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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. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration" : 6 Documents clear
HYBRID LEARNING AUTHENTIC ASSESSMENT: TEACHER PRACTICE AND CHALLENGE Maulidah Furqoby; Alfan Hariri; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.4

Abstract

The changing of teaching learning process also changes the way how teachers assess their students. Therefore, online authentic assessment is considered more suitable for assessing students. This research is aimed to identify teacher’s way in implementing authentic assessments during online classroom and the challenges may be faced. This research used qualitative approach to find out the implementation of authentic assessment and the challenges during online learning by observing and interviewing the teacher. The study found out that teacher used performance assessment in assessing student’s speaking skill. The teacher did some steps in implementing authentic assessment, namely identify the standards, creating authentic task, giving evaluation, and doing assessment rubric. The study also found out some challenges, such as teacher was not able to control the student’s process of making the work, student’s limited time, and passive student.
ENHANCING STUDENTS' UNDERSTANDING OF PAST TENSE THROUGH QUIZIZZ: A GAME-BASED EDUCATIONAL TOOL Heri Miarto; Haris Dibyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.52

Abstract

Quizizz is a game-based educational platform. Quizizz becomes one of educational technology most applied since the pandemic of Covid-19. It provides both lives and assignment quiz. Since the past tense is one of important grammar that can help students to deliver their ideas about past event or experience. This paper will explore some steps of using Quizizz in teaching Past Tense. Moreover, this paper describes the benefit of Quizizz in upgrading students’ past tense understanding. Finally, the paper hopefully can help teachers in creating interactive quiz in teaching Past tense.
The Implementation of Stay and Stray Method in Teaching Reading of Recount Text to the Eighth Graders of SMP Muhammadiyah 8 Tanggulangin Faishol Hadi; Muhammad Affif Muzabid
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.53

Abstract

This study aims to investigate the implementation stay and stray method in teaching reading of recount text to the eighth grade of SMP Muhammadiyah 8 Tanggulangin. The research method used in this study was descriptive qualitative. This study used observation, interview, ans questionnaire as the data collection technique. The instrument of observation sheet was used to get the data of the implementation of stay and stray, while the instrument of questionnaire and interview sheet were used to get the data of students’ responses toward the implementation of stay and stray in learning reading. The subjects of this study were the English teacher and sixteen students of eighth grade of SMP Muhammadiyah 8 Tanggulangin. The result of this study showed that The teacher had implemented stay and stray in teaching reading of recount text precisely based on the syntaxes of the method itself. The steps which the teacher had used were asking the students to make a group and determining the stayers and strayers in each group, discussing a text in a group, asking strayers to get information from stayers of other groups, and presenting the information got. The study also showed that 75% students agreed that this method successfully helped them to be more active reading class. From their response, it could also be concluded that this method was able to make them more curious in understanding the text they read. 75% students also said that the group activity of this method help them to understand the text easily.
Evaluating  Factors of Language Proficiency  and Cultural  Shock and Adjustment  through  Analyzing  Contents of “English  Vinglish” Movies: A TESOL and Sociological Perspective Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.66

Abstract

This study aims to evaluate language proficiency factors, cultural shock and adjustments who influence the language learners at multicultural classroom through content analysis at English Vinglish movies based on the principle of TESOL, sociological and cross culture understanding perspective. To obtain the data, this study uses descriptive methods and applied content analysis techniques to know an overview of the message delivered systematically. The researcher uses six (pre-service teachers) rather to validate the result of content analysis. The research finding show that: 1) There are 5 factors who determine the language proficiency of multi-ethnic language learners in ESP class; a) obtaining supportive environment and living at inner circle country , b) having extrinsic motivations, c) desiring to growth occupation and social status in positive way, d) designing an interactive communication activities and creative teaching strategies, e) Influenced by sociological perspective such as normative, psychological, and socio-structural. Meanwhile, there are 4 stage of culture shock and adjustment was faced the main actors; honeymoon phase, 4 crisis phrases, recovery phrase, and adjustment phrase. The ethnic identity who learner come from is various countries; India, Mexico, French, China, Africa, and France.
Teacher Feedback And Students’ Participation in Classroom Interaction Arsita Wulan Cahyani; Ivorie Rahiema Verandra Asyigah; Ruqoyyah Amilia Andania
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.77

Abstract

This study aims to explore the teacher feedback that use to promote classroom interaction. A descriptive qualitative research approach was utilized, incorporating observations, interviews, and questionnaires for data collection. The participants in this study two English teachers of senior high school.  The result revealed that the EFL teacher generally employs evaluative feedback to acknowledge and encourage students, making it the most common sort of verbal feedback in the transcript. This technique  promotes  a  positive  learning  environment  and  encourages  students  to participate in the session actively. To improve the learning experience, teachers should balance  the  use  of  evaluative,  interactive,  and  corrective  feedback.  Increasing interactive feedback by asking open-ended questions and promoting student discussion might help students grasp more deeply. More detailed corrective feedback, as well as opportunities  for  self-  and  peer-correction,  can  increase  learners'  awareness  and accountability.  Regular  evaluation  of feedback  practices,  as  well  as  incorporating student feedback, helps ensure that the methods utilized fit the different requirements of students.
TEACHING SPEAKING BY USING ARTIFICIAL INTELLIGENCE (AI)-BASED APPLICATION Dimas Vega Rizqyqa Putra Budiyono; Mohammad Romadhoni
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/

Abstract

This study explores the implementation of the Speechace in teaching speaking. A descriptive qualitative research approach was utilized, incorporating observations, interviews, and questionnaires for data collection. The findings revealed that the Speechace has a speaking test program that users can use for free. At the end of the test, there is a transcription of the assessment which contains sections on speaking skills such as vocabulary, grammar, fluency, coherence and relevance. Apart from that, Speechace also provides free conversation practice. Meanwhile, to use the speaking practice feature provided by Speechace, user can select the "Try in browser" section. After that, various speaking skills will appear that user can try from beginner to intermediate level. In this feature there are lots of conversations and not only words but some are also in the form of sentences which aim to teach students from a low level to a higher level. Thus, the learning process is more engaged with the use of interactive platform.

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