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[ISLAMIC INTEGRATION IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Abdul Basith]]>;
<![CDATA[Ahmad Syafi’I]]>;
<![CDATA[Yiyin Isgandi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548000
<![CDATA[The Islamic integration as unit in learning and teaching is important. It can make civil society generations which applied the Islamic integration in students’ life well. integration learning is not only developed to achieve goals holistic learning as stated in concerning National Education Standards, expected by students as well could:1. Improve the understanding of concepts learned more meaningful. 2. Develop skills in finding, processing, and utilize information. 3. Develop positive attitudes, good habits and values noble needed in life. 4. Develop social skills such as cooperation, tolerance, communication, and respecting the opinions of others. 5. Increase passion in learning. 6. Have activities that are in accordance with interests and needs.]]>
<![CDATA[INVESTIGATING TYPE OF ISLAMIC INTEGRATION IN ENGLISH LANGUAGE TEACHING AT SMP YA BAKII 1 KESUGIHAN CILACAP ]]>
<![CDATA[Abdul Basith]]>;
<![CDATA[Ahmad Syafi’I]]>;
<![CDATA[Yiyin Isgandi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547671
<![CDATA[This study was carried out to describe the types of Islamic integration taught in English Language Teaching in seventh grade Junior High School. In addition, the focus in this study is also to find out students’ and teachers’ responses related to English Language Teaching in seventh grade which is integrated with Islamic values. A qualitative descriptive research design was used in this study. The study involved one English teacher and six students of seventh grade. The type of integration in this study was proposed to Amin Abdullah. Based on the result of the study by interviewing and analyzing lesson plan, the researcher concluded that the type of integration carried out in English Language Learning was interconnected entities. In addition, based on the result of the students’ and teachers’ interview, students and teacher gave positive responses related to English learning which was integrated with Islamic values. English language teaching that integrated with Islamic values provided benefits and made students happy. In addition, students also got Islamic knowledge in learning and students feel not disturbed in understanding English lesson.]]>
<![CDATA[THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>;
<![CDATA[Ahmad Syafi’I]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547668
<![CDATA[TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching.]]>
<![CDATA[TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN NEW NORMAL ERA ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548487
<![CDATA[Recognizing that each teacher has unique strengths, preferences, and learning styles, they tailored their instructional approach accordingly. By aligning their teaching methods with their own characteristics, they were able to optimize TPACK development and create meaningful and engaging learning experiences for their students]]>
<![CDATA[WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA ]]>
<![CDATA[Adia Budjana]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548463
<![CDATA[In recent years, researcher interested in mobile-assisted language learning (MALL) for online learning of English as a foreign language (EFL). In the current era of digitalization, access to information and materials can be easily found in cyberspace, either by accessing a page or by using an application. With these advances in technology, can be used as a tool to facilitate the educational process. The Ministry of Education and Culture is aware of the current needs,because by utilizing technology it can reach and distribute broad policies, as well as optimize the implementation of the Merdeka curriculum. As a teacher, this is a challenge in itself to bring students to learning transformation, where the teacher acts as a facilitator to encourage the learning process.]]>
<![CDATA[WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA AT ENGLISH CLUB OF SMPIT INSAN KAMIL SIDOARJO ]]>
<![CDATA[Adia Budjana]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Lina Aris Ficayuma]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10547703
<![CDATA[The objective of this study was to figure out the steps of implementation one of the features of the Whatsapp Messenger application, namely Voice chat as an online learning media for students at English club of SMPIT Insan Kamil Sidoarjo. The method used in this research is descriptive qualitative method. The population in this study were all English Club members of SMPIT Insan Kamil Sidoarjo. The sample of this research is a chairman and 20 members of the English Club, as well as eight members to find out the student's response. In this study, there were three stages, the first was pre-activity. at this stage, the teacher provides material reinforcement during class learning. The second is the Whilst activity, at this stage the teacher gives instructions using Whatsapp text combined with Whatsapp voice notes. At this stage students also implement the instructions given by the teacher using Whatsapp voice notes. After that, students fill out the submission list sent by the teacher. The third stage is the closing activity, in this activity the teacher provides feedback in the form of evaluating and appreciating the results of student performance. In student responses, it was found that six out of eight students interviewed stated that they felt happy with the online learning through Whatsapp voice chat. Suggestions for other researchers to investigate the effectiveness of using features such as video calling to improve students' English skills.]]>
<![CDATA[THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT ]]>
<![CDATA[Imadul Bilad]]>;
<![CDATA[Lina Aris Ficayuma]]>;
<![CDATA[Achmad Anang Darmawan]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548056
<![CDATA[The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.]]>
<![CDATA[BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM ]]>
<![CDATA[Rihza Galih Faturrochman]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Faishol Hadi]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548169
<![CDATA[English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation(Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination.]]>
<![CDATA[THE STRATEGIES USED BY EFL PROSPECTIVE TEACHER DEVELOP THEIR TPACK ]]>
<![CDATA[Imadul Bilad]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548181
<![CDATA[The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate technology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.]]>
<![CDATA[TEACHERS’ BELIEF TOWARDS CORRECTIVE FEEDBACK IN TEACHING WRITING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Widodo Widayanto]]>;
<![CDATA[Haris Dibdyaningsih]]>;
<![CDATA[Ahmad Syafi’I]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration ]]>
Publisher : <![CDATA[STKIP Al Hikmah Surabaya ]]>
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DOI: 10.5281/zenodo.10548481
<![CDATA[Writing is the most difficult skill in English, because it has complex process inside. There is a way that usually teachers do to help students in solving theirs writing difficulties, that is giving feedback. The problem is that, is all of the teachers use feedback while teaching writing and are they consider the importance of giving feedback, especially in this pandemic situation? By looking at this issue the researcher wants to know teachers’ point of view in giving corrective feedback to the student through teachers’ beliefs.]]>
