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’ Perceptions towards Challenges in Teaching English as a Foreign Language in Least-Developed Region ]]>
<![CDATA[Antonius Setyawan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[Teaching English as a Foreign Language is challenging. The body of literature has addressed the issue on the current challenges in teaching English as Foreign Language. However, only few studies have investigated the issue in remote areas of Indonesia. This qualitative study investigates the current challenges in teaching English in least-developed region of Indonesia based on the following criteria: language comprehension, method and approach, practical implementation, and socio-cultural environment. The data were collected from four English lecturers in one of teaching universities in Indonesia. The participants were selected using purposive sampling technique. The data were collected using in-depth interview and field observation which were then analyzed descriptively. The results of the study reveal that the participants have to deal with several obstacles in teaching English. Those obstacles include the students’ low proficiency of language comprehension, limited resources of materials, communication gap between lecturers and students, students’ lack of enthusiasm and participation in learning and lack of environmental support from society. From the observation, the participants show that the challenges are mitigated by adjusting their choice of pedagogical instruction and learning materials according to students’ level of language comprehension. The study suggests that the infrastructure development is strongly essential to establish a good teaching environment. Besides, creating positive understanding and paradigm about the sanctity of learning English for students might be able to help the students’ to study English better. ]]>
<![CDATA[Pedagogical Strategy of Writing Paragraphs Using Edmodo to Enhance Writing Skill for EFL Students ]]>
<![CDATA[Shanty A. Y. P. S. Duwila]]>;
<![CDATA[Taufik Khusaini]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[ In today's digital era, there are a number of social media that can be used as a tool to help writing skills for those who learn English. One of the media is "Edmodo". Edmodo is a social networking based learning platform that is intended for teachers, students and parents. In this study, the researcher integrated Process and Genre-Based Approaches with Edmodo as a teaching strategy. The participants are the students from the 2 nd semester of English Language Program at Wijaya Putra University. The procedure for developing the model applied in this study consisted of: planning, implementing, observing, and reflecting. The research found that 70% of the students support to use Edmodo in writing class while 30% of them gave a neutral opinion. Edmodo as an online media supports the effectiveness of the teaching learning process that is proved by the improvement of the students’ writing skill in which their scores increase dramatically. The main barriers of the use of Edmodo is incompatibility of their smartphone applications and confusion of using the application.]]>
<![CDATA[EFL Teachers’ Readiness in Utilizing ICT in Blended Learning Class for Internship Students of Vocational High School in Indonesia ]]>
<![CDATA[Alfiyati]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[This study aimed to explore the readiness of Vocational High School English teachers who teach internship students by integrating ICT in blended-learning class and the obstacles faced by them. A survey was conducted involving all 100 teachers in vocational high school in Kabupaten Pasuruan. This study informed the researchers that teachers were comfortable with the use of certain applications such as spreadsheet, presentation software, internet and e-mail, social media and even any other free application on mobile phone. The respondents demonstrated a positive attitude towards using ICT as majority of them used ICT for teaching and learning and felt that the connected classrooms can change the way students learn in classrooms. It also explained that a connected classroom could be effective for students’ learning to happen. It was also found that the attitudes of teachers on use of ICT vary with their years of experience and level of knowledge on ICT.]]>
<![CDATA[Designing a Computer Based Test Version of a Vocabulary Test ]]>
<![CDATA[Rizka Safriyani]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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<![CDATA[This research aims to design a Computer Based Test Version of an Academic Vocabulary Test. This study is intended to portray students' capacity in understanding Academic Vocabulary. Also, this research also describes the student's perception of the utilization of the computer-based test. In this study, media and material specialist were involved to confirm the content validity and product quality. Other than that, there are 50 learners participated as the test taker. Surveys and Academic Vocabulary Test was done to resemble the data. Evaluation regarding the program was completed concerning material and the aspects of the media. The suggestion given by the expert were utilized to enhance the utilization of the computer-based test. The validator recommends utilizing four steps; creating interface, coding, publishing, and packaging. Moreover, after the utilization of Computer Based Test, the English Teacher Education Department students' capacity in understanding the meaning of Academic Vocabulary is known in the average level. They have got the average mean score of 53 for the vocabulary test. On the other hand, the result of non-English Teacher Education Department students' capacity in doing the test is in the low level. They have got the average mean score of 35 for the vocabulary test. Moreover, the student's opinion shows that there are 95,5% of the students provide a positive perception to the utilization of A Computer Based Test. They feel positive because of the practicality, and the particular effectiveness of the program to describe students' capacity in understanding Academic Vocabulary. ]]>
<![CDATA[Teaching Speaking in Senior High School Using Gallery Walk ]]>
