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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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THE STUDY OF STUDENTS’ SPEAKING ANXIETY IN THE POST-PANDEMIC ERA Nadiyya Zulfa; Ahmad Syafi'i
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): 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: 10.5281/zenodo.10548047

Abstract

Since the COVID 19 outbreak, distance learning is the best way to continue the school activity. the teacher posted the lesson and assignment and the students can access those in the E-Learning. This condition made the speaking activity between students and teacher drastically reduced, and that can potentially make the speaking anxiety of the students increased. This study is aimed to explore the level of speaking anxiety in the post online learning, as well as the factors and the strategies in overcoming the speaking anxiety.
USING GENRE BASED APPROACH IN ONLINE LEARNING TO IMPROVE STUDENTS’ WRITING SKILL IN WRITING ANALYTICAL EXPOSITION TEXT Azhari Yunus
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): 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: 10.5281/zenodo.10548141

Abstract

This study is aimed to finding out whether there is a significant difference towards students’ writing ability who are taught by process genre-based approach and those who are taught by using non-PGBA learning through online learning. The result of this study showed that (1) there were significant effects of process genre-based approach through online learning on students’ writing skills in analytical exposition text. The result of the pre-test to post-test difference test using the Independent T-test generated the Asymp value. Sig (2 – tailed) is 0.001 (p < 0.05), so, that H0 is rejected and Hi is accepted, it continue with the result of the effect size test using Pearson correlation r, and obtained r = 0.411 (16.94%) and categorized in medium effect. (2) The aspects of writing in the experimental group (PGBA); The percentage of Organization (16.08%) and Spelling (81.3%) scaled with excellent criteria. Meanwhile 4 from 6 aspect; for the Idea and Development is (23.50%), Vocabulary (11.91%), Sentence Structure (14.83%), Capitalization and Punctuation (7.25%) have scaled into good criteria. Then, the difference score (23%). The difference score here figures out the students’ scores not achieved maximally.
GENRE BASED APPROACH IN ONLINE LEARNING IN WRITING ANALYTICAL EXPOSITION TEXT Azhari Yunus
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): 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: 10.5281/zenodo.10531632

Abstract

This study shares process genre-based approach and those who are taught by using non-PGBA learning through online learning. First, The application of Genre Based Approach makes students more assisted and helped through implementing the stages of Genre Based Approach. This approach is defined through the number of stages including Building Knowledge of The Field (BKOF), Modeling of the Text (MOT), Join Construction of the Text (JCOT), and Independent of Construction of the Text (ICOT). Second, mind mapping technique was popularized in the late of the 1960s and has been employed in many different areas since the development This technique was introduced as a note taking technique. In short, the mind map and genre-based approach enables the students to write more systematically.
PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT Muhammad Farich; Ahmad Syafi’I; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): 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: 10.5281/zenodo.10548125

Abstract

Writing recount text, therefore, is very important for students to master since it develops students’ writing skill in delivering chronological information. This skill later, will be needed in higher education or in university. In writing recount text, students will deliver information in the sequence of: the introduction, the sequences of information and the conclusion students will work in team and support each other in the project. Students will think more complex rather than writing a simple text in the learning. Thus, project based learning is considered as a learning strategy for teaching writing..
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT Muhammad Farich; Haris Dibdyaningsih; Ahmad Syafi’I
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): 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: 10.5281/zenodo.10548153

Abstract

This study was carried out to describe the implementation and the quality of project based learning in teaching writing recount text to tenth grader. A qualitative descriptive research design was employed in this study. This study involved 15 students from tenth grader of one Islamic private school in Gresik. The data was obtained from observation and writing test. Students should make a book compilation in a class project. The findings showed that the implementation and the quality of project based learning achieve very good. The percentage of the implementation of project based learning reached 89%. So, the project based learning could be categorized as well implemented. Moreover, the percentage of students’ achievement which passed the standard reached 87%. So, the quality of the learning viewed from students’ writing achievement is considered as have a very good quality.
WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH Naufal Ilyas Saputra; Haris Dibdyaningsih; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

