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International Journal of Language Teaching and Education
Published by Universitas Jambi
ISSN : 26141191     EISSN : 25982303     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
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Articles 132 Documents
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The Criteria for Selecting German Coursebooks in Indonesian Upper Secondary Schools: Critical Appraisal from Teachers View Aditya Rikfanto; Retna Indah Sri Mulyati
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.14392

Abstract

Curriculum changes directly impact learning objectives, content selection, and the use of coursebooks as learning resources. In reality, teachers tend to choose coursebooks that are different from the curriculum direction. This study aims to determine how teachers view the selection of German coursebooks and what criteria they used to decide coursebooks for teaching in secondary school. Respondents were 20 teachers in Yogyakarta and Central Java. We use a qualitative descriptive approach to analyse interview-based data and records through reduction techniques, categorisation, verification and conclusion. The results showed that 75% of teachers want to choose books independently, not determined by the national curriculum on a mandatory level. This study proposed thirteen criteria for book selection based on the data analysis obtained from respondents. From these criteria, teachers can make priority choices and apply selected coursebooks to lessons.
The increasing of scientific writing skills through a heutagogy approach in Indonesian higher education Hafizah Hafizah; Fara Diba Catur Putri; Apriyanti Widiansyah; Husna Farhana
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.15580

Abstract

The purpose of this study was to find out and understand (1) the process of improving scientific essay writing skills through a heutagogical approach to online learning and (2) the effectiveness of applying the heutagogical approach to improving students' scientific essay writing skills. The method used is action research. The research was conducted on students at a university in Jakarta, Indonesia. This research is participatory and collaborative and takes place in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Data were collected through writing tests and observations. The writing test results were assessed using the speech writing assessment guidelines. The results showed that applying the heutagogical approach in online learning could improve students' scientific essay writing skills. The mean score on the initial test was 67.88, with only 37.2% getting a score of 75. In the first cycle, the average value increased to 74.49 with a success percentage of 60.5, and in the second cycle, the average value increased to 78.95 with a success percentage of 81.4%. From the research results, it can be concluded that the heutagogical approach can improve students' scientific writing skills.
A phenomenological investigation of an English storyteller Laely Nuriyah; Maman Fathurrohman; Achmad Hufad
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.15640

Abstract

This research aimed to figure out what a storyteller's phenomenology was like. The method was phenomenological, and data was collected through interviews, questionnaires, documents, and data triangulation. According to the findings of this study, a storyteller can improve English language skills in four different areas. According to the findings of this study, students can improve their English language skills by telling stories. Several recommendations were made based on the previous conclusions. First, the researcher suggests that all of this research be continued by other researchers, particularly in digital storytelling with stories containing local content to help students understand and learn about Indonesian culture while also improving their ability to speak English. Second, the researcher hopes that the findings of this study will inspire students to learn more about storytelling.
A corpus-based study of self-mention markers in English research articles Salwa Fadila Firdaus; Ypsi Soeria Soemantri; Susi Yuliawati
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.15695

Abstract

The current research aimed at investigating the authorial identity through explicit self-mention markers (I, me, my, we, us, and our) in English research articles written by Indonesian authors. For this purpose, we employed a mix-methods research design consisting of two analysis phases. First, the quantitative analysis was represented by analyzing the frequency of self-mention markers in the corpus of 200 linguistics and applied linguistics research articles using the corpus tool AntConc ver. 3.9.5 (Anthony, 2020). The corpus was compiled from ten journals indexed in SINTA 1 and 2 in the latest five years (2017-2021). Second, the qualitative phase was represented by concordance analysis to interpret the discourse function of self-mention markers in use. We refer to Hyland's taxonomy (Hyland, 2002). Our findings have discovered that Indonesian authors use self-mention in various functions. This research shows the novice authors the extent to which authors can exploit self-mention markers in English research articles and how expert authors in reputable national journals use self mention markers to obtain essential functions to mark their authorial identity. Thus, this research is expected to add insight to EAP/ESL courses to encourage novice writers to construct and represent their identity in conveying their arguments firmly using these self-mentions markers. 
The effectiveness of jigsaw learning strategy to teach speaking Urip Widodo; Mugiyo Mugiyo
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.15849

Abstract

This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.
Problem-based learning on students' English learning interests Siti Syafi’atul Qomariyah; I Made Permadi Utama
International Journal of Language Teaching and Education Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i2.15881

Abstract

This study was conducted to find out how Problem Based Learning (PBL) affects students' English learning interests. The questionnaire is used as an instrument. The result of implementing the Problem Based Learning (PBL) method was that students felt enjoy and more interested. The students could develop their brainstorming when the teacher provided a problem to discuss with their group. They also created some ideas for solving their problem. Some students also provide their daily problems and make the classroom/discussion situation life. Based on data analysis showed that computing of the t-test was significant 0.000. It means that applying Problem Based learning (PBLaffects students' learning interests. So, this method can be used as one of the alternative ways of teaching-learning to develop students' learning interests.
Exploring Mental Disorder Students’ Reading Strategies in an Emergency Remote Teaching: A Case from Indonesia Fauziatur Rakhmah; Luluk Sri Agus Prasetyoningsih
International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i2.22469

