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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 154 Documents
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The Implementation of TED Talk Video (TTV) as a Media to Teach Listening for  Al-Hikmah Students at CEFR Level B1 Khoironi; Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/2zcw2225

Abstract

The  major  goal  of  this  study  is  to  investigate  the implementation  of  TED  Talk  Video  (TTV)  as  a  media  for  teaching listening in the classroom and to explore the students’ response towards TTV in teaching listening. Listening skill, as one of the most important skills  in  English,  needs  excellent  media  as  a  great  support  to  teach students about it, and TTV is assumed to be fascinating media to teach it. The common problem faced by the teachers in teaching listening is that they lack of alternative media to be used to teach it. Conventional way  is  the  only  way  to  teach  them,  such  as  by  providing  the  audio sound  which  is  not  effective  to  teach  listening.  So,  this  research  is considered to be important as a means to explore the implementation of TED Talk video. This qualitative research method involved a class of STKIP Al-Hikmah  students  who rich B1 level of  English proficiency where  most  of  them  faced  the  similar  problems  in  learning  listening. The  data  were  gathered  through  interview,  observation,  and questionnaires. The data collected by the researcher revealed that TED Talk  Video  is  suitable  and  applicable  to be  implemented  for  students who are in B1 level of English proficiency. The data also proved that both  teacher  and  students  felt  more  comfortable  to  conduct  teaching-learning  process.  Most  students  said  that  TTV  gave  more  advantages than  the  disadvantages  related  to  their  listening  skill.  Thus,  it  can  be assumed that TTV is pertinent media to be used for teaching listening. 
Developing English Material Through Picture Slide for Teaching Writing of Vocational School Tety Mariana
Journal of English Language Teaching and Islamic Integration Vol. 1 No. 2 (2018): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/0zcsv045

Abstract

 The purpose of developing English material through  picture slide is to develop English material in the form of pictures slide show in order to improve the competence of students in writing descriptive text for  ten  graders  of  Vocational  High  School.  The  development  of  this learning material is based on Borg and Gall's Research Development (R &  D)  concept  theory  by  following  steps  design  of  needs  analysis, material  development,  expert  validation,  pilot  and  final  product.  The result of the development of this product is a picture slide material. It can  be  used  and  developed  as  a  medium  of  teaching  English  for students in order to improve their writing skill and increase the student's motivation  to  learn.  The  development  of  teaching  material  is  able  to provide different way in English learning especially in teaching English of  writing  descriptive  text.  Students  have  motivation  in  learning descriptive text in this case is to write a text. Teaching material through picture slide can be developed again in accordance  with the needs of students by practitioners and English teachers. 
The Use of Guided Writing to Improve Students’ Writing Skill Novita Al Ihyak Dieni
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: 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/seb81s93

Abstract

This  article  reports  a study  on  the  implementation  and  the improvement of guided writing towards the student’s writing skill and to  know  the  respond  of  the  students  towards  the  implementation  of guided  writing  in  the  teaching  and  learning  process   at  the  second semester  students  of  English  Diploma  III  of  Language  and  Culture Faculty in 17 Agustus 1945  Semarang University in the academic year of 2017/2018. The second semester students had problems dealing with writing  skill.  They  have  difficulties  on:  (1)  expressing  their  idea  in writing; (2) constructing correct sentences; and (3) vocabulary mastery. This study was categorized as a classroom action research.  The study was conducted in two cycles. Each cycle  was consisted of four steps: plan, action, observation, and reflection. To collect the qualitative data, the  researcher  used  observation.  To  collect  the  quantitative  data,  the researcher conducted tests before and after the research implementation. In this research, the researcher used guided writing and communicative & process approach to improve student’s writing skill. The result of the research shows that guided writing could improve the students’ writing skill. Through guided writing, the students showed great interest to be actively  involved  to  the  teaching  and  learning  process.  The students were able to construct sentences correctly. In this case, the sentences they constructed were based on the researcher’s explanation. They also used more vocabularies in their writing. Their mean score of the pre-test was 63.3,  while their mean score at the post-test, increased up to 76.1. 
The Effectiveness of Project-Based Writing Toward Students’ Mastery of Grammatical Accuracy Kunto Nurcahyoko; Masfa Maiza; Antonius Setiawan
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/8wqs4f91

