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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 109 Documents
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Literary Materials as a Foundation for English Language Education in Junior Secondary Schools Iswahyudi, Sabrina Retnasari; Jabu, Baso; Salija, Kisman
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.6622

Abstract

This study examines the efficacy of literature-based instruction in fostering English language proficiency among junior secondary school students in Makassar, Indonesia. Employing a mixed-methods research design, data were collected from 120 students and 8 teachers across four public junior high schools through classroom observations, semi-structured interviews, pre- and post-tests, and document analysis over one academic semester. Findings reveal that classes utilizing literary texts demonstrated significantly higher improvements in vocabulary acquisition (27.3%), reading comprehension (23.1%), and writing skills (19.7%) compared to control groups using conventional textbooks. Furthermore, qualitative analysis indicates enhanced student engagement, cultural awareness, and critical thinking skills when literature served as the primary instructional material. The study concludes that systematically integrated literary materials provide a comprehensive foundation for language development that addresses both linguistic competence and higher-order thinking skills essential for adolescent learners at this critical developmental stage.
An Analysis of The Effect of Teaching Methods on Students’ Motivation in Learning English Ricman, Oscar; Baka, Charlie; Sudarsi, Elim Trika; Ibrahim, Ilmiah; Faniriana, Maminiaina Andosoa
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7268

Abstract

This research aims to determine the effect of learning methods on students' learning motivation in English at SMP Kristen Makale. The method used was quantitative with a population of 127 class VII students and a sample of 40 students (32%), selected using proportional random sampling. Data was collected through observation, questionnaires and documentation, and then analyzed using simple linear regression and descriptive statistics. The research results show that learning methods have an influence of 53.1% on student learning motivation, with a correlation value (R) of 0.729. Lecture, demonstration, discussion, question and answer, and presentation methods all show high levels of student motivation, with percentages ranging from 72% to 76.8%. In conclusion, the learning methods used influence students' learning motivation, although some students are still not motivated. Teachers need to develop more diverse and innovative teaching methods to increase overall learning motivation. Keywords: English language, Teaching Methods and Learning Motivation
Analysis the Level of Students’ Reflective Writing on Their English Language Learning at UKIT Lendrati, Ratu; Tulaktondok, Linerda; Siumarlata, Viktor
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7270

Abstract

In such situations, reflective writing has become a key tool for the development of literacy skills in general and critical thinking and self-assessment in language acquisition specifically. A study of reflective writing about learning English as a foreign language among adults learners in English Education Students' reflective journals are classified according to their depth, reliance on learning approaches and subjective insights in the study part. This research was qualitative content analysis approach. The participants were 10 second-semester students of the English Education Study Program at UKI Toraja. The findings showed that the majority of students are learning to write reflectively and many still operate on a descriptive level. A small number of students displayed elements of dialogic and critical reflection indicating that all students are capable of attaining the higher levels of reflective writing, if they receive helpful guidance. The results suggest that students indeed share a basic understanding of reflective writing but could do more to express more meaningful insights about their learning process. This research argues for pedagogical consequences and strategies to promote reflective practice in language courses. Keywords: critical thinking, English learning, self-assessment, self-reflection, Reflective writing
The Classcraft Utilization in Increasing Students’ Motivation in Learning English of Eleventh Grade at Senior High School Lestari, Sriwindry; Baka, Charlie; Sampelolo, Rigel
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7275

Abstract

This study aims to determine how significant the Calsscraft use to increase students’ motivation in learning English of eleventh grade at SMAN 3 Tana Toraja both the times when they were taught by it and the times they weren’t. Classcraft is a game-based learning platform that can increase students’ motivation, cooperation, and soft skills in and out of the classroom. This study focuses on the students’ motivation in learning English by taught using Class craft. Based on the result above, the researcher found that there were difficulties faced in English learning at SMAN 3 Tana Toraja, as one of the secondary education institutions in the Mengkendek area. One of the factors that causes these difficulties is the lack of motivation to learn English, which is the desire, interest, and goals that encourage students to learn English actively and continuously (Yuzulia, 2012). Motivation is one of the most significant things in the learning process. Without motivation, the purpose of learning is tough to achieve. When learners have it in their learning process, they will better understand the materials, especially English (Borah, 2021).The researcher used true experimental and quantitative methods to explore the objective the research. To collect the data the researcher used several steps: giving the pre-test for the students, giving treatment and then giving post-test for students, identifying and classifying the students’ motivation level. The findings showed that before treatment, most of the students got moderate level of motivation in learning English, and after treatment, most of the students got high level of motivation in learning english. Keywords: COVID-19; Motivation; Pandemic, Students.
Assessing Self-Confidence in Career Readiness Among Prospective English Education Study Program Graduates of University Kondo, Nadia; Siumarlata, Victor; Tandikombong, Matius
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7276

Abstract

This study addresses the issue of confidence among prospective graduates of the English Education Study Program at UKI Toraja as they prepare to enter the workforce. The research aims to find out the level of self-confidence in the career readiness of prospective English education study program graduates of UKI Toraja. The researcher employed a quantitative descriptive method in analyzing the data of this research. The subjects of this research were the seventh-semester students of the English education study program, UKI Toraja, who programmed the thesis. The data of this research was collected by questionnaire to gather data from 20 participants. The data obtained were analyzed using Likert scale techniques. The findings indicate that the overall level of self-confidence among these prospective graduates falls into the category of fair self-confidence, with an average score of 75.5% for the educator category, 68.8% for the entrepreneur category, and 68.1% for the tourism industry category. The implications of this study's results indicate that although students' self-confidence is in the fair category, there is still a need for improvement. Therefore, it is important for study programs to develop strategies that can increase student confidence so that they are better prepared for their readiness for a career. Keywords: Assessing; Self-Confidence; Career; Readiness
The Benefits of Debate for English Students In Speaking Skills at University Limbong; Sallata, Yizrel Nani; Arrang, Judith Ratu Tandi
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.7277

