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Journal of Teaching and Learning English Issues
Published by Sekolah Tinggi Agama Islam Negeri Kudus
ISSN : -     EISSN : -     DOI : -
Core Subject :
Journal of English Teaching and Learning (JETLI) is academic journal published by Tadris Bahasa Inggris Institut Agama Islam Negeri Kudus. JETLI dedicated to research on the teaching and learning of English as a second or foreign language. It presents information and ideas on theories, research, methods and materials related to language learning and teaching. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas. The journal welcomes contributions that have in mind the common professional concerns of both the practitioner and the researcher, providing a bridge between theory and practice.
Arjuna Subject : -
Articles 132 Documents
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An English Placement Test at Three Different Periods: The Implementation and the Test Administrators’ Views Basori, Basori; Mubarok, Harir; Rohmana, Wahyu Indah Mala; Bisriyah, Maslihatul; Jayanti, Septia Dwi; Maharany, Elva Riezky
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19100

Abstract

This paper aims to explore the practice of an English placement test at one of the English education programs during three different testing periods (before the COVID-19 pandemic, during the pandemic, and after the pandemic). Further, the study sought to investigate the views of the test administrators, mainly focusing on the challenges they faced administering the test during the period mentioned. Using a qualitative case study approach, the researchers gathered the data from the results of observations and final reflections of the test administrators. The findings revealed that the placement test in three different periods applied similar three consecutive stages: the pre-testing stage, the testing day, and the post-testing stage. The goal of the test is also similar to that it is used to gauge the newly intake students entering TBIP. Rather than grouping students for specific classes, the placement test was conducted as a part of need analysis strategies to understand students’ English proficiency levels. While the placement tests before and after the pandemic have similarities, especially in preparation activities, the test format, and the test delivery, the placement test during COVID-19 differs. Despite those issues, the placement test administrators believed the test brought additional benefits. In addition to gauging the newly intake students’ English proficiency, the placement test was a way to start building positive relationships with students before meeting in an actual class. Hence, the test administrators have mixed feelings upon administering the placement test. Some final thoughts conclude the papers. 
Factors Influencing EFL Pre-service Teachers’ Experience in Classroom Management Waloyo, Edy; Rifai, Ahmad; Tanjung, Khoiriyah Shofiyah; Mutiaraningrum, Ira
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.22398

Abstract

Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment. The findings show that the KMO Measure of Sampling Adequacy (MSA) number is 0.800. Because the value is 0.800 (> 0.5), it means that all factors influence EFL pre-service teachers’ experience in classroom management. This study highlights discipline as the main factors contributing to classroom management. This study also highlights the role of the university in preparing pre-service teachers to be ready for their future teaching practice. 

Page 14 of 14 | Total Record : 132

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