<![CDATA[Aris Widaryanti]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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<![CDATA[Speaking is defined as a reflection of the students’ ability to communicate in English. Compared to the other language skills, speaking is considered to be more difficult because it occurs in real time, and when we speak we cannot edit and revise what we want to say, as we can do in writing. Speaking skill was considered as a difficult skill to be maintained; therefore, an extensive practice is required to perform. However, students tend to be silent in the classroom since they lack of self-confidence. Students need more practice, so that they could learn to express their feeling, thought, idea, emotion and intention, whereas, teachers should create a good situation in teaching learning process in the classroom. Gallery walk is one of the most learner centered activities which provides good situation in teaching learning process. It is a presentation method in which individual learners or groups displayed their products, and they walked around the room viewing others’ work. The purpose of this paper is to describe gallery walk technique to teach speaking in Senior High School. This technique seems to be suitable to provide fresh atmosphere in teaching English especially in Speaking. ]]>
<![CDATA[An Analysis of Teacher Speech Act in Giving Motivation for English Students ]]>
<![CDATA[Muhammad Azizul Chakim]]>;
<![CDATA[Haris Dibdyaningsih]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 2 No. 2 (2019): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[Speaking is defined as a reflection of the students’ ability to communicate in English. Compared to the other language skills, speaking is considered to be more difficult because it occurs in real time, and when we speak we cannot edit and revise what we want to say, as we can do in writing. Speaking skill was considered as a difficult skill to be maintained; therefore, an extensive practice is required to perform. However, students tend to be silent in the classroom since they lack of self-confidence. Students need more practice, so that they could learn to express their feeling, thought, idea, emotion and intention, whereas, teachers should create a good situation in teaching learning process in the classroom. Gallery walk is one of the most learner centered activities which provides good situation in teaching learning process. It is a presentation method in which individual learners or groups displayed their products, and they walked around the room viewing others’ work. The purpose of this paper is to describe gallery walk technique to teach speaking in Senior High School. This technique seems to be suitable to provide fresh atmosphere in teaching English especially in Speaking.]]>
<![CDATA[The Effectiveness of Audio-visual Media to Improve Students’ Writing Ability of Procedure Text ]]>
<![CDATA[Masfa Maiza]]>;
<![CDATA[Kunto Nurcahyoko]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[As writing is regarded as the most difficult skill, it is very challenging for teachers to teach writing. In order to conduct a good writing class, the application of media can be one of the alternative ways. This study examines the effectiveness of using audio-visual media to write a procedure text. This is a quasi-experimental study. The population of this study was the ninth graders of MTs Negeri 1 Landak and the sample was the students of IX-A and IX-B. The method of collecting data was test and field note, while t-test was used to analyze the data. The analysis of writing test uses the components of writing namely organization, grammar and mechanics. The result shows that the students’ average of experimental group is higher that control group and the result of t-test gains that t value > t table = 7.05 > 1.99. In addition, the use of media also could improve the students’ writing ability. Finally, this media is effective to use in writing procedure text and the use of media would be useful for teachers and students. ]]>
<![CDATA[Teaching English towards the Hearing-Impaired Students ]]>
<![CDATA[Antonius Setyawan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[ The EFL teaching is challenging. Moreover, teaching English towards the hearing-impaired students (hereafter HIS) must have its own uniqueness because of the greater challenges. The exploration in this phenomenological study goes with the teacher’s lived experience in teaching English especially vocabulary towards the HIS. Telling narratively of the teacher’s lived experience in teaching English towards the HIS is the purpose of this research. The descriptions go on the teacher’s understanding, belief, feeling, intention, and action which are elaborated by the purpose of the teaching, the materials, the technique, and the achievement. According to the findings, the purposes of teaching vocabulary are to enrich their vocabulary mastery and to proof that the HIS can learn language. The teacher can only teach simple words because it takes time and lots of efforts. Visualization is the best teaching technique ever for the HIS because it helps better memorization since it gives emotional feeling for them. In conclusion, the HIS can learn simple vocabulary. Visualization helps them memorizing words better. ]]>
<![CDATA[Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity ]]>
<![CDATA[Fitria Wulan Sari]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[The main objectives of the research are to find out whether (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) there is any interaction between teaching methods and students’ creativity in teaching writing skill for students. The research applied in this research was an experimental research. The teaching methods are Inquiry Based Teaching and Guided Writing. Creativity as the attributive variable was divided into high creativity and low creativity. The population of the research was the students of junior high school consisting of 176 students. The samples of this research were the class 8B as experimental class and 8A as control class that consisted of 22 students in each class. The result of data analysis shows that; (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching methods and students’ creativity to teach writing skill for the students. Based on the research findings, it can be concluded that Inquiry Based Teaching is an effective method to teach writing skill, and the effectiveness is affected by the degree of students’ creativity .]]>
<![CDATA[Using Review Sentences in Teaching Grammar ]]>
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Hendra Sudarso]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP AL HIKMAH SURABAYA ]]>
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DOI: 10.62426/
<![CDATA[ Review sentences is type of grammar practicing which is the easiest way to checking how is the students’ understanding about the previous grammar rules given, especially for college students. We are going to define some steps that we need to apply in review sentences. Moreover, it is still important to upgrading collage students’ grammar understanding because English as EFL will getting hard when they are not really concern about the grammar. This paper will discuss the benefit of review sentences in checking students understanding in the certain type of grammar rules.]]>