Abstract

 Teaching  grammar  has  been  one  of  the  most  challenging  issues  in  Indonesia.  Teacher-centered  approach  and  the  lack  of  students‟ motivation  are  among  the  factors  limiting  students  to master grammar.  The  study  aims  at  investigating  the  effectiveness  of  project-based  writing  toward students‟ mastery of grammar based on their motivation level. The study used a 2X2 factorial research design  involving  60  students  in  two  groups  in  one  of  high  schools  in  Landak Regency,  West Kalimantan. The data were collected through test and questionnaires. SPSS 20 was used for analyzing the  data.  The  finding  reveals  that  project-based  writing  is  effective  toward  students‟ mastery  of grammar. Besides, motivation level is also effective toward students‟ grammatical accuracy. Lastly, the analysis of variance shows that there is no interaction among students‟ motivation, techniques, and students‟ grammar with the level of sig. value at 0.821. The study suggests that teachers must be able to consider the presence of both a project and motivation in teaching and learning, especially to teach grammatical accuracy.
Developing Video-Based English Textbook for Elementary School Students Monika Widyastuti Surtikanti
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: 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/f4d30138

Abstract

In the Curriculum 2013, English is excluded from the Elementary School Subjects,  especially  for  the  State  Elementary  Schools.  Some  private  elementary schools keep teaching English to their students. One of them is SD Kristen Widya Wacana  Jamsaren.  The  English  teachers  found  difficulty  in  providing  a  textbook that covers the students’ need. This is a Research and Development (R & D) study which conducts the preliminary survey, designing and developing the prototype of the  product,  conducting  limited  testing  and  product  validation,  having  a  revision process and describing the research result. This study  is aimed at finding out the students’ need and providing a video-based textbook to teach English for the sixth grade students of SD Kristen Widya Wacana Jamsaren. The video-based textbook is  developed  based  on  the  need  analysis,  syllabus  and  some  theories  related  to teaching English to young learners. 
The Use of Total Physical Response (TPR) Activities for Teaching Listening to Young Learners Inti Englishtina
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: 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/jscn8w30

Abstract

Although  infants  are  not  speaking,  they  are  still  active  users  of  the language because they are physically responding to what has been said. As teachers of second and foreign-language learners, it is useful to consider the listening skills that  are  taught  to  children  learning  English  as  a  first  language.  This  article examines the use of Total Physical Response (TPR) activity as one of the activities for  teaching  listening  to  young  learners.  The  article  begins  with  the  concept  of Total Physical Response (TPR) activity, and continues with various ways of using this activity for teaching listening to young learners. In addition, the effectiveness of this activity is also discussed. 
The Implementation of Authentic Assessment to Evaluate the Students’ Speaking Skill Sony Junaedi
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/8g0yt359

Abstract

The  study  mainly  aims  at  describing  the  implementation  of  authentic assessment to evaluate the students’ speaking skill in the classroom that conducted by lecturer. The objectives of this study were: to describe the authentic assessment implementation,  lecturers’ achievement, their problems, causes of their problems. The  research  design  was  case  study.  Two  English  lecturers  were  chosen  as  the subjects.  The  fourteen  class  observations,  questionnaire  and  interview  were conducted  to  collect  the  data.  The  data  were  analyzed  by  using  Miles  and Huberman’  model  of  analysis.  The  findings  showed  that  basically,  two  English lecturers  have  just  implemented  the  authentic  assessment  but they  have  not  been able  to  implement  it  completely,  properly,  and  smoothly  in  speaking  class  yet. Some  suggestions  can  be  given  in  the  study.  They  should  prepare  the  time allotment properly before preparing, implementing, and scoring students’ skill, look for  many  references,  join  workshop  or  conference  that    relating  to  the authentic assessment in order to understand the ways to design and implement the authentic assessment, score students’ skill and practice them correctly.
Students’ Response of Using Cornell Note Taking System (CNTS) in Listening Class Ahmad Syafi’I
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 1 (2019): JELTII: 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/gqynmb22

Abstract

 The  main  concern  of  the  present  study  is  to  investigate  the  students’ response in CNTS in Literal Listening. This study employs descriptive qualitative method. It involves 18 students who enrolled in Literal Listening Class. Data was gathered through questionnaire and interview. The results of the study showed that note taking was still presumably considered as difficult skill because most lecturers were still not familiar to it. Consequently the students often struggle to decide what to note as the lecturers do not tell what to include in note. However, Cornel Note Taking  System  was  generally  proven  helpful  study  tool  in  listening  activity particularly it is because CNTS was a systematic guided note that perceived to be very  helpful  for  students  to  be  a  good  note  taker.  Suggestions  are  proposed  for teacher  particularly  to  prepare  students  with  techniques  of  what  to  note  and instroduce it earlier so that it would become the students’ habit. The results of this study may also be addressed for those who are interested in this field particularly English lecturers or lecturers who have problems in teaching listening.  
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.

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