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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
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Search results for , issue "Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration" : 6 Documents clear
Students’ Motivation in Learning English Using Edmodo Muhammad Ichwan Arif; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The purpose of this research was to describe students’ motivation toward the implementation of Edmodo in learning English. The subjects was twenty students in 7B class of SMP Lab School UNESA. To specify the data, the researcher classified them by considering their background knowledge, which had been chosen by the teacher, aimed for conducting an interview. There were six students consisted of two students in high level, two students in middle and two students in low level. Descriptive qualitative was used as the design of this research. For collecting the data, this research used classroom observations, questionnaires and interview, and they were analysed by using Miles and Huberman’s Theory. Finally, it was found that most of subjects were motivated when the teacher used Edmodo in learning English. Specifically, the students in high-middle level were also motivated in learning English, but for those in low-level, a subject has low level of challenge, and another student was not motivated in using Edmodo. It means that the use of Edmodo should be paid attention by looking at the students’ ability when applying the media in learning English. For the aspect of Edmodo that determine students’ motivation, the findings were explained that most of the students preferred to use Edmodo because there was no need for them to do hand-writing. They also felt interested in learning variation. Those variations are: the application, the audio and the picture. Those variations helped the students understand the lesson easily and could develop their motivation in learning English.
Exploring Teachers' Belief toward Teaching Language Features of Genres on K13 Curriculum Ahmat Rondi Toyib; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The objectives of this research are to reveal the teachers’ point of view, describe the teachers’ practices, and to investigate the factors which influence teachers’ beliefs toward teaching language features of genres on K13. The research method used in this research is descriptive using qualitative approach. The procedures of the research were using four steps, such as pre-research, data collection, data analysis, and writing a report. The subjects of the research were three English teachers from the same school who are teaching in SMPN 21 Surabaya at the 7th and 8th grades using K13. The researcher conducted three steps in collecting data, such as observations, interviews, documentation. The result of the research are the teachers believed that they have to teach language features of genres to their students, drilling is still relevant to be applied, the way of teaching was adjusted due to the condition of the classroom. In their teaching and learning process, all teachers were teaching language features of genres using conventional ways, such as the teachers were only using a textbook as the main guidance in teaching, the teachers were handling all the learning activities, and the teachers did not guide the students to reflect what they had learned in that day as the goal of the implementation of K13. Then, that all teachers’ teaching practices were consistent to their beliefs were influenced by their experience as language learners, experience of what works best, personality factors, and principles derived from an approach or method.
Project-Based Assessment in English for Specific Purposes Siti Asmiyah; Hilda Izzati Madjid; Ike Puji Lestari
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

Project Based Learning (PBL) in English for Specific Purpose (ESP) has been believed to enable student to have hand on and contextual experiences related to their English Language Learning. In addition to the teaching and learning process, project can also be used as an assessment instrument through PBL. Despite the possible project-based assessment, the existing studies have mainly focused on the PBL as a teaching and learning approach with less attention on assessment. This paper describes the use of project based assessment in two ESP courses in an Islamic college in East Java. The stages of the assessment and students’ responses on the benefit and challenges are presented. Implication for PBL in English language teaching and learning and other possible implementation of project-based assessment are also presented in the paper.
A Study of Students’ Difficulties in Structure and Written Expression on Paper-Based TOEFL Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The aims of this study is to investigate student’ difficulties in Structure and Written Expression on Paper-Based TOEFL. The subjects of this study were ten students of English Department STKIP Al Hikmah Surabaya. This study used qualitative research method. The researcher used TOEFL test and interview in collecting the data. The study found the most students’ errors were from five item of TOEFL test, they were invert subject and verb. Multi clauses, reduced clause, form of the verb, and adjective and verb. This research also showed that the main factor causing students’ difficulty in TOEFL was lack of grammar.
Improving Students’ Vocabulary Mastery Using Mind Map Fitria Wulan Sari; Madya Giri Aditama
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

This article focuses on describing the use of Mind Map to increase students’ vocabulary mastery. The objective of this research was to improve students’ vocabulary mastery by applying Mind Map. It was descriptive qualitative research. The method used in this research is Classroom Action Research (CAR) which consists of Planning, Acting, Observing, and Reflecting. This research was managed in two cycles. The participants of this research were first semester students in one of the universities in North Maluku. The instruments used in this research were observation and test. From the data collection, it can be drawn a conclusion that the use of mind map was able to improve students’ vocabulary mastery. After analyzing the data sources, it was found that there was improvement score from the pre-test and post-test. The mean score of pre-test was 54, 91 and the post-test was 83, 43. Thus, it can be concluded that Mind Map is an appropriate method to improve the students’ vocabulary mastery.
The Implementation of Role Play in Teaching Future Tense Haris Dibdyaningsih; Hendra Sudarso
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

Future tense is one of important part of daily communication, students need to know the future tense well otherwise they get misunderstanding of speakers’ purpose. Some students get confused and have difficulties in defining part of a sentence. So, it is important for them to know the tense well. Moreover, the purpose of this study was to know about the improvement of student’s future tense understanding after they were taught by using role play. This research used a quantitative approach and it was conducted to 15 students in class 2019 semester 1. The data of the research collected using a paper based test of future tense. The result showed that there was significant improvement in students’ future tense understanding after they got role play. It could be proven from the improvement of students’ average score from the pretest and post-test, which was 59 to 82,6, hypothesis test showed that t-table is 2,145 and the t-value is 14,992. In conclusion, role play technique can improve students’ future tense understanding

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