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<![CDATA[THE DIFFICULTIES AND STRATEGIES OF EFL STUDENTS IN IMPROVING THEIR ENGLISH SKILLS ]]>
<![CDATA[Tukan, Fransiska M. Ena]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.3375
<![CDATA[This paper aims to explain the difficulties of EFL students in learning English, the difficulties in writing skills, and the strategies used to improve their writing skills. The participants were 20 students of SMPK. St. Isidorus, Lewolema sub-district, East Flores, Nusa Tenggara Timur. A qualitative method was employed in this research using the interview as a data collection technique. The findings showed that the difficulties of EFL Students in learning English where they cannot (1) translate the English words, (2) read an English text, (3) write an English sentence, (4) pronounce, and (5) memorize the English sentence. Students have difficulties in writing such as lack of vocabulary, cannot write the word in English correctly, and translate the sentence in English. The strategies chosen by the students to improve their writing include learning how to translate the word, memorize the vocabulary, and learn to write the correct English sentence.]]>
<![CDATA[INVESTIGATING EFL STUDENTS’ ONLINE ENGAGEMENT IN ZOOM MAIN ROOM AND BREAKOUT ROOMS ]]>
<![CDATA[Natalie, Regina Yoantika]]>;
<![CDATA[Purnamaningwulan, Rina Astuti]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.6152
<![CDATA[Zoom as one of the video conference applications facilitates synchronous online learning through its main room and breakout rooms features. This research aimed to compare students’ online engagement in Zoom main room and Breakout rooms. It also explored the extent to which group discussions could facilitate students' online engagement through Zoom Breakout rooms. Ninety-one EFL students participated in this mixed-method study. Quantitative data were collected using 24-item questionnaires addressed to two different groups of students: breakout room and main room students. Qualitative data were collected by interviewing six respondents from the breakout room group to explore their opinions regarding the breakout room’s effectiveness in promoting online engagement. The independent sample t-test towards the quantitative data revealed a significant difference between online engagement that occurred in the Breakout room compared to the Zoom main room (t=-4.922, df=89, p0.05). Further, it was found that Zoom breakout rooms were able to facilitate online engagement in the five engagement aspects, namely social, collaborative, behavioral, emotional, and cognitive engagement. These findings imply that Zoom Breakout rooms can be optimized to boost online engagement.]]>
<![CDATA[READING STRATEGIES APPLIED BY BENGKAYANG STUDENTS TO OVERCOME THEIR COMPREHENSION PROBLEMS ]]>
<![CDATA[Nelly, Ventaria]]>;
<![CDATA[Setiamunadi, Antonina Anggraini]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.6888
<![CDATA[Reading is one of the language skills that learners must acquire. However, many students experience difficulties because they lack English knowledge. There are strategies that students can use to overcome their reading difficulties such as translating, asking questions, and using other references. Research about English reading strategies has been conducted in several regions in Indonesia such as in Aceh Besar and Medan, but in Bengkayang, there has never been any research done on that topic. Thus, this study aimed to find out Bengkayang senior high school students’ strategies to overcome their English reading difficulties. The participants of this study were 90 first-grade senior high school students from four senior high schools in Bengkayang. This study uses a quantitative descriptive method by using a questionnaire as its data collecting instrument. The questionnaire contains three open-ended questions and sixteen closed-ended questions. The findings showed that Bengkayang students faced some problems in reading English texts such as lack of vocabulary and grammatical mastery. The strategies to overcome the difficulties are divided into three categories Support, Problem-solving, and Global strategies. Based on the findings, Problem-Solving strategies are the type of strategies that the students often use while comprehending reading texts.]]>
<![CDATA[USING PODCAST CONTENT FOR ONLINE DEBATE TO HONE SPEAKING ABILITIES ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.7213