Abstract

The purpose of this research is to find out about the benefits of debate on English students in speaking skills at UKI Toraja. Researcher use qualitative methods in research. This data was taken from 10 (ten) English students who were collected using a purposive sampling technique. To obtain data, researchers used interviews and analyzed using Sugiyono's theory. The results of the research show that there are several benefits of debate for English students in speaking skills, being involved in debate activities will be very beneficial for students, including how to convey arguments well, increasing students' self-confidence, improving logical and analytical thinking skills, can help students to improve new knowledge and also improve the ability to organize in a structured manner. Based on the results of the research above, the researcher concluded that students received several benefits from debate after participating in debate activities at UKI Toraja. Keywords: Benefits: English: debate; Speaking ability
The Influence of ChatGPT on Writing Anxiety Among English Department Students Debinda, Phani; La’biran, Roni; Rachel; Rum, Eka Prabawati
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7278

Abstract

Writing anxiety is a prevalent problem among students of English, which can discourage their academic performance and writing confidence. As AI-based tools like ChatGPT are becoming more widely used, it is essential to analyze whether such tools have any influencet on the level of students' writing anxiety. This study aims to know the influencet of ChatGPT usage on English students' writing anxiety levels. Specifically, it examines whether there is a significant relationship between the use of ChatGPT and students’ anxiety in academic writing.The research employs a quantitative descriptive approach using a simple linear regression analysis. Data were collected from English students at Universitas Kristen Indonesia Toraja through a questionnaire based on the Second Language Writing Anxiety Inventory(SLWAI).The findings suggest that although there is a trend indicating that using ChatGPT might reduce writing anxiety among students, the influence is not statistically significant. This implies that other factors may play a more crucial role in influencing writing anxiety. Further research with a larger sample and additional variables is recommended to gain deeper insights into this relationship. Keywords: ChatGPT, Writing Anxiety, Influence
Code-Mixing Practices of EFL Lecturers in Classroom Settings Victor; Pongsapan, Nehru P; Allo, Markus Deli Girik
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7279

Abstract

The objevtive of research is to find out what type of code mixing used by EFL lecturers in Classroom Contex and what the impact are use code mixing used by EFL lecturers in classroom context. The researcher conducted this investigation used qualitative methodologies. Purposive sampling technique for the participant lecturers and snowball sampling for the students at campus 1 UKI Toraja. Observation and interview are the instruments of this research. The findings show that there are four types of code mixing used, namely insertion, alternation, congruent lexicalization, and involving a change in pronunciation. The impact of using code mixing is incredibly positive, with students reporting increased understanding, motivation, and engagement in the learning process. However, there are also concerns that dependence on code mixing may reduce students' motivation to learn English independently. This research emphasizes the importance of a balanced teaching strategy to effectively support students' language development. In conclusion, the research shows four types of code-mixing insertion, alternation, congruent lexicalization, and involving a change in pronunciation. Each contributing positively to students' understanding, motivation, and engagement in learning. However, reliance on code mixing may hinder students' independent learning of English. Therefore, a balanced teaching strategy is essential to effectively support students' language development. Keywords: Sociolinguistics, Code Mixing, EFL Lecturers, Impact, Multilingualism
The Impact of Teacher Talk Towards Students’ Language Attitude in Learning English Speaking Skill Mangngemba, Sintike; Tandikombong, Matius; Panggua, Selvi
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7280

Abstract

Students’ language attitude in learning English speaking Skill. The researcher conducted the research used quantitative method. The convenience sampling was used to obtain data from 19 7th semester students of English Education study program who had participated all the speaking class. The data were obtained by questionnare technique. Data were analyzed using the T test, correlation coefficient (Pearson product moment), coefficient of determination and linear regression. The results of hypothesis testing using t test analysis, the t-count value is 5.053 and the t-table is 2.120, meaning that the t-count value is greater than the t table, namely 5.053 > 2.120. with a significance level of 0.00 < 0,05. It means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted. The conclusion is teacher talk has a positive impact towards students’ language attitude in learning english speaking skill. These results show that teacher talk is an important factor in shaping students' language attitudes, so the communication approach used by lecturers in learning English speaking needs to be designed effectively to achieve better results. Keywords: Impact, Teacher Talk, Language Attitude , English Speaking Skill.
Learners’ Affection and Cognition: Their Interrelationship in Learning English Lilis Natalia Totong; Markus Deli Girik Allo; Eka Prabawati Rum; Muh. Putra Pratama
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.7738

Abstract

Cognition is often used to find out how far someone has mastered the material that has been taught by educational goals. In addition to mastery of teaching materials, cognition is also influenced by affection. Students' affection in learning English varies, there are students who show good affection, namely students feel happy and are active in taking part in the learning process. There are also those who show an affection that is not happy with the learning process, has an indifferent affection (apathy), is not active, talks to themselves and does not pay attention to the teacher's explanation. This study aims to determine how the correlation between the learners’ affection and cognition in learning English. This type of research is correlational research. The population of this study were all eighth-grade students at Makale Christian Junior High School, which amounted to 168 students. The sampling technique used was cluster random sampling. Based on the cluster random sampling technique, the class used as a sample is class VIII A as many as 32 students. The instrument used in this research is to use a questionnaire and a test. Pearson Product Moment correlation test is used to determine the correlation between affection and cognition. Based on the correlation test, the correlation coefficient value is 0.144. Because the value of r count is lower than the value of r table (0.140 < 0.286) then there is a negative correlation between learners’ affection and cognition which are in the exceptionally low category. This means that the lower the student's affection the lower the result of learning English.

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