Abstract

Abstract: All students must have the ability to read and the reading ability of each student is of course different. For example, mentally retarded students in grade 5 SDLB C Kemala Bhayangkari 2 Gresik who have deficiencies in reading, because their intellectual ability is below 70. This study aims to describe strategies for learning to read at the beginning of mentally retarded children SDLB C KB 2 Gresik in limited PTM. This research uses a qualitative approach with a case study type. The primary data sources for this study were class teachers and mentally retarded students in grade 5 with poor reading skills. Retrieval of research data is done through observation, interviews, and documentation. The results of this study indicate (1) mentally retarded students in grade 5 SDLB C KB 2 Gresik at limited PTM have different characteristics, both in terms of their physical, behavioral, abilities and IQ, (2) planning carried out by the teacher in learning to read beginning namely making prota, promissory notes, syllabus, and lesson plans in one semester, (3) The implementation of the strategies used by the teacher in learning early reading varies according to the level or type of intellectual disability, characteristics, and abilities of each student, and ( 4) The evaluation carried out by the teacher in learning to read at the beginning is to report to parents, carry out self-assessment and evaluation. Keywords: learning strategies, beginning reading, mentally retarded children, limited PTM
How academic enjoyment affect achievement in Chinese EFL context: The role of organizational strategies and engagement Yajun Wu; Xia Kang
International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i2.20923

Abstract

Academic enjoyment, a positive emotion obtained from engaging in academic tasks, is positively related to the key indicators of academic outcomes, including learning strategy, academic engagement, motivation, and achievement. However, more studies are needed to understand the association between academic enjoyment and achievement, especially in the field of teaching English as a foreign language (EFL) in the Chinese context. This study aimed to investigate the mediating roles of organizational strategies and behavioural engagement in the relationship between academic enjoyment and EFL achievement. Data were collected from 499 Chinese secondary EFL learners during the seventh and eighth grades. Structural equation model (SEM) analyses found that academic enjoyment was positively linked to EFL achievement through the mediating roles of organizational strategy, behavioural engagement, and their chain relationship. The findings sorted out the theoretical framework of “academic enjoyment → organizational strategy → behavioural engagement → achievement”. Limitations and implications are discussed.
The construction of learner identity in a global Englishes era: A self-reflection M. Faruq Ubaidillah
International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i2.21698

Abstract

This paper is geared by my perceptual understanding on insights of teaching English as an international language (TEIL). It firstly departs from my conservative belief that the best English to teach is British and American. Apparently, these English(es), shaped by the linguistic imperialism, are the ‘only perfect’ language in the international communication. However, my mind has altered to be paradoxically blessed with the knowledge I gain from reading studies on World Englishes(WEs) and English as an international language (EIL) issues extensively, for instance, works by Kachru (1985, 2005); Zacharias (2003); Floris (2013); Mukminatien (2012); Renandya (2013); and Kirpatrick (2007). Their works on both EIL and WEs have broadened my narrow-minded perspectives on the issues. For this tenet, the paper reflects on my identity construction as a language learner which has been anchored amidst the issues of incorporating WEs in English education curriculum. It seems problematic, however, to realize this idea since the curriculum of English language teaching in Indonesia excludes this issue. It is for this purpose then that the present paper highlights the issue of WEs in the teaching of English and my identity construction as a language learner. Suggestions for inserting WEs in teaching English is also discussed at the end of this paper.
Speaking Content Analysis in Indonesian Vocational High School English Textbook Uswatun Khasanah; Ro'ifah Ro'ifah; Sulton Dedi Wijaya
International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i2.22476

Abstract

This study aimed to determine the appropriateness of speaking content in Class XII vocational high school English textbooks in light of the new Indonesian curriculum, the Kurikulum Merdeka. The transition from the Kurikulum 2013 to the Kurikulum Merdeka requires teachers to modify teaching materials, making it important to understand if existing English textbooks can be adapted. The research methodology was qualitative and descriptive, utilizing document analysis of the students' English textbook, "Bahasa Inggris". Data was collected through document checklists and interviews, with a focus on speaking assignments. The study was guided by Nunan and Brown's theory and the results indicated that the speaking tasks in the textbook met five criteria for effective speaking assignments, as specified by Brown's theory. The majority of the speaking assignments were intensive speaking with good to excellent rankings, followed by imitative, responsive, interactive, and extensive speaking. The results suggest that the textbook's speaking content is suitable for use in teaching materials aimed at achieving the speaking skills outlined in the Kurikulum Merdeka.

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