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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 158 Documents
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EDUCATIONAL STRATEGIES FOR IMPROVING LISTENING COMPREHENSION IN LANGUAGE EDUCATION Purnomo, Ryan; Ganal Arief Rahmawan; Achmad Mufliq; Ahmad Wahyudi; Pratama Wirya Atmaja; Angga Lisdiyanto; Tri Septianto
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

Pemahaman mendengarkan sering kali disalahartikan sebagai aktivitas pasif, padahal sebenarnya merupakan proses yang dinamis dan membutuhkan keterlibatan kognitif yang tinggi. Berbagai penelitian menekankan pentingnya strategi kognitif dan metakognitif dalam meningkatkan keterampilan menyimak. Penelitian mengenai kemandirian belajar menunjukkan bahwa pembelajar yang berhasil adalah mereka yang secara aktif mengatur proses belajarnya, memantau kemajuan, serta memanfaatkan umpan balik dan sumber daya yang tersedia secara efektif. Penelitian ini menggunakan pendekatan metode campuran (mixed-methods) dengan melibatkan 22 siswa yang dipilih secara acak dari kelas XI TKR di SMK Pasundan Subang. Pengumpulan data dilakukan melalui kombinasi pre-test dan post-test, kuesioner terstruktur, wawancara semi-terstruktur, serta observasi kelas. Analisis data dilakukan dengan metode kuantitatif, termasuk uji t berpasangan (paired t-test) dan statistik deskriptif, serta analisis kualitatif melalui pendekatan tematik terhadap hasil wawancara dan observasi. Artikel ini membahas penerapan strategi kognitif dan metakognitif dalam pengajaran keterampilan menyimak bahasa kedua. Penulis berpendapat bahwa pendidik dapat membantu siswa menjadi pendengar yang lebih terampil dengan membekali mereka strategi seperti pengulangan, membuat ringkasan, dan bertanya pada diri sendiri. Teknik-teknik ini tidak hanya meningkatkan pemahaman, tetapi juga mendorong kemandirian belajar, di mana siswa lebih bertanggung jawab terhadap proses belajarnya. Pada akhirnya, strategi-strategi ini berkontribusi terhadap keterlibatan yang lebih bermakna dengan materi pembelajaran dan mendukung retensi serta penerapan keterampilan bahasa dalam berbagai konteks kehidupan nyata.
STUDENTS' PERCEPTIONS OF USING YOUTUBE VIDEO PROJECT FOR VOCABULARY LEARNING Dhevia Shanati Firda; Sulistyani; Khoiriyah
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): 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 aims to describe students' perceptions of YouTube Video Project in learning English vocabulary for tenth-grade students of SMAN 4 Kediri. This study was motivated by the limited use of YouTube as an active production media in English learning where students generally act only passive consumers of information. This study used a qualitative descriptive approach that involved five students from grade X-3 who were selected using purposive sampling. The data were collected through observation, semi-structured interviews, and documentation. The results showed that students had very positive perceptions towards the YouTube Video Project as measured by the five attitudinal dimensions of enjoyment, engagement, motivation, behavioral intention and perceived effectiveness. The YouTube Video Project facilitated learning in two ways: through repetition practice, and through the use of vocabulary in real-life tasks that promote students’ productive knowledge. The main advantages that students found were increased vocabulary to support their speaking skills and greater self-confidence from publishing videos on YouTube. However, students also struggled with problems such as pronunciation and technical problems in making the videos. Hence, this study proves that the YouTube Video Project is an effective and fun learning method to improve English vocabulary mastery, and recommends that it continues to be integrated into English language learning at senior high school level
THE ROLE OF PARENTS IN NURTURING STUDENTS’ SOCIAL QUOTIENT: CARING Heri Miarto
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

This article aims to examine the role of parents in fostering  social  concern  among  elementary  school  children based  on  literature  review  from various  relevant  journals. Social care is a vital character value that should be instilled from an early age, and the family as the first environment plays a key role in shaping children's character. The research method used  is  a literature  review  with  a  descriptive  qualitative approach. The findings show that parents play a strategic role in  fostering  children's  caring  attitudes through  exemplary behavior,  communication,  habituation  of  social  values,  and active involvement in children's social activities. This article also  includes  a  reflection  instrument  for  parents  to  support implementation at home. 
PRE-SERVICE TEACHERS’ VIEWS ON ELT METHODOLOGY LEARNING AND ITS INFLUENCE ON THEIR TPACK SELF-ESTEEM Alfan Hariri
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

This study explores the perceptions of English Language Teaching (ELT) teacher candidates toward methodology courses and their influence on Technological Pedagogical Content Knowledge (TPACK) self-esteem. Grounded in qualitative inquiry, the research involved classroom observation, lesson planning analysis, teaching video projects, and semi-structured interviews with pre-service teachers. Findings reveal that exposure to a range of ELT methodologies—such as Communicative Language Teaching, Task-Based Learning, and Total Physical Response—significantly enhanced students’ enthusiasm, active participation, and reflective practice. Participants demonstrated increasing competence in integrating content, pedagogy, and technology through creative media use, interactive techniques, and collaborative learning tasks. Interview data confirmed that methodology courses helped shift student thinking from understanding what to teach to how to teach effectively. Although some reported challenges with language fluency, candidates expressed strong confidence in applying ELT approaches, attributing this growth to hands-on experiences and project-based learning. The study concludes that methodology courses, when designed with active learning principles, play a transformative role in developing TPACK self-esteem among future ELT professionals
OPTIMIZING WRITING INSTRUCTION THROUGH THE INTEGRATION OF CHATGPT AS AN INTERACTIVE LEARNING TOOL IN JUNIOR HIGH SCHOOLS Ikhwan Abdillah; Ryan Purnomo; Achmad Wahyudi; Ganal Arief Rahmawan
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

