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[PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT ]]>
<![CDATA[Muhammad Farich]]>;
<![CDATA[Ahmad Syafi'i]]>;
<![CDATA[Haris Dibdyaningsih]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548125
<![CDATA[Writing recount text, therefore, is very important for students to master since it develops students’ writing skill in delivering chronological information. This skill later, will be needed in higher education or in university. In writing recount text, students will deliver information in the sequence of: the introduction, the sequences of information and the conclusion students will work in team and support each other in the project. Students will think more complex rather than writing a simple text in the learning. Thus, project based learning is considered as a learning strategy for teaching writing..]]>
<![CDATA[THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Lina Aris Ficayuma]]>;
<![CDATA[Achmad Anang Darmawan]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548056
<![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 ttechnology 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[THE STUDY OF STUDENTS’ SPEAKING ANXIETY IN THE POST-PANDEMIC ERA ]]>
<![CDATA[Nadiyya Zulfa]]>;
<![CDATA[Ahmad Syafi'i]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10548047
<![CDATA[Since the COVID 19 outbreak, distance learning is the best way to continue the school activity. the teacher posted the lesson and assignment and the students can access those in the E-Learning. This condition made the speaking activity between students and teacher drastically reduced, and that can potentially make the speaking anxiety of the students increased. This study is aimed to explore the level of speaking anxiety in the post online learning, as well as the factors and the strategies in overcoming the speaking anxiety.]]>
<![CDATA[“Talk” an AI-Powered Speaking Partner Application ]]>
<![CDATA[Dimas Vega Rizqyqa Putra Budiyono]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10622641
<![CDATA[With the advancement of technology, there are currently numerous tools and applications that are designed to facilitate students in improving their English speaking skills (Chun et al., 2016). One of these tools is called TALK. TALK is an online platform which is designed to help users improve their spoken English skills. It utilizes advanced speech recognition technology to provide users with feedback on their pronunciation, intonation, and overall spoken language proficiency.]]>
<![CDATA[ENHANCING STUDENTS' UNDERSTANDING OF PAST TENSE THROUGH QUIZIZZ: A GAME-BASED EDUCATIONAL TOOL ]]>
<![CDATA[Heri Miarto]]>;
<![CDATA[Haris Dibyaningsih]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): 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: 10.62426/jeltii.v7i2.52
<![CDATA[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.]]>
<![CDATA[The Implementation of Stay and Stray Method in Teaching Reading of Recount Text to the Eighth Graders of SMP Muhammadiyah 8 Tanggulangin ]]>
<![CDATA[Faishol Hadi]]>;
<![CDATA[Muhammad Affif Muzabid]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): 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: 10.62426/jeltii.v7i2.53
<![CDATA[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.]]>
<![CDATA[Continuous Literacy Program For All (CLP FALL) to Strengthen Muslim Students' Literacy Culture at Primary School ]]>
<![CDATA[Yiyin Isgandi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): 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: 10.62426/15neh740
<![CDATA[The phenomenon of Primary School children is more fun to play games than reading and writing books. The literacy capability assessment of students in Indonesia by International Association of Educational (IAE) and Organization for Economic Co-operation and Development (OECD) from 2011-2015 still below the everage score as well as the country ranking. In 2015 the Ministry of Education and Culture socializes the massive School Literacy Movement named Gerakan Literasi Sekolah (GLS). However in fact, the majority of Primary Schools in Indonesia is less sensitive and cannot implement the program well in school. In order to solve the problem, the principal and teachers in the Primary School needs to apply the Continous Literacy Program for All (CLP FALL) consistently and measurably. By using Watson-Guthrie’s behaviorism theory and Piaget’s cognitive theory this program should be applied and developed. The program includes three pahases; 1) planning, 2) implementation, and 3) evaluation and development. The gradual implementation includes daily, weekly, monthly, semester, and annual activities involving all academic members. ]]>
<![CDATA[Re-proposing Cultural Based Curriculum System of Tamansiswa as the National Education Foundation in Indonesia ]]>
<![CDATA[Rizki Ramadhan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): 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: 10.62426/rgkard24
<![CDATA[ The problems faced by the Indonesia educational system should have been examined deeply as it seems difficult to apply an educational system that can be implemented effectively. This issue can be seen from the number of curriculum changes recently. Considering that problems, developing educational system based on its own nation culture will be considered to be more effective in order to build the characters of the students. By developing Ki Hadjar Dewantara’s idea with his system, the educational system in Indonesia will be more practical and suitable, since this idea has been admitted as modern thought or ideas which will give a lot of beneficial for the learners. ]]>
<![CDATA[Transformative Pedagogy of Multiliteracies and the Challenges of Cultural Constraint in Indonesia ]]>
<![CDATA[Yuniar Dwi Ansari Siregar]]>;
<![CDATA[Rizki Ramadhan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): 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: 10.62426/vvv7qr49
<![CDATA[This paper intends to see the literacy pedagogy in Indonesia from the point of view of transformative pedagogy of multiliteracies (Cope and Kalantzis, 2009). It can be argued that the educational change in Indonesia is moving away from the overt instruction (conceptualizing) orientation of literacy pedagogy to the transformed practice (applying) orientation of literacy pedagogy. Beside the convincing argument that this change is needed, there are several challenges in applying this practice in the classroom and one of it is the cultural constraint. This paper will try to describe Indonesian culture of learning as the basic argument of cultural constraint challenges and as an attempt to see the literacy movement in Indonesia from the sociocultural perspective of educational change. This description will then help framing the implications both for teachers as the agent of change and for government as on how to manage the change. Data and support written in this article are from secondary sources as this article intends to be a literature review. Suggestions coming from the literature discussed that a „collaborative work culture‟ (Fullan & Hargreaves, 1992) is the solution of the challenge in implementing a transformative pedagogy of multiliteracies in Indonesian context. ]]>
<![CDATA[KAHOOT: A Game Based Platform for Learning Reading ]]>
<![CDATA[Ahmad Syafi'i]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): 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: 10.62426/bdkb1145
<![CDATA[This paper reviews Kahoot as a game based learning platform particularly in reading. It provides teachers an opportunity to create game or quizzes and take the scores simultaneously. Moreover, through Kahoot, the students can work hand in hand with their group and compete each other with another group. This situation will enhance their intention to learn and increase their achievement. This research revealed that using Kahoot could increase students reading comprehension. ]]>
