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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.
Arjuna Subject : -
Articles 154 Documents
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Students’ Ability in Writing Descriptive Text at Eighth Grade of SMP TD Pardede Foundation Medan Lilis J. Tamba; Yolani V. Situmorang; Queen H. E. Ginting
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): 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/

Abstract

This research was aimed to know the eighth grade students of junior  high  school’s  ability  in  writing  descriptive  text  at  SMP  TD Pardede Foundation Medan. The design of the research was descriptive quantitative. The object of this research was the score of 23 students in their descriptive text assignment. The method that was used consists of writing assignments, collecting data, and analyzing the data by putting them  in  certain  categories.  The  students  were  asked  to  write  a descriptive text about someone or something that they like on a piece of paper  with  the  requirement  of  three  paragraphs  in  minimum.  The technique  that  was  used  for  analyzing  the  collected  data  was  divided into four steps: reading the result of the students’ assignment, analyzing the aspects of the descriptive text, determining the score of each student, and making a conclusion based on the result of the data. The data was classified  by  calculating  the  average  ability,  forming  categories  of scores,  and  calculating  the  percentage  of  each  category.  The result of this study showed that the majority of students’ ability in writing  descriptive  text  at  the  eighth  grade  of  SMP  TD  Pardede Foundation  Medan  was  average.  From  the  total  of  23  students  that participated  in  the  research,  2  students  were  classified  into  poor category, 13 students were classified to average category, and 8 students were classified to good category. The most common mistakes that were faced by students are mechanism and vocabulary .
Duolingo: An Alternative Application for Learning English Grammar and Vocabulary Widodo Widayanto; Ahmad Syafi'i
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 1 (2020): 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/

Abstract

 This  article  explores  about  the  using  an  already  existing language  learning  app,  Duolingo,  as  an  alternative  application  for learning English grammar and vocabulary. Duolingo is a platform that provide a language-learning website and app. The app and the website are free, so everyone can use it without giving any extra fee. The aim of this  application  is  to  teach  vocabulary  and  grammar,  which  some exercise  series  that  can  be  chosen  by  the  user.  In  this  study,  writer discuss  about  the  using  of  Duolingo  in  mobile  version.  The  writer consider  that  almost  student  in  this  era  are  using  mobile  phone. Hopefully  by  using  this  application,  will  motivate  student  in  learning English, especially grammar and vocabulary.  
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.
Students’ Motivation In Speaking English Using Tiktok Faishol Hadi; Fachrizal Dadang
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832266

Abstract

At present, technology is rapidly advancing, which is undoubtedly a positive development that we should harness. Social media is one of the outcomes of this technological progress. Nowadays, the use of social media goes beyond being merely a means of communication; it has been utilized in various sectors such as the economy, religion, tourism, and education. One of the relatively recent additions to the realm of social media is TikTok. This research aims to explore how students are motivated in learning speaking skills using TikTok. A qualitative descriptive approach was chosen for this study. A motivation questionnaire was employed to identify the motivational aspects that emerge, as well as the TikTok features that contribute to speaking skill acquisition. Additionally, semi-structured interviews were conducted to gain deeper insights. This research involved a class at SMA N Jatirogo. The findings of this study indicate that TikTok has a positive impact on enhancing student motivation. Motivation is evident in various aspects, such as enjoyment, challenges, increased curiosity, and more. However, there are still some aspects that need further optimization and improvement in using TikTok for speaking skill development, including monitoring TikTok usage and certain social aspects that may not be as impactful as desired. This research can be valuable for prospective teachers and educators who intend to use TikTok as a tool for teaching the English language
Teacher Interaction Analysis by Using Initiation, Response and Feedback (IRF) Ahadya Rahmania
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832296

Abstract

This study examines how the IRF model and teacher feedback strategies influence student participation in an Indonesian elementary school classroom. By analyzing teacher-student interactions, it aims to highlight the balance between structured instruction and student autonomy in foreign language learning. A summary of a review of foreign language learning for elementary school students regarding recognizing the names of fruits and constructing sentences with the names of these fruits is a good start to learning a foreign language, where students are given a lot of vocabulary as initial capital for them to compose sentences and speak, while the role of the teacher Here, apart from being a material provider, the teacher also becomes a judge who is able to reflect on what students do and provide feedback that builds students to learn English better.
Classroom Interaction analysis by using IRF (Initiation-Response-Feedback) Juniar Frida Andini
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832291

Abstract

Effective teacher-student interaction is fundamental to language learning, particularly in English as a Foreign Language (EFL) classrooms. One prominent framework for analyzing classroom discourse is the Initiation-Response-Feedback (IRF) model, which highlights the structured nature of teacher-led interactions A summary of a review of foreign language learning for elementary school students regarding recognizing the names of fruits and constructing sentences with the names of these fruits is a good start to learning a foreign language, where students are given a lot of vocabulary as initial capital for them to compose sentences and speak, while the role of the teacher Here, apart from being a material provider, the teacher also becomes a judge who is able to reflect on what students do and provide feedback that builds students to learn English better
The Initiation-Response-Feedback (IRF) Model and Repair Strategies in Classroom Interaction Hilma Adzkia
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832279

