on
te
nts
o
f
t
he
r
ea
d
i
ng
m
a
teria
l
s
cove
re
d
Islam
i
c
la
w
(syari’ah)
,
Islam
i
c
jurisprudence
(fiqh
)
,
I
s
lamic
beli
ef
(a
qi
d
ah)
,
Islam
i
c
ed
uc
a
tio
n,
a
nd
Islam
i
c his
t
ory
w
h
ich
ca
n
be
i
nc
lu
de
d a
s
t
h
e
me
s [9,
16].
Th
e
ma
t
e
rial
s
al
so
s
h
oul
d
c
o
n
s
i
d
e
r
i
nt
eg
ra
te
d
sk
ill
l
a
n
gu
a
g
e
t
e
a
c
h
in
g
[19
]
.
As
r
e
s
e
a
rc
h
i
s
i
nt
en
de
d
for
re
adi
n
g
sk
i
l
l
,
i
t
i
s
n
ec
essa
ry
t
o
i
n
te
gra
t
e
ot
her
sk
il
l
i
n
t
o
the
ac
ti
vi
tie
s.
R
e
a
d
i
ng
sk
ill
n
eed
o
thers
s
k
il
l
to
b
e
eva
l
ua
t
e
d,
t
hu
s
t
h
e
m
a
t
e
ria
l
s
a
n
d
th
e
ac
t
i
v
i
t
i
e
s
f
rom
t
h
e
de
vel
op
e
d
m
a
t
e
r
ial
s
s
hou
ld
c
ove
r
t
h
e
i
n
t
e
g
r
a
tio
n
o
f
rea
d
i
n
g
sk
il
l a
nd o
t
her
lan
g
u
a
ge
s
k
i
l
l
a
s eva
l
ua
tio
n [
10-1
2
]
.
Cu
lt
u
r
e
s
h
oul
d
b
e
c
o
n
s
i
d
ere
d
i
n
ma
t
e
ri
a
l
d
evel
op
me
nt
,
t
h
e
c
u
lt
u
r
e
can
b
e idea,
h
a
b
its,
an
d
ar
t
i
fa
ct
i
n
ph
ysic
a
l
f
orm
.
A
s
t
h
e
Islam
i
c
val
u
es
a
ls
o
a
c
t
a
s
dai
l
y
life
gu
i
de
l
i
ne
,
th
e
i
n
te
gra
t
i
on
is
a
l
s
o
prac
t
i
c
a
l
i
n
da
i
l
y
life
a
nd
w
i
l
l
b
ec
ome
ha
b
its
a
nd
c
u
l
ture.
Th
e
cu
ltur
e
r
e
p
re
se
n
t
s
h
o
w
a
M
u
s
li
m
a
c
t
in
t
h
e
i
r
d
a
i
ly
l
i
f
e
,
h
o
w
t
o
soc
i
al
ize
am
o
n
g
p
eo
p
l
e.
T
h
i
s
c
a
n
be
i
nte
g
rat
e
d
in
to
t
eac
h
i
n
g
e
x
pr
ess
i
o
n
i
n
la
ng
ua
g
e
.
C
u
l
t
ura
l
i
nte
g
rat
i
o
n
c
a
n
be
a
lso
i
m
p
l
e
m
ented
in
s
e
l
e
c
tin
g
an
a
p
p
ro
pria
te
p
ict
u
re
f
or
t
he
m
ater
i
a
ls.
P
i
c
t
ur
es
a
r
e
e
sse
n
ti
a
l
i
n
l
a
n
gua
ge
lear
n
i
n
g
w
her
e
t
h
e
y
c
a
n
d
e
s
cribe
a
n
d
sh
o
w
s
the
pro
p
er
u
se
o
f
ce
r
t
ai
n
a
nd
fam
i
li
a
r
voc
a
b
u
l
ary.
G
ene
r
al
tex
t
bo
ok
of
t
e
n
sh
ow
s
pic
t
ur
e
s
o
f
na
t
i
ve
E
n
g
l
i
s
h
s
pe
a
k
er
,
bu
t
i
t
i
s
o
f
ten
una
ppr
o
p
riate
d
f
or
I
slam
i
c
s
c
h
o
o
l
i
n
term
o
f
c
l
ot
he
s
usa
g
e
[1
1,
2
0
]
.
T
h
e
pic
t
ure
i
n
g
e
n
era
l
E
ng
li
sh
te
xt
boo
k
o
f
t
e
n
e
x
p
l
oits
w
om
en’s
b
o
dy
t
o
u
se
sh
o
r
t
cl
ot
h
e
s
wh
i
c
h
i
s
n
ot
acc
e
p
t
a
bl
e
fo
r
Isl
a
mi
c
scho
ol
b
a
s
ed
on
t
h
e
a
k
hl
ak
i
d
e
a
.
T
h
e
u
s
e
o
f
a
n
a
p
p
r
o
p
r
i
a
t
e
pic
t
ure
of hum
an
i
s
o
n
e of so
m
e
co
n
s
i
d
era
t
io
n
to
d
ev
el
op
Eng
l
i
s
h te
ac
hi
ng m
a
ter
i
a
l
s
fo
r Islam
i
c
sc
h
o
o
l
s.