<![CDATA[Many EFL students find it difficult to participate in debates. They find it challenging to speak clearly due to their pronunciation and vocabulary challenges. Ten freshmen participated in the therapy to fix it. They are pupils in the English education program. In advance, the instructor created a WhatsApp group to use as a teaching resource. To begin the class, the instructor distributed URLs. Podcasting is the center of attention. The podcast's monologue and conversation are chosen by the teacher to present to the class. The pupils read the transcript while also hearing the voice. They go to their electronic dictionary to comprehend the information. After finishing it, each student was requested to share his thoughts and experiences with the class regarding the subject matter. After the speaker finished speaking, the crowd asked questions that the speaker would respond to. The teacher then provided feedback when the question-and-answer session was finished. To determine the results, all the data gathered during the treatment was quantitatively examined. It is claimed that the podcast lesson materials help students become more proficient public speakers. These kinds of discoveries can be used by educators to teach the relevant disciplines. It motivates other researchers to carry out relevant research.]]>
<![CDATA[AN EXPLORATORY STUDY ON HOW MALE SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE CONNECT TO THEIR MATHEMATICS ANXIETY ]]>
<![CDATA[Onoshakpokaiye, Odiri E.]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.7630
<![CDATA[Given that it is a required subject in both elementary and postsecondary education, mathematics has been identified by some students as being challenging. Numerous studies have been conducted on various facets of mathematics. However, further research on the psychological characteristics of males in math classes in secondary schools in Delta State is needed, which is why this study was conducted. The study aimed to determine if test anxiety levels among male secondary school students and their academic performance in mathematics are related. Two research questions and two hypotheses were used in the study. The study's design was a correlation. The research population consisted of all 1650 senior secondary year two (SS2) math students in Delta State. A sample of 771 male students was selected using a multistage sampling process. The Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was the instrument used to collect data. The reliability coefficient, calculated using Cronbach's alpha, was 0.69. The students’ mathematics scores represent their academic performance. To analyze the data, Pearson product-moment correlation was employed. The study's findings demonstrated that test anxiety levels did not correlate academic performance of male students in secondary school mathematics. Furthermore, there was a sizable gap among male secondary students who had high and low anxiety in math.]]>
<![CDATA[THE USE OF CHATBOTS IN THE ENGLISH LANGUAGE TEACHING TO PROMOTE MODERN LANGUAGE LEARNING: A LITERATURE REVIEW ]]>
<![CDATA[Eisenring, Moh. Abraham Akbar]]>;
<![CDATA[Jamiluddin, Jamiluddin]]>;
<![CDATA[Hairul, Muh. Arasy]]>;
<![CDATA[Putri, Dwi]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.7321
<![CDATA[Our world continues to become increasingly connected. The use of technology has become a must in this modern era to live accordingly. The requirement to use technology also widens the world of teaching, especially in teaching English. Nowadays, all generations of educators, whether young or old generations are expected to utilize technologies in their respective classrooms in an attempt to facilitate students with the newest atmosphere of the teaching and learning process. Speaking of those, chatbots are one of the technologies that can be engaged in English language teaching and learning. Relying on the huge benefit and easiness of implementation, the use of chatbots could be the leading technology for teachers to promote modern language learning. In this literature review-based research paper, the writers would like to encourage the use of chatbots in English language teaching as a medium for teachers to promote modern language learning.]]>
<![CDATA[DEVELOPMENT OF A SELF-DIRECTION GAME HANDBOOK TO IMPROVE INHIBITORY CONTROL FOR 10–12-YEAR-OLDS ]]>
<![CDATA[Sitaresmi, Dora]]>;
<![CDATA[Kurniastuti, Irine]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.6751
<![CDATA[Elementary school-age children need increased inhibitory control to focus and put aside things that are not priorities. Inhibitory control helps children to stay focused, control behavior, think before they act, and manage emotions. However, efforts specifically to increase the ability of inhibitory control have not been made much. This study aims to develop a guidebook to improve inhibitory control in children aged 10-12 years through the game "Self-Steering". This research is development research with the following steps: First, conducting a needs analysis through teacher interviews and classroom observations. Second, planning the manufacture of products as a solution to research problems. Third, making the product. Fourth, testing the product through expert validation and limited trials. Fifth, improving the product based on suggestions for improvement at the product trial stage. The result of this study is a game guidebook containing 3 inhibitory control games that were declared feasible by expert validators. Based on the field trial results, this game guidebook is an interesting game guide to improve children's inhibitory control. Some things that need to be improved will be discussed further.]]>
