The Implementation of Ethno-Pedagogy in the English Teaching at 7th Grade of Mts Minhaujt Tholabah Purbalingga

AENUN, MUTOHAROH (2022) The Implementation of Ethno-Pedagogy in the English Teaching at 7th Grade of Mts Minhaujt Tholabah Purbalingga. Skripsi thesis, UIN PROF. K.H. SAIFUDDIN ZUHRI PURWOKERTO.

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Abstract

This study aimed to explain the implementation of Ethno-Pedagogy in English teaching. English is one of the subjects taught in Indonesian schools. In this case, it is held in the educational purpose that in the globalization era, all people have the opportunity to contact without barriers and that the English language serves as a tool to facilitate that engagement. It is taught using the 2013 curriculum system, which emphasizes character education and uses local wisdom as a component of educational practice. Students should grasp both English and local wisdom since learning a language means learning a culture and communicating with a foreign language requires a bridge to understand each culture. Ethno-Pedagogy lets students have a thorough grasp of local and other cultures, allowing them to adapt their attitudes to global change. This study is qualitative descriptive. The data were collected through observation, interviews, and documentation. It was taken a place at MTs Minhajut Tholabah Purbalingga in the 7th grade. Five times, it was gathered to observe the class activities in the VII B, VII G, VII I, and VII K classes. The school has a boarding school environment that concentrates on religion and a good attitude. The data collected include of the models of local wisdom, the source of Ethno-pedagogy, and the way to combine the Ethno-pedagogy in the English class. This study found that the integrative model is used in teaching English at MTs Minhajut Tholabah Purbalingga. The strategy incorporated integration through combining the materials, completing activities in the classroom, and having time to explore the value of local wisdom. On the other hand, Ethno-Pedagogy was not fully applied at that school because intercultural competence should be prioritized in English classes that this aspect is still not found in the educational practice. However, other values are included in the activities based on the local culture, such as spiritual/religious, teamwork, obedience, critical, and independence.

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