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Pelatihan Bahasa Inggris Menggunakan Birkenbhil Method Untuk Meningkatkan Kemampuan Receptive Skill Siswa Kelas VII SMP IT Insan Kamil Sidoarjo, Jawa Timur Lina Aris Ficayuma; Faishol Hadi; Achmad Anang Darmawan
JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol 2 No 1 (2021)
Publisher : Politeknik Dharma Patria

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v2i1.533

English camp dengan beragam learning platform yang dilaksanakan pada 07 September- 04 Oktober 2020 bertujuan melatih peserta didik kelas VII SMP IT Insan Kamil Sidoarjo belajar meningkatkan kemampuan Bahasa Inggris dengan metode birkhenbhil. 133 peserta didik, 12 wali kelas, 12 pengajar Global English, 12 mahasiswa, orang tua, dan 6 dosen Prodi Pendidikan Bahasa Inggris STKIP Al Hikmah Surabaya telah terlibat. Materi utama menggunakan modul metode birkenbhil; dan modul speaking and grammar untuk active writing dan speaking. Asesmen berupa portfolio harian. Kegiatan amaliyah juga disertakan untuk penanaman character building. Fokus penelitian adalah dampak pelatihan kegiatan decoding text, reading aloud, dan fill in the blank dengan metode birkenbhil terhadap receptive skill dalam SLA. Ada 3 hasil utama yang ditemukan yaitu 1) laki-laki lebih unggul pada penguasan kosakata di decoding dan active listening, 2) perempuan lebih unggul pada comprehending the text, dan 3) pengaruh usia peserta didik berpengaruh pada proses SLA

Ujaran Guru dalam Kelas Bahasa Inggris sebagai Penutur Asing dalam Pendekatan Saintifik: Dalam Sudut Pandang Speech Acts Rihza Galih Faturrochman; Achmad Anang Darmawan; Faishol Hadi
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2020.21.66

This paper reviews teacher’s utterances in the EFL Classroom using Speech Acts’ perspective. Specifically when the teacher applying scientific appraoch in the learning process. Teacher’s utterance has a lot of influence in the language learning process, such as: students’ input and practice (Xiao-yan, 2006) and (Cullen, 1998). Even though the restiction on using scientific approach in all subject has been revoked, some schools still applying scientific approach in EFL Classroom which is relatively unfamiliar. Theoretically, since Indonesia use English as foreign learning, teacher’s utterance has a prominent role in the process of learning in the classroom. In the classroom context, teacher talk can be found in the form of questions and feedback (Cullen, 1998)And (Xiao-yan, 2006). The research had been done using qualitative method, which means the data of the research are analysed using qualitative methods and the result is presented in paragraph. In order to gather the data, observation and interview had been done in the early of 2020. As result, a teacher in MA Bilingual Muslimat NU Sidoarjo uses the directive sentence mostly in the classroom, since she believes that encourage students to speak in English is very necessary for English as foreign language learner.

HYBRID LEARNING AUTHENTIC ASSESSMENT: TEACHER PRACTICE AND CHALLENGE Maulidah Furqoby; Alfan Hariri; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.4

The changing of teaching learning process also changes the way how teachers assess their students. Therefore, online authentic assessment is considered more suitable for assessing students. This research is aimed to identify teacher’s way in implementing authentic assessments during online classroom and the challenges may be faced. This research used qualitative approach to find out the implementation of authentic assessment and the challenges during online learning by observing and interviewing the teacher. The study found out that teacher used performance assessment in assessing student’s speaking skill. The teacher did some steps in implementing authentic assessment, namely identify the standards, creating authentic task, giving evaluation, and doing assessment rubric. The study also found out some challenges, such as teacher was not able to control the student’s process of making the work, student’s limited time, and passive student.

Exploring Teachers' Belief toward Teaching Language Features of Genres on K13 Curriculum Ahmat Rondi Toyib; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/j7hqes24

The objectives of this research are to reveal the teachers’ point of view, describe the teachers’ practices, and to investigate the factors which influence teachers’ beliefs toward teaching language features of genres on K13. The research method used in this research is descriptive using qualitative approach. The procedures of the research were using four steps, such as pre-research, data collection, data analysis, and writing a report. The subjects of the research were three English teachers from the same school who are teaching in SMPN 21 Surabaya at the 7th and 8th grades using K13. The researcher conducted three steps in collecting data, such as observations, interviews, documentation. The result of the research are the teachers believed that they have to teach language features of genres to their students, drilling is still relevant to be applied, the way of teaching was adjusted due to the condition of the classroom. In their teaching and learning process, all teachers were teaching language features of genres using conventional ways, such as the teachers were only using a textbook as the main guidance in teaching, the teachers were handling all the learning activities, and the teachers did not guide the students to reflect what they had learned in that day as the goal of the implementation of K13. Then, that all teachers’ teaching practices were consistent to their beliefs were influenced by their experience as language learners, experience of what works best, personality factors, and principles derived from an approach or method.

The Implementation of Total Physical Response (TPR) in Teaching Speaking Ahmad Jazuli; Faishol Hadi; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547659

Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill.

WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA Adia Budjana; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548463

In recent years, researcher interested in mobile-assisted language learning (MALL) for online learning of English as a foreign language (EFL). In the current era of digitalization, access to information and materials can be easily found in cyberspace, either by accessing a page or by using an application. With these advances in technology, can be used as a tool to facilitate the educational process. The Ministry of Education and Culture is aware of the current needs,because by utilizing technology it can reach and distribute broad policies, as well as optimize the implementation of the Merdeka curriculum. As a teacher, this is a challenge in itself to bring students to learning transformation, where the teacher acts as a facilitator to encourage the learning process.

TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN NEW NORMAL ERA Imadul Bilad; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548487

Recognizing that each teacher has unique strengths, preferences, and learning styles, they tailored their instructional approach accordingly. By aligning their teaching methods with their own characteristics, they were able to optimize TPACK development and create meaningful and engaging learning experiences for their students.

BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM Rihza Galih Faturrochman; Achmad Anang Darmawan; Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548169

English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation (Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination.

THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT Imadul Bilad; Lina Aris Ficayuma; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548056

The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.

Integrating Islamic Values on Building Knowledge of the Field Stage at Teaching Procedure Text in EFL Classroom Yiyin Isgandi; M.Pd, Lina; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 02 (2025): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/

Emphasizing Islamic values for ELT teachers in Indonesia are required including in the skill of opening lessons, especially in the institutions of ministry of religions. It was led this his study has aims to describe alternative ways of integrating Islamic values into the opening of procedure text. This qualitative study, which employs a library research method, collected primary and secondary data from various literatures. As results indicate that teachers cannot select effective and efficient methods to integrate Islamic values into opening lessons on procedure text material, tailored to the students' needs, learning objectives, and available time allocation. The alternatives were recommended are: (1) capturing attention: Using personal physical appearance that reflects Islamic values, non-physical expressions, utilizing teaching aids with Islamic law. (2) providing learning guidelines: Explaining the learning outcomes, objectives, steps of activities, setting boundaries for discussion, and asking thought-provoking Islamic questions. (3) motivating students: Encouraging students to develop enthusiasm and to aspire Islamic preachers on the international stage. (4) connecting to previous material: Relating previously studied topics such as the language features and schematic structure for writing procedure texts. (5) incorporating religious knowledge: Relating the content to Islamic Education and Ethics, such as explaining how to perform prayer, or presenting Qur’anic verses and hadiths about ablution and Allah’s process of creating humans. (6) relating to daily life: Connecting the lesson to social daily life with Islamic multimodal product of procedure text.

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