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.
Articles
154 Documents
<![CDATA[TEACHERS’ BELIEF TOWARDS CORRECTIVE FEEDBACK IN TEACHING WRITING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Widodo Widayanto]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Ahmad Syafi'i]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.5281/zenodo.10548481
<![CDATA[Writing is the most difficult skill in English, because it has complex process inside. There is a way that usually teachers do to help students in solving theirs writing difficulties, that is giving feedback. The problem is that, is all of the teachers use feedback while teaching writing and are they consider the importance of giving feedback, especially in this pandemic situation? By looking at this issue the researcher wants to know teachers’ point of view in giving corrective feedback to the student through teachers’ beliefs. ]]>
<![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. 6 No. 2 (2023): 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[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[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 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 ]]>
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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.]]>
<![CDATA[Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application ]]>
<![CDATA[Dimas Vega]]>;
<![CDATA[Pramana Rafif]]>;
<![CDATA[Abdullah Yusuf]]>;
<![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.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[GENRE BASED APPROACH IN ONLINE LEARNING IN WRITING ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Azhari Yunus]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.5281/zenodo.10531632
<![CDATA[This study shares process genre-based approach and those who are taught by using non-PGBA learning through online learning. First, The application of Genre Based Approach makes students more assisted and helped through implementing the stages of Genre Based Approach. This approach is defined through the number of stages including Building Knowledge of The Field (BKOF), Modeling of the Text (MOT), Join Construction of the Text (JCOT), and Independent of Construction of the Text (ICOT). Second, mind mapping technique was popularized in the late of the 1960s and has been employed in many different areas since the development This technique was introduced as a note taking technique. In short, the mind map and genre-based approach enables the students to write more systematically.]]>
<![CDATA[ISLAMIC INTEGRATION IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Abdul Basith]]>;
<![CDATA[Ahmad Syafi'i]]>;
<![CDATA[Yiyin Isgandi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.5281/zenodo.10548000
<![CDATA[The Islamic integration as unit in learning and teaching is important. It can make civil society generations which applied the Islamic integration in students’ life well. integration learning is not only developed to achieve goals holistic learning as stated in concerning National Education Standards, expected by students as well could:1. Improve the understanding of concepts learned more meaningful. 2. Develop skills in finding, processing, and utilize information. 3. Develop positive attitudes, good habits and values noble needed in life. 4. Develop social skills such as cooperation, tolerance, communication, and respecting the opinions of others. 5. Increase passion in learning. 6. Have activities that are in accordance with interests and needs.]]>
