JELTII (Journal of English Language Teaching and Islamic Integration)
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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<![CDATA[USING GENRE BASED APPROACH IN ONLINE LEARNING TO IMPROVE STUDENTS’ WRITING SKILL IN WRITING ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Azhari Yunus]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548141
<![CDATA[This study is aimed to finding out whether there is a significant difference towards students’ writing ability who are taught by process genre-based approach and those who are taught by using non-PGBA learning through online learning. The result of this study showed that (1) there were significant effects of process genre-based approach through online learning on students’ writing skills in analytical exposition text. The result of the pre-test to post-test difference test using the Independent T-test generated the Asymp value. Sig (2 – tailed) is 0.001 (p < 0.05), so, that H0 is rejected and Hi is accepted, it continue with the result of the effect size test using Pearson correlation r, and obtained r = 0.411 (16.94%) and categorized in medium effect. (2) The aspects of writing in the experimental group (PGBA); The percentage of Organization (16.08%) and Spelling (81.3%) scaled with excellent criteria. Meanwhile 4 from 6 aspect; for the Idea and Development is (23.50%), Vocabulary (11.91%), Sentence Structure (14.83%), Capitalization and Punctuation (7.25%) have scaled into good criteria. Then, the difference score (23%). The difference score here figures out the students’ scores not achieved maximally.]]>
<![CDATA[THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT ]]>
<![CDATA[Muhammad Farich]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Ahmad Syafi’I]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548153
<![CDATA[This study was carried out to describe the implementation and the quality of project based learning in teaching writing recount text to tenth grader. A qualitative descriptive research design was employed in this study. This study involved 15 students from tenth grader of one Islamic private school in Gresik. The data was obtained from observation and writing test. Students should make a book compilation in a class project. The findings showed that the implementation and the quality of project based learning achieve very good. The percentage of the implementation of project based learning reached 89%. So, the project based learning could be categorized as well implemented. Moreover, the percentage of students’ achievement which passed the standard reached 87%. So, the quality of the learning viewed from students’ writing achievement is considered as have a very good quality.]]>
<![CDATA[WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH ]]>
<![CDATA[Naufal Ilyas Saputra]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Rizki Ramadhan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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<![CDATA[There needs to be an adjustment in choosing learning media. If it is still implemented in schools with face-to-face learning, teachers can easily display their teaching media to support the teaching and learning processes. One program, branded Wordwall, is said to be capable of helping students acquire and expand their reading. The Wordwall application is a website-based online program that can use as both a teaching tool and an assessment. In this 21 st century world, English will still play vital roles and gained more prestige in education Students will feel more motivated to learn English, especially in reading, and will have an outstanding learning experience with an intriguing page display with a variety of colors. Additionally, by creating questions with presumed, the Wordwall application makes it incredibly simple for teachers to acquire and customize English reading content.]]>
<![CDATA[BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM ]]>
<![CDATA[Rihza Galih Faturrochman]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Faishol Hadi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548169
<![CDATA[English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation(Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination.]]>
<![CDATA[THE STRATEGIES USED BY EFL PROSPECTIVE TEACHER DEVELOP THEIR TPACK ]]>
<![CDATA[Imadul Bilad]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548181
<![CDATA[The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate technology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.]]>
<![CDATA[USING GENRE BASED APPROACH IN ONLINE LEARNING TO IMPROVE STUDENTS’ WRITING SKILL IN WRITING ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Azhari Yunus]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548141
<![CDATA[This study is aimed to finding out whether there is a significant difference towards students’ writing ability who are taught by process genre-based approach and those who are taught by using non-PGBA learning through online learning. The result of this study showed that (1) there were significant effects of process genre-based approach through online learning on students’ writing skills in analytical exposition text. The result of the pre-test to post-test difference test using the Independent T-test generated the Asymp value. Sig (2 – tailed) is 0.001 (p < 0.05), so, that H0 is rejected and Hi is accepted, it continue with the result of the effect size test using Pearson correlation r, and obtained r = 0.411 (16.94%) and categorized in medium effect. (2) The aspects of writing in the experimental group (PGBA); The percentage of Organization (16.08%) and Spelling (81.3%) scaled with excellent criteria. Meanwhile 4 from 6 aspect; for the Idea and Development is (23.50%), Vocabulary (11.91%), Sentence Structure (14.83%), Capitalization and Punctuation (7.25%) have scaled into good criteria. Then, the difference score (23%). The difference score here figures out the students’ scores not achieved maximally.]]>
<![CDATA[THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT ]]>
<![CDATA[Muhammad Farich]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Ahmad Syafi'i]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548153
<![CDATA[This study was carried out to describe the implementation and the quality of project based learning in teaching writing recount text to tenth grader. A qualitative descriptive research design was employed in this study. This study involved 15 students from tenth grader of one Islamic private school in Gresik. The data was obtained from observation and writing test. Students should make a book compilation in a class project. The findings showed that the implementation and the quality of project based learning achieve very good. The percentage of the implementation of project based learning reached 89%. So, the project based learning could be categorized as well implemented. Moreover, the percentage of students’ achievement which passed the standard reached 87%. So, the quality of the learning viewed from students’ writing achievement is considered as have a very good quality.]]>
<![CDATA[BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM ]]>
<![CDATA[Rihza Galih Faturrochman]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Faishol Hadi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548169
<![CDATA[English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation (Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination.]]>
<![CDATA[THE STRATEGIES USED BY EFL PROSPECTIVE TEACHER DEVELOP THEIR TPACK ]]>
<![CDATA[Imadul Bilad]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548181
<![CDATA[The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate technology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningfuland engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.]]>
<![CDATA[WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH ]]>
<![CDATA[Naufal Ilyas Saputra]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Rizki Ramadhan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
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Download Original
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Original Source
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DOI: 10.5281/zenodo.10548189
<![CDATA[There needs to be an adjustment in choosing learning media. If it is still implemented in schools with face-to-face learning, teachers can easily display their teaching media to support the teaching and learning processes. One program, branded Wordwall, is said to be capable of helping students acquire and expand their reading. The Wordwall application is a website-based online program that can use as both a teaching tool and an assessment. In this 21 st century world, English will still play vital roles and gained more prestige in education Students will feel more motivated to learn English, especially in reading, and will have an outstanding learning experience with an intriguing page display with a variety of colors. Additionally, by creating questions with presumed, the Wordwall application makes it incredibly simple for teachers to acquire and customize English reading content.]]>
