IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN EFL STUDENT WITH A HEARING IMPAIRMENT IN AN ISLAMIC-BASED SCHOOL

NURMALA, NURMALA (2025) IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN EFL STUDENT WITH A HEARING IMPAIRMENT IN AN ISLAMIC-BASED SCHOOL. Other thesis, UNIVERSITAS NURUL JADID.

	Text COVER.pdf Download (1MB)
	Text BAB I.pdf Restricted to Registered users only Download (694kB)
	Text BAB II.pdf Restricted to Registered users only Download (751kB)
	Text BAB III.pdf Restricted to Registered users only Download (718kB)
	Text BAB IV.pdf Restricted to Registered users only Download (705kB)
	Text BAB V.pdf Restricted to Registered users only Download (600kB)
	Text DAPUS.pdf Download (1MB)

Abstract

Nurmala. 2025. Identity Construction and Classroom Participation of an EFL Student with a Hearing Impairment in an Islamic Based-School. Undergraduate program Universitas Nurul Jadid. Advisor (I) Durratul Hikmah, M.Pd.

Keywords: classroom participation, EFL student, hearing impairment, identity construction, Islamic-based School context

While studies on identity construction and classroom participation among English as a Foreign Language (EFL) learners are abundant, limited attention has been given to how students with hearing impairments experience these processes within religious educational contexts. Addressing this gap, the study explored how an Indonesian female EFL student with a hearing impairment constructed her identity and participated in classroom learning in an Islamic-based school. Drawing on data from in-depth semi-structed interviews, the study employed Braun and Clarke’s (2006) thematic analysis to interpret the participant’s lived experiences. The findings reveal that the participant’s identity developed through a series of stages: the orientation, the adjustment, the difficulty, the settlement, and identity development. Her identity construction was shaped by emotional resilience, religious values, and strong support from family, peers, and teachers. In parallel, her classroom participation evolved from passive observation to active involvement through adaptive strategies, such as preparing questions and engaging in peer interaction. This study illustrated how identity construction and classroom participation are intertwined, particularly for students with disabilities navigating inclusive learning environments. It also underscored the importance of culturally and religiously responsive support systems in fostering self-growth and academic among marginalized learners.

Item Type:	Thesis (Other)
Subjects:	P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	07 Feb 2026 06:55
Last Modified:	07 Feb 2026 06:55
URI:	https://repository.unuja.ac.id/id/eprint/2011

Actions (login required)

View Item