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JELTII (Journal of English Language Teaching and Islamic Integration)
Published by STKIP Al Hikmah Surabaya
ISSN : 26224364     EISSN : 2654444X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Teaching and Islamic Integration (JELTII) is an open access and peer-reviewed journal that publishes original research articles or literature review related to English Language Teaching and Islamic Integration, and it is published bianually in January and July. It publishes biannually on January and July by English Teacher Education Department, Al–Hikmah Teacher Institute Surabaya.
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Articles 6 Documents
 1 
Search results for , issue " Vol 2 No 01 (2019): English Language Teaching" : 6 Documents clear
The Use of Guided Writing to Improve Students’ Writing Skill Dieni, Novita Al Ihyak
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

This article reports a study on the implementation and the improvement of guided writing towards the student’s writing skill and to know the respond of the students towards the implementation of guided writing in the teaching and learning process at the second semester students of English Diploma III of Language and Culture Faculty in 17 Agustus 1945 Semarang University in the academic year of 2017/2018. The second semester students had problems dealing with writing skill. They have difficulties on: (1) expressing their idea in writing; (2) constructing correct sentences; and (3) vocabulary mastery. This study was categorized as a classroom action research. The study was conducted in two cycles. Each cycle was consisted of four steps: plan, action, observation, and reflection. To collect the qualitative data, the researcher used observation. To collect the quantitative data, the researcher conducted tests before and after the research implementation. In this research, the researcher used guided writing and communicative & process approach to improve student’s writing skill. The result of the research shows that guided writing could improve the students’ writing skill. Through guided writing, the students showed great interest to be actively involved to the teaching and learning process. The students were able to construct sentences correctly. In this case, the sentences they constructed were based on the researcher’s explanation. They also used more vocabularies in their writing. Their mean score of the pre-test was 63.3, while their mean score at the post-test, increased up to 76.1.
The Effectiveness of Project-Based Writing Toward Students’ Mastery of Grammatical Accuracy Nurcahyoko, Kunto; Maiza, Masfa; setiawan, Antonius
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

Teaching grammar has been one of the most challenging issues in Indonesia. Teacher-centered approach and the lack of students‟ motivation are among the factors limiting students to master grammar. The study aims at investigating the effectiveness of project-based writing toward students‟ mastery of grammar based on their motivation level. The study used a 2X2 factorial research design involving 60 students in two groups in one of high schools in Landak Regency, West Kalimantan. The data were collected through test and questionnaires. SPSS 20 was used for analyzing the data. The finding reveals that project-based writing is effective toward students‟ mastery of grammar. Besides, motivation level is also effective toward students‟ grammatical accuracy. Lastly, the analysis of variance shows that there is no interaction among students‟ motivation, techniques, and students‟ grammar with the level of sig. value at 0.821. The study suggests that teachers must be able to consider the presence of both a project and motivation in teaching and learning, especially to teach grammatical accuracy.
Developing Video-Based English Textbook for Elementary School Students Surtikanti, Monika Widyastuti
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

In the Curriculum 2013, English is excluded from the Elementary School Subjects, especially for the State Elementary Schools. Some private elementary schools keep teaching English to their students. One of them is SD Kristen Widya Wacana Jamsaren. The English teachers found difficulty in providing a textbook that covers the students’ need. This is a Research and Development (R & D) study which conducts the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. This study is aimed at finding out the students’ need and providing a video-based textbook to teach English for the sixth grade students of SD Kristen Widya Wacana Jamsaren. The video-based textbook is developed based on the need analysis, syllabus and some theories related to teaching English to young learners.
The Use of Total Physical Response (TPR) Activities for Teaching Listening to Young Learners Englishtina, Inti
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

Although infants are not speaking, they are still active users of the language because they are physically responding to what has been said. As teachers of second and foreign-language learners, it is useful to consider the listening skills that are taught to children learning English as a first language. This article examines the use of Total Physical Response (TPR) activity as one of the activities for teaching listening to young learners. The article begins with the concept of Total Physical Response (TPR) activity, and continues with various ways of using this activity for teaching listening to young learners. In addition, the effectiveness of this activity is also discussed.
The Implementation of Authentic Assessment to Evaluate the Students’ Speaking Skill Junaedi, Sony
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

The study mainly aims at describing the implementation of authentic assessment to evaluate the students’ speaking skill in the classroom that conducted by lecturer. The objectives of this study were: to describe the authentic assessment implementation, lecturers’ achievement, their problems, causes of their problems. The research design was case study. Two English lecturers were chosen as the subjects. The fourteen class observations, questionnaire and interview were conducted to collect the data. The data were analyzed by using Miles and Huberman’ model of analysis. The findings showed that basically, two English lecturers have just implemented the authentic assessment but they have not been able to implement it completely, properly, and smoothly in speaking class yet. Some suggestions can be given in the study. They should prepare the time allotment properly before preparing, implementing, and scoring students’ skill, look for many references, join workshop or conference that  relating to the authentic assessment in order to understand the ways to design and implement the authentic assessment, score students’ skill and practice them correctly.
Students’ Response of Using Cornell Note Taking System (CNTS) in Listening Class Syafii, Ahmad
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

The main concern of the present study is to investigate the students’ response in CNTS in Literal Listening. This study employs descriptive qualitative method. It involves 18 students who enrolled in Literal Listening Class. Data was gathered through questionnaire and interview. The results of the study showed that note taking was still presumably considered as difficult skill because most lecturers were still not familiar to it. Consequently the students often struggle to decide what to note as the lecturers do not tell what to include in note. However, Cornel Note Taking System was generally proven helpful study tool in listening activity particularly it is because CNTS was a systematic guided note that perceived to be very helpful for students to be a good note taker. Suggestions are proposed for teacher particularly to prepare students with techniques of what to note and instroduce it earlier so that it would become the students’ habit. The results of this study may also be addressed for those who are interested in this field particularly English lecturers or lecturers who have problems in teaching listening.

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