This  study  aims  to  optimize  the  management  of  writing instruction in Junior High Schools (SMP) through the use of ChatGPT as an interactive, artificial intelligence (AI)-based medium. Writing skills, particularly  in  English,  are  an  essential  part  of  students'  literacy development, supporting global communication skills, critical thinking, and  academic  achievement.  Unfortunately,  many  junior  high  school students still face difficulties in expressing ideas in writing, constructing proper sentence structures, and using correct grammar. ChatGPT, as a generative AI model, offers a more adaptive and personalized learning approach. This technology allows students to interact directly  with an intelligent  system  that  can  provide  feedback  on  their  writing,  suggest improvements, and help enrich their ideas. This research adopts a true experimental  approach  with  a  pre-test  post-test  control  group  design involving  two  junior  high  schools  in  Sidoarjo  Regency.  One  group  of students used a ChatGPT-based interactive writing model (experimental group), while the other group used conventional methods (control group). The  instruments  used  included  observation, writing  tests  (pre-test  and post-test),  teacher  interviews,  student  questionnaires,  and  learning documentation.  Data  analysis  showed  that  the  experimental  group experienced  a  significantly  greater  improvement  in  writing  ability compared  to  the  control  group.  The  average  pre-test  score  of  the experimental group was 63.5 and increased to 81.2 in the post-test (a 17.7-point gain), while the control group only improved from 64.1 to 71.3 (a 7.2-point gain). An independent t-test confirmed that this difference was  statistically  significant.  Furthermore,  based  on  the  questionnaire, students reported that ChatGPT was very helpful in generating writing ideas (86%), correcting grammar (91%), increasing confidence (78%), and boosting enthusiasm for writing (84%). This study demonstrates that the  use  of  ChatGPT  can  be  an  innovative  solution  for  enhancing  the management of writing instruction and improving literacy skills among junior high school students. 
USING KWL (KNOW, WANT TO KNOW, LEARNED) STRATEGY IN TEACHING READING ANALYTICAL EXPOSITION TEXTS TO THE ELEVENTH GRADE OF MA MIFTAHUL ULUM GRESIK Frederich Jovan Leonardo; Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): 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 aimed to describe the implementation of the KWL (Know, Want to Know, Learned) strategy in teaching reading comprehension of analytical exposition texts  and  to  investigate  students’  responses  toward  its  use.  The  study  employed  a descriptive qualitative method involving the eleventh-grade students of MA Miftahul Ulum Gresik as the research subjects. Data were collected through questionnaires and classroom observation. The findings revealed that the KWL strategy was implemented effectively through three stages: activating students’ prior knowledge, guiding students to formulate questions, and encouraging reflection after reading. The use of relevant analytical  exposition  text  topics  helped  increase  students’  engagement  and comprehension.  The  questionnaire  results  indicated  that  most  students  responded positively  to  the  KWL  strategy,  showing  improved  understanding,  motivation,  and participation in reading activities. Based on the findings, it can be concluded that the KWL  strategy  is  an  effective  and  student-centered  approach  for  teaching  reading comprehension of analytical exposition texts in EFL classrooms. 
Human-AI Collaborative Learning Media in English Language Education: Effects on Writing Quality, Creativity, and Cognitive Engagement Haris Dibyaningsih; Hendra Sudarso
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): 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

  The integration of artificial intelligence into educational settings has fundamentally transformed the landscape of language acquisition, shifting the paradigm from self-learning to dynamic human-AI collaboration. However, the exact impact of collaborative learning media on specific pedagogical outcomes, such as writing quality, creative expression, and sustained cognitive engagement, remains a complex area of inquiry. This paper presents a comprehensive literature review and proposes a theoretical instructional framework to evaluate these collaborative dynamics within English language education. By synthesizing cross-disciplinary insights on human-AI teaming, cognitive mental models, and role adaptation, this work highlights the delicate balance between leveraging AI for productivity and ensuring profound pedagogical development.
Enhancing EFL Students’ Speaking Skills through Augmented Reality: A Pre-Experimental Study Lutfiatul Indana Zulfa; Khoiriyah; Sulistyani
Journal of English Language Teaching and Islamic Integration Vol. 9 No. 02 (2026): 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 investigated the effect of Augmented Reality (AR) on the speaking skills of ninth-grade students at Insan Qur’ani Junior High School. The study addressed the problem of students’ low speaking proficiency, particularly in pronunciation, fluency, grammar, and vocabulary. A quantitative pre-experimental design employing a one-group pre-test and post-test approach was used. The participants consisted of ten ninth-grade students. Speaking performance tests using a rubric adapted from Brown (2004) were used to collect the data. The treatment comprised three meetings employing AR-based learning activities focused on animal descriptions. Data were analyzed by descriptive statistics, validity and reliability tests, normality testing, and paired-sample t-tests. The results showed that the mean score of students’ speaking improved from 61.00 in the pre-test to 81.50 in the post-test. The paired sample t-test found a statistically significant difference between the pre-test and post-test scores (p <.001), indicating that AR had a significantly positive effect on the students’ speaking achievement. Improvements were found on all speaking indicators such as pronunciation, fluency, grammar, and vocabulary. The study found that AR provided a contextualized and interactive learning environment that encourages speaking development and enhances students’ participation and confidence in learning English.

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