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All Journal Reflective ELTIN Journal: Journal of English Language Teaching in Indonesia English Education and Literature Journal (E-jou) JR-ELT (Journal of Research in English Language Teaching)
Tartila Tartila
IAIN Sulthan Thaha Saifuddin Jambi
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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THE IMPLEMENTATION OF GENRE BASED APPROACH IN ENGLISH TEACHING AT ISLAMIC SENIOR HIGH SCHOOL MODEL (MAN MODEL) JAMBI Rahman, Mahyuzar; Tartila, Tartila
Reflective Vol 4 (2013)
Publisher : Reflective

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Abstract

Para guru mata pelajaran Bahasa Inggris menyatakan bahwa mereka telah menerapkan Metode Pengajaran Berbasis Genre dalam mengajar Bahasa Inggris. Dalam kenyataannya proses pengajaran dan pembelajaran Bahasa Inggris belum sesuai dengan ketentuan-ketentuan Metode Pengajaran Berbasis Genre. Oleh karena itu, penulis mengadakan penelitian yang meliputi cara guru menerapkan metode pengajaran berbasis genre, masalah yang dihadapi guru dalam penerapan, penyebab permasalahan beserta cara pemecahan masalah yang dilakukan oleh para guru. Jenis penelitian ini adalah penelitian qualitative. Informan penelitian ini adalah para guru Bahasa Inggris dan beberapa orang siswa di Madrasah Aliyah Negeri Model Jambi. Dalam mengumpulkan data, penulis melakukan observasi, catatan lapangan dan wawancara.Dari temuan penelitian ini, penulis menemukan bahwa ada beberapa ketentuan metode pengajaran berbasis genre yang belum ditemukan di dalam kelas, beberapa dilaksanakan tidak sesuai dengan ketentuan metode pengajaran berbasis genre, dan sebagian lagi sudah sesuai. Selanjutnya, ada beberapa factor masalah yang dihadapi guru dalam menerapkan metode ini, faktorfaktornya adalah factor dalam hal aktifitas pengajaran, materi pengajaran, media pengajaran dan pengelolaan kelas. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa guru belum menerapkan metode pengajaran berbasis genre secara keseluruhan.Keywords: Implementation, Genre Based Approach, English Teaching.
Teachers’ Perception towards the Abolishment of Academic Early Childhood Education in Indonesia Tartila, Tartila; Taridi, Muhamad
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

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Abstract

Indonesian government has prohibited academic early childhood education. However, teachers at many kindergartens in Indonesia still give literacy and numeracy to students. The researcher, therefore, was interested in conducting research exploring teachers’ perception towards the abolishment of academic early childhood education in Indonesia. The method of the research was qualitative research by using phenomenological method. The informants of this research were teachers at TK Para Bintang Jambi. In collecting the data the researcher used interview. Through interview, the researcher found that all teachers at this kindergarten appreciate governments policy related to teaching literacy and numeracy prohibition. Unfortunately, they cannot implement the policy due to some reasons. They are because people claim that students in kindergarten are in golden period to grasp knowledge, parents expect their children able to read, write, and count as early as possible, Elementary Schools still carry out enrolment test, and many teachers misunderstand the curriculum demands of early childhood.
Perspektif dan Pengalaman Guru Bahasa Inggris dalam Mengajar Bahasa Inggris Lintas Minat Tartila, Tartila
English Education and Literature Journal (E-Jou) Vol 5 No 01 (2025): English Education and Literature Journal (E-Jou) (In Progress)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v5i01.1304

Abstract

Since the issuance of the 2013 curriculum (K13), many Islamic senior secondary schools (MA) offer English as Cross Interest Subject (EaCIS) in addition to compulsory English subject (CES). The subject is designed to help students expand their English language competence beyond their major courses and what they have learnt from CES. Due to a reduction in the number of hours allocated for CES in the K13, teaching EaCIS has become a way for certified English language teachers to accrue the required hours to receive certification payment. This qualitative study was designed to understand teachers' perceptions and experiences of teaching EaCIS and shares the findings from the interview and focus group data collected from six English language teachers teaching at state Islamic senior secondary schools (MAN) in Indonesia. Findings reveal that whilst EaCIS provides an opportunity for teachers to improve student's English abilities, none of the participants received support to teach it. Whilst it is acknowledged that this is a small study and the findings cannot be generalised to the broader population of teachers responsible for teaching EaCIS, the experiences shared by participants provide valuable and interesting insights into curriculum change. Recommendations for improving the implementation of EaCIS and the future design of curriculum change initiatives in Indonesia are discussed.Keywords: English as Cross Interest Subject, teacher experiences, teacher perceptions, curriculum change, K13 curriculum
AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY AT SMP AL-FALAH JAMBI Susilawati, Susilawati; Alfian, Alfian; Tartila, Tartila
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

The aim of this research is to investigate the levels of speaking anxiety among students, the differences in speaking anxiety between male and female students, and the factors contributing to students’ speaking anxiety. The researcher used mixed method and SPSS program to analyzed the data kuantitative. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, which consists of 33 positive and negative items. The results showed that 1.9% of students were very anxious, 25% were anxious, 59.6% were mildly anxious, and 13.5% felt relaxed during speaking activities. Although there was no significant difference in overall anxiety levels between male and female students, significant differences emerged when specific domains such as communication apprehension, test anxiety, and fear of negative evaluation were analyzed. In addition, the factors cause of students speaking anxiety; Communication Apprehension (CA), Test Anxiety, and Fear of Negative Evaluation (FNE).
AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY AT SMP AL-FALAH JAMBI Susilawati, Susilawati; Alfian, Alfian; Tartila, Tartila
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this research is to investigate the levels of speaking anxiety among students, the differences in speaking anxiety between male and female students, and the factors contributing to students’ speaking anxiety. The researcher used mixed method and SPSS program to analyzed the data kuantitative. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, which consists of 33 positive and negative items. The results showed that 1.9% of students were very anxious, 25% were anxious, 59.6% were mildly anxious, and 13.5% felt relaxed during speaking activities. Although there was no significant difference in overall anxiety levels between male and female students, significant differences emerged when specific domains such as communication apprehension, test anxiety, and fear of negative evaluation were analyzed. In addition, the factors cause of students speaking anxiety; Communication Apprehension (CA), Test Anxiety, and Fear of Negative Evaluation (FNE).
Co-Authors Alfian Alfian Mahyuzar Rahman Muhamad Taridi, Muhamad Susilawati, Susilawati