Perkawinan Beda Agama di Republik Yaman Perspektif Hukum Islam dan Hukum Positif

Writing this article wants to describe, related to Yemeni legal regulations, namely the marriage of Muslim women in Yemen. Discussing the annulment of marriages for men who adhere to Islam or Muslims who do not marry Muslim women and women of the book in Yemen. As for the women of the People of the Book who can be married to Muslim men in Yemen, it is necessary to elaborate on the permissibility of marrying women who are not Muslim. Yemen itself fully takes the source of law in the text of the Koran where marriage regulations in Yemen between Muslim men and women of the book are permissible and regulated in Yemen's legal laws. On the other hand, interfaith marriages in other regions related to women of the book cannot be found, in Indonesia, for example, interfaith marriages only describe marriages between Muslims and those who are not Muslim or are not Muslim, there is absolutely no mention of women of the book. For this reason, this article wants to elaborate on the explanation regarding women of the People of the Book, amidst the debate whether or not it is permissible to marry women of the People of the Book, Yemen still adheres to the Al-Quran text which allows Muslim men to marry women of the People of the Book until now.

Understanding the Development of an Esl Teachers Classroom Practices

The purpose of the study was to understand the classroom practices and development of Zeba, an ESL teacher. To explore her ideas, I used narrative inquiry. Narrative inquiry enables teachers not only to make sense of their professional worlds, but also to make significant and worthwhile changes within themselves and their teaching practices (Johnson & Golombek, 2002). One teacher was involved in the study. The data was collected through interviews, classroom observations and available documents. The research findings revealed that the teacher's past experiences influence her classroom practices. The teacher spent a sufficient amount of time in apprenticeship of observation, which influenced her beliefs. She follows those techniques, which her teachers used when she was a student. Secondly, the supportive context of the school in which she works enabled her to develop her classroom practices. Zeba actually learned to teach on-the-job. This experiential learning helped her in her development in her classroom practices. However, mentoring, self-directed learning through reflection writing and other formal and informal courses, like workshops, reshaped her beliefs about teaching and learning.