<![CDATA[IMPROVING STUDENTS’ VOCABULARY MASTERY IN READING COMPREHENSION THROUGH GAMES AT SMPN 259 JAKARTA ]]>
<![CDATA[Lestari, Nendri Niki]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.7169
<![CDATA[This research aims to improve mastery of English vocabulary in reading comprehension through the use of game methods at SMPN 259 Jakarta. The type of research used is classroom action research using the Kemmis and McTaggart model. The subjects in this research were 33 students in class VIII at SMPN 259. The research took place over three cycles and each cycle consisted of one meeting. Data collection techniques use observation techniques and need analysis tests. Data analysis techniques use quantitative descriptive and qualitative descriptive. The results of the research show that the use of the games method can improve vocabulary mastery and students' learning outcomes in reading comprehension. In the pretest vocabulary activity, the class average score was 71.75, while the reading value was 68.18. After being given treatment for 3 cycles, the average post-test vocabulary score was 91.13 and the post-test reading score was 86.95. With this, it can be concluded that through the game method, students' reading comprehension ability increased by 27%.]]>
<![CDATA[USE OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY FOR IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT IN COLLEGES OF EDUCATION ]]>
<![CDATA[Kadiri, Hassan]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.6457
<![CDATA[The increasing use of social media by students in tertiary institutions is posing challenges to the effectiveness of traditional lecture methods and students’ learning outcomes. Students nowadays have become socially diversified and spend more time on social media at the expense of individual learning. Hence, there is a need for the incorporation of the internet-based means of communication into the teaching-learning process. Therefore, this study integrated social-media platforms into teaching-learning activities in the college of education through the use of flipped classrooms with the specific aim of determining its effect on students’ academic achievement. The study adopted a quasi–experimental research design and a sample of 262 Economics students from two Colleges of Education was used. The experimental group was exposed to flipped classroom instruction while the control group was taught using the conventional lecture method. Data were collected with the use of an achievement test while descriptive statistics, t-test, and ANCOVA were used to analyze data. Findings from the study revealed a significant difference between the mean achievement scores of students taught Economics using flipped classroom instruction and those taught using conventional lecture methods (p = 0.00 0.05). Also, the ability was found to have a significant effect on the academic achievement (p = 0.00 0.05) of students in the flipped class. However, the study revealed that the effect of gender on the academic achievement of students taught with a flipped classroom instructional strategy was not significant (p = 0.765 0.05). Thus, it was concluded that flipped classroom instruction enhanced students’ academic achievement more than the conventional lecture method based on these findings. Therefore, the study recommended the use of flipped classrooms in colleges of education for the improvement of students’ academic achievement.]]>
<![CDATA[EXPLORING THE PERSPECTIVE OF UPTQ STUDENTS: SURPASSING LIMITATIONS WITH DIGITAL APPLICATIONS FOR MEMORIZING THE QUR'AN ]]>
<![CDATA[Thohir, Muhammad]]>;
<![CDATA[Reditiya, Viola Eva]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v8i1.6780
<![CDATA[The presence of 4.0 technological advancements and the transformative forms of globalization have significantly impacted various aspects of life for modern society. Changes in culture, mindset, activities, politics, economics, and even the field of education nowadays tend to diminish the spiritual values of individuals and groups, particularly among students. The existence of the digital Qur'an also contributes to their interest in exploring the depth and convenience of memorizing the Qur'an. This research aims to describe the perspectives of students in memorizing the Qur'an with the help of a digital Qur'an application. The research method employed is qualitative research with a descriptive approach. The research subjects consisted of 68 individuals who joined a WhatsApp group. Data collection techniques involved observation, and in-depth interviews with the subjects, and the obtained data were analyzed descriptively. The study's findings recommend that the students' perspectives on the application for memorizing the Qur'an are highly positive, including a high interest in using the digital Qur'an, the beneficial features it provides, the impact of the digital Qur'an's existence, and the functions it encompasses.]]>
