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[TEACHING REPORT TEXT BY USING SCIENTIFIC APPROACH WITH DISCOVERY LEARNING STRATEGIES ]]>
<![CDATA[Abdullah Azzam Akbar]]>;
<![CDATA[Ahmad Syafi'i]]>;
<![CDATA[Haris Dibdyaningsih]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547681
<![CDATA[A newly designed curriculum called as K-13 (Curriculum 2013) was officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Some researchers had researched about implementation of scientific approach in theclassroom and they found that the implementation is not optimal. There are many teachers who are not able to implement scientific approach perfectly, the teachers use less than five steps that actually must be implemented in the classroom. Most of teachers had difficulty in implementing scientific approach because they have a little knowledge about it.]]>
<![CDATA[The Implementation of Total Physical Response (TPR) in Teaching Speaking ]]>
<![CDATA[Faishol Hadi]]>;
<![CDATA[Achmad Anang Darmawan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547659
<![CDATA[Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill.]]>
<![CDATA[INVESTIGATING TYPE OF ISLAMIC INTEGRATION IN ENGLISH LANGUAGE TEACHING AT SMP YA BAKII 1 KESUGIHAN CILACAP ]]>
<![CDATA[Abdul Basith]]>;
<![CDATA[Ahmad Syafi’I]]>;
<![CDATA[Yiyin Isgandi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547671
<![CDATA[This study was carried out to describe the types of Islamic integration taught in English Language Teaching in seventh grade Junior High School. In addition, the focus in this study is also to find out students’ and teachers’ responses related to English Language Teaching in seventh grade which is integrated with Islamic values. A qualitative descriptive research design was used in this study. The study involved one English teacher and six students of seventh grade. The type of integration in this study was proposed to Amin Abdullah. Based on the result of the study by interviewing and analyzing lesson plan, the researcher concluded that the type of integration carried out in English Language Learning was interconnected entities. In addition, based on the result of the students’ and teachers’ interview, students and teacher gave positive responses related to English learning which was integrated with Islamic values. English language teaching that integrated with Islamic values provided benefits and made students happy. In addition, students also got Islamic knowledge in learning and students feel not disturbed in understanding English lesson.]]>
<![CDATA[THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>;
<![CDATA[Ahmad Syafi’I]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547668
<![CDATA[TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. 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 ttechnology into their teaching practices, specifically in relation to the content they were teaching.]]>
<![CDATA[WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA AT ENGLISH CLUB OF SMPIT INSAN KAMIL SIDOARJO ]]>
<![CDATA[Adia Budjana]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547703
<![CDATA[The objective of this study was to figure out the steps of implementation one of the features of the Whatsapp Messenger application, namely Voice chat as an online learning media for students at English club of SMPIT Insan Kamil Sidoarjo. The method used in this research is descriptive qualitative method. The population in this study were all English Club members of SMPIT Insan Kamil Sidoarjo. The sample of this research is a chairman and 20 members of the English Club, as well as eight members to find out the student's response. In this study, there were three stages, the first was pre-activity. at this stage, the teacher provides material reinforcement during class learning. The second is the Whilst activity, at this stage the teacher gives instructions using Whatsapp text combined with Whatsapp voice notes. At this stage students also implement the instructions given by the teacher using Whatsapp voice notes. After that, students fill out the submission list sent by the teacher. The third stage is the closing activity, in this activity the teacher provides feedback in the form of evaluating and appreciating the results of student performance. In student responses, it was found that six out of eight students interviewed stated that they felt happy with the online learning through Whatsapp voice chat. Suggestions for other researchers to investigate the effectiveness of using features such as video calling to improve students' English skills.]]>
<![CDATA[THE EMERGENCE OF MULTIPLE ENGLISHES TREND, DO WE NEED A STANDARD ENGLISH? ]]>
<![CDATA[Alfan Hariri]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547927
<![CDATA[English has inevitably the global language that been used around the globe. According to Cristal there are approximately 1500 million people who use English from all sources; 750 million is first and second language speaker and the rest as foreign speaker. In the other word, there are one of the world population who are capable to use English. Interestingly, users of English as second and foreign language outnumbered the users of English as first language, which the ratio is 1:3 for native and non-native. Moreover, McArthur assumes that with the wide spread of new English trend, when they communicate together with their own New English, it will produce confusions and nonsenses among the speaker since they use unfamiliar English word in term of dialect and accents. To this purpose ministry of Singapore emphasizes the important of fostering standard English, not Singaporean English, especially in school to enable Singaporean communicate with people around the world. To sum up, standard English is now still urgent to be mastered since it is universally accepted for the world global communication.]]>
<![CDATA[Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application ]]>
<![CDATA[Dimas Vega Rizqyqa Putra Budiyono]]>;
<![CDATA[Pramana Rafif]]>;
<![CDATA[Abdullah Yusuf]]>;
<![CDATA[Ahmad Syafi’I]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10596199
<![CDATA[This fact highlights the increasing need for effective and accessible English education. Many schools and educational institutions are now developing modern and innovative methods for teaching English, encompassing both teaching approaches and tools that facilitate learners in enhancing their English language skills (Cong-Lem, 2018). In learning English, there are four essential competencies that must be mastered by the learners. These four competencies are proficiency in reading, listening, writing, and speaking (Pliushchenko & Zaslavskiy, 2021). However, the speaking skill is often considered as the most crucial among the other four abilities. Speaking is one of the most important skills of all four language skills, because individuals who learn a language are referred to as the speakers of that language. The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Jarrín & Kim, 2019).]]>
<![CDATA[Empowering Voices: Breaking the Silence of Speaking Anxiety Among Pesantren Students ]]>
<![CDATA[Hilma Adzkia]]>;
<![CDATA[Ahmad Syafi’I]]>;
<![CDATA[Juniar Frida Andini]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10596247
<![CDATA[Self-esteem and confidence may be the most common causes of speaking anxiety in the English classroom. Most students never feel completely confident when speaking in a foreign language class. They also believe that their classmates are better at languages than they are. Furthermore, they would not respond voluntarily in foreign language class because it would be embarrassing for them. The students were also concerned about falling behind in language class because it moved so quickly. As a result, they were more tense and nervous in language class than in any of my other classes. They also became nervous and confused while speaking in language class. They also became anxious when they did not understand everything the language teacher said. Similarly, they were overwhelmed by the number of rules they needed to learn in order to speak a foreign language.]]>
<![CDATA[The Implementation of Total Physical Response (TPR) in Teaching Speaking ]]>
<![CDATA[Ahmad Jazuli]]>;
<![CDATA[Faishol Hadi]]>;
<![CDATA[Achmad Anang Darmawan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
Show Abstract
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Check in Google Scholar
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DOI: 10.5281/zenodo.10547659
<![CDATA[Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill.]]>
<![CDATA[THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Lina Aris Ficayuma]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): 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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Check in Google Scholar
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DOI: 10.5281/zenodo.10547668
<![CDATA[TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. 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 ttechnology into their teaching practices, specifically in relation to the content they were teaching.]]>
