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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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TEACHING ENGLISH TOWARDS THE HEARING-IMPAIRED STUDENTS Setyawan, Antonius; Tuminah, Tuminah
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 3 No 01 (2020): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

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.
INQUIRY BASED TEACHING IN WRITING CLASSROOM: THE EFFECTIVENESS TO THE STUDENTS’ CREATIVITY Sari, Fitria Wulan
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 3 No 01 (2020): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

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
USING REVIEW SENTENCES IN TEACHING GRAMMAR Sudarso, Hendra; Dibdyaningsih, Haris
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 3 No 01 (2020): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

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.
STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT AT EIGHTH GRADE OF SMP TD PARDEDE FOUNDATION MEDAN Tamba, Lilis Juliana; Situmorang, Yolani V; Ginting, Queen H. E.
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 3 No 01 (2020): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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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
Re-proposing Cultural Based Curriculum System of Tamansiswa as the National Education Foundation in Indonesia Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 1 No. 02 (2018): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

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
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. 01 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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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.
Transformative Pedagogy of Multiliteracies and the Challenges of Cultural Constraint in Indonesia Yuniar Dwi Ansari Siregar; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 1 No. 02 (2018): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

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.
Students’ Motivation in Learning English Using Edmodo Muhammad Ichwan Arif; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The purpose of this research was to describe students’ motivation toward the implementation of Edmodo in learning English. The subjects was twenty students in 7B class of SMP Lab School UNESA. To specify the data, the researcher classified them by considering their background knowledge, which had been chosen by the teacher, aimed for conducting an interview. There were six students consisted of two students in high level, two students in middle and two students in low level. Descriptive qualitative was used as the design of this research. For collecting the data, this research used classroom observations, questionnaires and interview, and they were analysed by using Miles and Huberman’s Theory. Finally, it was found that most of subjects were motivated when the teacher used Edmodo in learning English. Specifically, the students in high-middle level were also motivated in learning English, but for those in low-level, a subject has low level of challenge, and another student was not motivated in using Edmodo. It means that the use of Edmodo should be paid attention by looking at the students’ ability when applying the media in learning English. For the aspect of Edmodo that determine students’ motivation, the findings were explained that most of the students preferred to use Edmodo because there was no need for them to do hand-writing. They also felt interested in learning variation. Those variations are: the application, the audio and the picture. Those variations helped the students understand the lesson easily and could develop their motivation in learning English.
The Implementation of Authentic Assessment to Evaluate the Students’ Speaking Skill Sony Junaedi
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 01 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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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.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.
Continuous Literacy Program For All (CLP FALL) to Strengthen Muslim Students' Literacy Culture at Primary School Yiyin Isgandi
Journal of English Language Teaching and Islamic Integration Vol. 1 No. 02 (2018): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

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.

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