The
par
a
d
i
gm
t
o
he
lp
s
t
u
de
nt
s
to
u
se
E
n
g
l
i
s
h
a
s
m
u
c
h
a
s
the
y
c
a
n,
t
h
u
s
t
h
e
tea
c
h
i
n
g
ap
pr
oac
h
sho
u
l
d
m
a
k
e
s
t
ude
nts
as
t
he
s
ub
jec
t
of
la
ng
u
a
ge l
e
a
rn
in
g.
T
he
s
t
u
de
nts
ce
n
t
e
r
ed des
ig
n
ne
e
d
t
o
b
e
r
e
d
esi
gne
d
to be applied. S
t
ude
nt
s center
ed
design in
E
ngli
s
h
l
a
n
guage t
e
a
c
h
i
ng
wi
l
l
p
ro
v
i
d
e
o
ppo
rt
uni
ti
e
s
t
o
a
pply
th
ei
r
En
glis
h.
T
h
i
s
w
ill
he
lp
t
hem
to
g
a
i
n
c
o
nfi
d
ence
t
o
use
E
n
gl
ish
w
h
i
c
h
o
f
t
e
n
m
o
s
t
o
f
t
h
e
s
t
u
d
e
n
t
s
a
r
e
a
w
o
r
r
y
to
p
ro
duce
E
ngl
is
h.
T
e
ache
r
m
ay
d
eve
l
op
a
proce
d
ure
te
x
t
f
or
t
e
ac
h
i
n
g
l
a
ngua
ge
f
e
a
ture
s
f
o
r
imp
e
rati
ve
sen
t
ence
s,
a
dv
er
b
o
f
s
e
q
ue
nc
e
ba
se
d
o
n
h
o
w
t
o
d
o
Wu
dhu
’
or
a
b
l
ut
i
o
n.
E
n
g
lis
h
i
n
K
urik
u
l
um
2
0
1
3
a
l
s
o
uses
a
them
at
ic
t
ea
c
h
in
g
ap
pr
oac
h
,
w
h
ic
h
m
a
y
hel
p
c
o
n
t
e
x
t
u
a
liza
t
i
on
of
l
a
n
gua
ge
u
se.
N
a
rra
ti
ve
t
e
x
t
ba
se
d
o
n
Islam
cha
r
ac
te
rs
s
uc
h
as
A
hma
d
D
ah
la
n
from
t
he
M
u
h
a
m
m
a
di
ya
h,
a
n
o
ta
b
l
e
I
s
la
mic
orga
niza
tio
n
i
n
Ind
ones
i
a,
o
r
Mu
ḥam
m
a
d
b
i
n
M
ū
sā
a
l-
K
h
a
w
ār
i
z
mī
t
he
o
ne
w
ho
pr
o
p
o
sed
Al
-Ja
b
r,
m
o
s
t
not
a
b
l
e
c
onc
ep
t
in
ma
th, and ot
he
r cha
r
ac
t
e
rs w
hi
c
h
c
a
n
be
dev
e
l
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
86
- 2
92
29
2
4.
CONCL
U
S
ION
A
s
t
he
e
m
e
r
g
ing
of
I
slam
ic
e
duca
t
io
n
a
n
d
char
acte
r
e
duc
ati
o
n
co
nce
p
t
i
n
I
nd
o
n
es
ia,
an
a
l
t
e
r
na
t
i
ve
En
glis
h
l
a
n
gua
ge
t
e
a
c
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ma
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ria
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i
s
need
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s
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uce
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etw
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n
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repr
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o
n
o
f
wes
t
ern
va
l
u
es
a
n
d
I
slam
i
c
v
a
l
ue.
Islam
i
c-ba
s
ed
r
ea
di
n
g
m
ater
i
a
l
for
curre
n
t
e
d
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ca
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on
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lso
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k
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g,
me
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ul.
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is
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n
t
e
n
tio
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is
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up
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ed
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y
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s
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de
ve
lo
pe
d.
F
urther
rese
arc
h
on m
a
t
e
ria
l
de
v
e
l
op
me
n
t
o
f I
s
l
a
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En
glis
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ng
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eac
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ng
n
ee
d
to
b
e co
n
d
u
c
t
e
d
.
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io
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t
ex
t
boo
k
f
o
r
higher
edu
catio
n
in
i
n
d
o
n
es
ia
t
hro
ugh
al-f
aruq
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th
eory
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,"
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n
te
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a
t
i
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i
cal
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i
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la
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o
r
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ang
u
age
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arn
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g
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ropo
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r
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ent
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n
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t
h
e
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t
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E
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n
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e
a
rners’
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ad
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t
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te
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us
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Vocat
io
nal
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i
g
h
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ch
oo
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n
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egen
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n
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eeds
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al
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a
t
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r
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l
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ss
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n
g
l
i
sh l
ang
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ag
e te
ach
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n
g
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ud
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t
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o
They
Really
N
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?
,
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TE
FL
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l
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l
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l
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ig
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n
iversi
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e
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urs
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n
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M
A
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e® Jo
ur
nal
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a
ng
uag
e Stu
d
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e
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ua
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l
a
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Sexuality &
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201
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2
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4:
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