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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 EMERGENCE OF MULTIPLE ENGLISHES TREND, DO WE NEED A STANDARD ENGLISH? Alfan Hariri
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.10547927

Abstract

English has inevitably the global language that been used around the globe. According to Cristal there are approximately 1500 million people who use English from all sources; 750 million is first and second language speaker and the rest as foreign speaker. In the other word, there are one of the world population who are capable to use English. Interestingly, users of English as second and foreign language outnumbered the users of English as first language, which the ratio is 1:3 for native and non-native. Moreover, McArthur assumes that with the wide spread of new English trend, when they communicate together with their own New English, it will produce confusions and nonsenses among the speaker since they use unfamiliar English word in term of dialect and accents. To this purpose ministry of Singapore emphasizes the important of fostering standard English, not Singaporean English, especially in school to enable Singaporean communicate with people around the world. To sum up, standard English is now still urgent to be mastered since it is universally accepted for the world global communication.
Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application Dimas Vega Rizqyqa Putra Budiyono; Pramana Rafif; Abdullah Yusuf; Ahmad Syafi’I
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.10596199

Abstract

This fact highlights the increasing need for effective and accessible English education. Many schools and educational institutions are now developing modern and innovative methods for teaching English, encompassing both teaching approaches and tools that facilitate learners in enhancing their English language skills (Cong-Lem, 2018). In learning English, there are four essential competencies that must be mastered by the learners. These four competencies are proficiency in reading, listening, writing, and speaking (Pliushchenko & Zaslavskiy, 2021). However, the speaking skill is often considered as the most crucial among the other four abilities. Speaking is one of the most important skills of all four language skills, because individuals who learn a language are referred to as the speakers of that language. The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Jarrín & Kim, 2019).
Empowering Voices: Breaking the Silence of Speaking Anxiety Among Pesantren Students Hilma Adzkia; Ahmad Syafi’I; Juniar Frida Andini
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.10596247

Abstract

Self-esteem and confidence may be the most common causes of speaking anxiety in the English classroom. Most students never feel completely confident when speaking in a foreign language class. They also believe that their classmates are better at languages than they are. Furthermore, they would not respond voluntarily in foreign language class because it would be embarrassing for them. The students were also concerned about falling behind in language class because it moved so quickly. As a result, they were more tense and nervous in language class than in any of my other classes. They also became nervous and confused while speaking in language class. They also became anxious when they did not understand everything the language teacher said. Similarly, they were overwhelmed by the number of rules they needed to learn in order to speak a foreign language.
HYBRID LEARNING AUTHENTIC ASSESSMENT: TEACHER PRACTICE AND CHALLENGE Maulidah Furqoby; Alfan Hariri; Achmad Anang Darmawan
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/jeltii.v7i2.4

Abstract

The changing of teaching learning process also changes the way how teachers assess their students. Therefore, online authentic assessment is considered more suitable for assessing students. This research is aimed to identify teacher’s way in implementing authentic assessments during online classroom and the challenges may be faced. This research used qualitative approach to find out the implementation of authentic assessment and the challenges during online learning by observing and interviewing the teacher. The study found out that teacher used performance assessment in assessing student’s speaking skill. The teacher did some steps in implementing authentic assessment, namely identify the standards, creating authentic task, giving evaluation, and doing assessment rubric. The study also found out some challenges, such as teacher was not able to control the student’s process of making the work, student’s limited time, and passive student.
Exploring Teachers' Belief toward Teaching Language Features of Genres on K13 Curriculum Ahmat Rondi Toyib; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/j7hqes24