Abstract

Effective teacher-student interaction is fundamental to language learning, particularly in English as a Foreign Language (EFL) classrooms. One prominent framework for analyzing classroom discourse is the Initiation-Response-Feedback (IRF) model, which highlights the structured nature of teacher-led interactions A summary of a review of foreign language learning for elementary school students regarding recognizing the names of fruits and constructing sentences with the names of these fruits is a good start to learning a foreign language, where students are given a lot of vocabulary as initial capital for them to compose sentences and speak, while the role of the teacher Here, apart from being a material provider, the teacher also becomes a judge who is able to reflect on what students do and provide feedback that builds students to learn English better
Classroom Interaction analysis by using SETT (Self Evaluation Teacher Talk) Abdullah Yusuf
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832274

Abstract

Effective classroom interaction plays a crucial role in facilitating language learning by balancing teacher control and student participation. One widely recognized framework for analyzing teacher talk is Steve Walsh’s Self-Evaluation of Teacher Talk (SETT) framework. Overall, the teacher’s talk aligns well with SETT principles, ensuring clear structure, active participation, and balanced focus on meaning and form. The integration of cultural and religious elements contributes to a comfortable learning atmosphere, while the scaffolded tasks effectively guide students through language use. By increasing student-led interaction, early target language use, and critical thinking opportunities, the lesson could become even more effective in fostering learner independence and communicative
THE USE OF CHATGPT AS AN INTERACTIVE MEDIUM TO IMPROVE WRITING SKILLS OF ELEMENTARY TEACHER EDUCATION STUDENTS AT NAHDLATUL ULAMA UNIVERSITY OF SIDOARJO Achmad Wahyudi; ryan, ryan purnomo; Pratama, Pratama Wirya Atmaja
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

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

Abstract

This study aims to optimize writing instruction management in the Elementary School Teacher Education (PGSD) program using ChatGPT as an interactive media tool based on artificial intelligence (AI). Writing skills are essential competencies that support literacy development, academic communication, and critical thinking for pre-service teachers. However, many PGSD students still struggle with organizing ideas coherently, using proper sentence structures, and applying correct grammar consistently. ChatGPT, as a generative AI model, offers adaptive and responsive learning interactions, enabling students to receive instant feedback, suggestions for improvement, and idea enrichment. This research employed a true experimental approach with a pre-test post-test control group design, involving PGSD students at Nahdlatul Ulama University of Sidoarjo. The experimental group used ChatGPT in writing instruction, while the control group followed conventional methods. Research instruments included observation, writing tests (pre-test and post-test), student response questionnaires, and interviews with lecturers. The analysis showed that the experimental group experienced a significantly greater improvement in writing skills compared to the control group. The average score of the experimental group increased from 63.5 to 81.2 (a gain of 17.7 points), while the control group only improved from 64.1 to 71.3 (a gain of 7.2 points). Questionnaire results also indicated that students felt ChatGPT helped them generate writing ideas (86%), correct grammar (91%), build confidence (78%), and enhance motivation (84%). These findings demonstrate that integrating ChatGPT into writing instruction is effective in improving academic literacy and learning management among PGSD students.            
Integrating Islamic Values on Building Knowledge of the Field Stage at Teaching Procedure Text in EFL Classroom Yiyin Isgandi; M.Pd, Lina; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 02 (2025): 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

Emphasizing Islamic values for ELT teachers in Indonesia are required including in the skill of opening lessons, especially in the institutions of ministry of religions. It was led this his study has aims to describe alternative ways of integrating Islamic values into the opening of procedure text. This qualitative study, which employs a library research method, collected primary and secondary data from various literatures. As results indicate that teachers cannot select effective and efficient methods to integrate Islamic values into opening lessons on procedure text material, tailored to the students' needs, learning objectives, and available time allocation. The alternatives were recommended are: (1) capturing attention: Using personal physical appearance that reflects Islamic values, non-physical expressions, utilizing teaching aids with Islamic law. (2) providing learning guidelines: Explaining the learning outcomes, objectives, steps of activities, setting boundaries for discussion, and asking thought-provoking Islamic questions. (3) motivating students: Encouraging students to develop enthusiasm and to aspire Islamic preachers on the international stage. (4) connecting to previous material: Relating previously studied topics such as the language features and schematic structure for writing procedure texts. (5) incorporating religious knowledge: Relating the content to Islamic Education and Ethics, such as explaining how to perform prayer, or presenting Qur’anic verses and hadiths about ablution and Allah’s process of creating humans. (6) relating to daily life: Connecting the lesson to social daily life with Islamic multimodal product of procedure text. 

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