There needs to be an adjustment in choosing learning media. If it is still implemented in schools with face-to-face learning, teachers can easily display their teaching media to support the teaching and learning processes. One program, branded Wordwall, is said to be capable of helping students acquire and expand their reading. The Wordwall application is a website-based online program that can use as both a teaching tool and an assessment. In this 21 st century world, English will still play vital roles and gained more prestige in education Students will feel more motivated to learn English, especially in reading, and will have an outstanding learning experience with an intriguing page display with a variety of colors. Additionally, by creating questions with presumed, the Wordwall application makes it incredibly simple for teachers to acquire and customize English reading content.
STUDENTS’ PERCEPTION TOWARDS WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH AT MTS ALIF LAAM MIIM SURABAYA Naufal Ilyas Saputra; Haris Dibdyaningsih; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): 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: 10.5281/zenodo.10548493

Abstract

The aim of this research is to know students’ perception towards wordwall as an online assessment platform in teaching English at MTs Alif Laam Miim Surabaya. Perceptions is individuals organize and interpret process their sensory and impressions to get a conclusion about something to their society. This research was conducted at MTs Alif Laam Miim Surabaya and the subject of the research were students from IX B class. This research applied descriptive research. Technique of collecting data used in this research were share a questionnaire and do an interview. The data were analyzed in three steps; (1) collecting data, (2) data reduction, (3) display the final data. Due to the research and discussion, it can be concluded, that perception of students is trend to the positive perception, based on data showing 16 out of 25 students have a positive perception, 8 students are positive, and 1 student is trends to a negative perception. The findings in this study include; (1) Students feel happy and amazed when using Wordwall, (2) Students want to use Wordwall in the future, (3) There is a growing competitive aura among students, (4) Students feel more enthusiastic during Wordwall sessions, (5) Students find Wordwall easy used, (6) Wordwall features are attractive to students, (7) Wordwall has an attractive appearance for students.
TEACHING REPORT TEXT BY USING SCIENTIFIC APPROACH WITH DISCOVERY LEARNING STRATEGIES Abdullah Azzam Akbar; Ahmad Syafi'i; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): 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: 10.5281/zenodo.10547681

Abstract

A newly designed curriculum called as K-13 (Curriculum 2013) was officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Some researchers had researched about implementation of scientific approach in theclassroom and they found that the implementation is not optimal. There are many teachers who are not able to implement scientific approach perfectly, the teachers use less than five steps that actually must be implemented in the classroom. Most of teachers had difficulty in implementing scientific approach because they have a little knowledge about it.
THE IMPLEMENTATION OF SCIENTIFIC APPROACH USING DISCOVERY LEARNING IN TEACHING REPORT TEXT Abdullah Azzam Akbar; Ahmad Syafi'i; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): 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: 10.5281/zenodo.10548474

Abstract

A newly designed curriculum called as K-13 (Curriculum 2013) was officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Five steps of scientific approach such as, observation, questioning, experimenting, associating and communicating will be studied in this research. One of the learning methods that is often used is discovery learning. This study aims to determine how the learning process uses the scientific approach with discovery learning methods in learning report text. Qualitative methods are used to see how this learning takes place. The research subjects were students of SMP IT Ibnu Sina grade 9. To obtain the data, observations, questionnaires and documentation were used. The results of the questionnaire showed that 5.26% (very positive), 56.39% (positive), 35, 33% (quite positive), and finally 3% (not positive). The analysis obtained shows that from the questionnaire given and the results of observations, students have very positive responses to learning using the scientific approach and discovery learning methods. But in practice it is not as easy as imagined. From 5 steps in the scientific approach, only 3 steps can be applied. This is influenced by learning that is carried out online. Suggestions that can be given are the teacher's ability to know what aspects must be considered before teaching and online learning must be better prepared because many materials are not easily explained without meeting students face to face.
The Implementation of Total Physical Response (TPR) in Teaching Speaking Faishol Hadi; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): 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: 10.5281/zenodo.10547659

Abstract

Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill.

Page 7 of 16 | Total Record : 154

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