Abstract

The objectives of this research are to reveal the teachers’ point of view, describe the teachers’ practices, and to investigate the factors which influence teachers’ beliefs toward teaching language features of genres on K13. The research method used in this research is descriptive using qualitative approach. The procedures of the research were using four steps, such as pre-research, data collection, data analysis, and writing a report. The subjects of the research were three English teachers from the same school who are teaching in SMPN 21 Surabaya at the 7th and 8th grades using K13. The researcher conducted three steps in collecting data, such as observations, interviews, documentation. The result of the research are the teachers believed that they have to teach language features of genres to their students, drilling is still relevant to be applied, the way of teaching was adjusted due to the condition of the classroom. In their teaching and learning process, all teachers were teaching language features of genres using conventional ways, such as the teachers were only using a textbook as the main guidance in teaching, the teachers were handling all the learning activities, and the teachers did not guide the students to reflect what they had learned in that day as the goal of the implementation of K13. Then, that all teachers’ teaching practices were consistent to their beliefs were influenced by their experience as language learners, experience of what works best, personality factors, and principles derived from an approach or method.
Study of Students’ Difficulties in Structure and Written Expression on Paper-Based TOEFL Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/n28qqw34

Abstract

The aims of this study is to investigate student’ difficulties in Structure and Written Expression on Paper-Based TOEFL. The subjects of this study were ten students of English Department STKIP Al Hikmah Surabaya. This study used qualitative research method. The researcher used TOEFL test and interview in collecting the data. The study found the most students’ errors were from five item of TOEFL test, they were invert subject and verb. Multi clauses, reduced clause, form of the verb, and adjective and verb.  This research also showed that the main factor causing students’ difficulty in TOEFL was lack of grammar.
Project-Based Assessment in English for Specific Purposes Siti Asmiyah
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/z5378c67

Abstract

Project Based Learning (PBL) in English for Specific Purpose (ESP) has been believed to enable student to have hand on and contextual experiences related to their English Language Learning. In addition to the teaching and learning process, project can also be used as an assessment instrument through PBL. Despite the possible project-based assessment, the existing studies have mainly focused on the PBL as a teaching and learning approach with less attention on assessment. This paper describes the use of project based assessment in two ESP courses in an Islamic college in East Java. The stages of the assessment and students’ responses on the benefit and challenges are presented. Implication for PBL in English language teaching and learning and other possible implementation of project-based assessment are also presented in the paper.
Improving Students’ Vocabulary Mastery Using Mind Map Fitria Wulansari
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/vdg8dk35

Abstract

This article focuses on describing the use of Mind Map to increase students’ vocabulary mastery. The objective of this research was to improve students’ vocabulary mastery by applying Mind Map. It was descriptive qualitative research. The method used in this research is Classroom Action Research (CAR) which consists of Planning, Acting, Observing, and Reflecting. This research was managed in two cycles. The participants of this research were first semester students in one of the universities in North Maluku. The instruments used in this research were observation and test. From the data collection, it can be drawn a conclusion that the use of mind map was able to improve students’ vocabulary mastery. After analyzing the data sources, it was found that there was improvement score from the pre-test and post-test. The mean score of pre-test was 54, 91 and the post-test was 83, 43. Thus, it can be concluded that Mind Map is an appropriate method to improve the students’ vocabulary mastery.
The Implementation of Role Play in Teaching Future Tense Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/db8rx722

Abstract

Future tense is one of important part of daily communication, students need to know the future tense well otherwise they get misunderstanding of speakers’ purpose. Some students get confused and have difficulties in defining part of a sentence. So, it is important for them to know the tense well. Moreover, the purpose of this study was to know about the improvement of student’s future tense understanding after they were taught by using role play. This research used a quantitative approach and it was conducted to 15 students in class 2019 semester 1. The data of the research collected using a paper based test of future tense. The result showed that there was significant improvement in students’ future tense understanding after they got role play. It could be proven from the improvement of students’ average score from the pretest and post-test, which was 59 to 82,6, hypothesis test showed that t-table is 2,145 and the t-value is 14,992. In conclusion, role play technique can improve students’ future tense understanding
Students’ Motivation in Learning English Using Edmodo Muhammad Ichwan Arif
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

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

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.

Page 9 of 16 | Total Record : 154

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